130 24 26018 https://digitalcollections.library.gvsu.edu/files/original/33d958433eb730c2efbdf63c9925f1db.pdf 7d2a699aa2fa576eb89a72456c3cd264 PDF Text Text � https://digitalcollections.library.gvsu.edu/files/original/7877cfcf6d56ed6de9d97f28fd734111.pdf 38071b0959383b809333f16e073d423b PDF Text Text [Page 1] Buena Vista-Del. May 25. 1855 My dear friend, I wrote you sometime since to say to Mrs. Carter not to expect me till I should inform her I was better. Yesterday I had another attack in the region of the heart which frustrates me. So please tell her not to keep rooms for me till I write again. I may not be able to go to Washington as I hoped. But I don not yet despair. My physician tells me he can cure me in a few weeks thoroughly. He says the affection is from sympathy with the liver & will be relieved. I had been treated for the wrong complaint. I am in great suspense about Virginia. If our friends there had made an open organization & got rid of the secrecy, I should have had no apprehensions. In Wilmington when we had near 500 majority last year with an open ticket, a secret nomination almost ruined us. We elected the mayor by only 30 majority & lost the treasurer by 80. Every faithfully yours John M. Clayton Nathan Sargent Esq. Washington, D. C. � 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-44_NS1-15478 Title A name given to the resource Nathan Sargent from John M. Clayton, May 25, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855-05-25 Creator An entity primarily responsible for making the resource Clayton, John M. (John Middleton), 1796-1856 Description An account of the resource Letter informing Sargent that Clayton must delay his trip to Washington due to heart problems. Clayton also discusses Virginia and Delaware politics. Subject The topic of the resource Sargent, Nathan, 1794-1875 Clayton, John M. (John Middleton), 1796-1856 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees Physicians Mayors--Election Delaware Washington (D.C.) Virginia Wilmington (Del.) 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/c650bb6f669b078110f9cf7ad4fbe6db.pdf 939061ff4f50b738e21e6063aecc30c8 PDF Text Text � https://digitalcollections.library.gvsu.edu/files/original/62b56b703ccb631bfbf4fc5985ff5e08.pdf fecc0d20c7106e15a1a762c8835d7e5a PDF Text Text [Page 1] Chippewa P.O. Delaware May 6. 1855 My dear friend, I have been today visited with another severe attack of sickness; and if not too inconvenient with you to say to Mrs. Carter that I cannot have here, till I am favoured with a return of health. Let her not expect me till I write to you again. This sickness which I fear proceeds from a disease of the heart has caused me pain & disappointment and much because. It postpones to an uncertain day the period of pleasure I had anticipated in meeting you & other dear friends in Washington. Ever faithfully yours John M. Clayton Nathan Sargent Esq. Washington � 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-44_NS1-15479 Title A name given to the resource Nathan Sargent from John M. Clayton, May 6, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855-05-06 Creator An entity primarily responsible for making the resource Clayton, John M. (John Middleton), 1796-1856 Description An account of the resource Letter expressing Clayton's fear that he may have heart disease. Clayton also expresses disappointment at not being able to see Sargent. Subject The topic of the resource Sargent, Nathan, 1794-1875 Clayton, John M. (John Middleton), 1796-1856 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees Delaware Washington (D.C.) 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/ca132e88c2072b755112dc4a8fe7f8b2.pdf 08f588f4b8ecd67fcdff28800d470d9e PDF Text Text �� https://digitalcollections.library.gvsu.edu/files/original/d030167cf6dc89be1bcf2460fabbdbcb.pdf 1593977b2331323613f6c54e8ab75421 PDF Text Text [Page 1] (Confidential) Chippewa P.O. Delaware June 1st, 1855 My dear Sir, I see the anti Americans of Washington have adopted a vile trick to dispute your election on Monday. It is to have talymen at the polls to record every Democratic vote before it is voted; & they advertise to all the faithful to have their votes thus recorded to “prevent frauds.” With this record they will dispute the result altho’ they know will very many who do their record will vote the A. ticket. Now you should call a K.N. [Know Nothing] meeting in private without delay & let every K.N. [Know Nothing] record his vote as anti K.N. [Know Nothing] or Democratic & then vote as he pleases & languish[?] not the Knows. Ever truly yours JM Clayton �[Envelope] � 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-44_NS1-15480 Title A name given to the resource Nathan Sargent from John M. Clayton, June 1, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855-06-01 Creator An entity primarily responsible for making the resource Clayton, John M. (John Middleton), 1796-1856 Description An account of the resource Letter expressing Clayton's anger that opponents of Sargent engaged in a _vile trick to dispute your election._ Clayton also urges Sargent to call a meeting of the Know-Nothing Party. Subject The topic of the resource Sargent, Nathan, 1794-1875 Barnard, Daniel D. (Daniel Dewey), 1797-1861 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees Slavery United States. Constitution Albany (N.Y.) 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/281deba4e293c10678eae32843b0c477.pdf f422500bb97b3d37ec64513b25ee3fc8 PDF Text Text �� https://digitalcollections.library.gvsu.edu/files/original/71fdfdae16b8f15180116758dd5d7a2f.pdf f9d09577a3c163b5a95897c1b07662ee PDF Text Text [Page 1] Buena Vista - Del August 28. 1855: My dear old Friend, Your letter of the 26th instant is received, and I must say in reply to it, that if we could procure the assent of the South and the North to the propositions contained in it, it would in my opinion be as just and as equitable a basis for settlement as could well be made. But alas! Who can control the mad passions now in operation? It is and has long been my opinion that the settlement of 1850 would finally produce more disastrous consequences than any thing which ever occurred. The fugitive slave clause in the constitution was respected before that period. Now, it is in operation & it has been so in effort ever since that celebrated settlement. The embers of the volcano came then ignited and the subsequent organization of a territorial government in Kansas without any guards against foreign & fraudulent voting only fanned the fire & set it in a blaze. Burton/Barton writes me that then are now three or four southern states which are nearly unanimous for dissolution. Should within Cuba or any considerable part of either Mexico or Canada be annexed, the danger would become still more imminent. I would gladly lend my humble aid to this �[Page 2] schism proposed by you or any other schism which would quiet the country. But it is impossible to foresee what will be practicable till we see the temper of the new Congress. If bullying be now practiced as it has been by our section to effect its objects. I predict I will fail. Let us watch the raging of the storm, prepared to throw oil on the troubled waters whenever we can do it with the greatest effect. In the mean time let our motto be never to despair of the Republic. Although destitute of all power and all influence to rescue her from the abyss which yawns before us, yet I have so deep a love of our institutions that I sometimes fancy I could imitate the old Roman generals and devote myself to the informal Gods to secure victory to the Union in this struggle. I return your paper as you requested and am as ever Faithfully yours J.M. Clayton � 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-44_NS1-15481 Title A name given to the resource Nathan Sargent from John M. Clayton, August 9, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855-08-09 Creator An entity primarily responsible for making the resource Clayton, John M. (John Middleton), 1796-1856 Description An account of the resource Letter expressing Clayton's concern over growing sectionalism, and his belief that the Compromise of 1850 only worsened matters. Clayton also references the events known as _Bleeding Kansas_, and notes an opinion that several states may secede. Subject The topic of the resource Sargent, Nathan, 1794-1875 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees Customs administration Washington (D.C.) Pennsylvania 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/ec8d1443ef1c1cd97fb8af0133087d62.pdf 1fbcbf39d3235dfa756dcf6fbea9f9e2 PDF Text Text ���� https://digitalcollections.library.gvsu.edu/files/original/c41b6e0824344f53eeb9063367cfcee1.pdf 9d206de2ec05acf26be7709ee866a193 PDF Text Text [Page 1] My dear Sir, Ms. Beale informed me last summer by letter, that Mrs. Carter was not willing to give me a separate table for less than $200 a month. I think that exorbitant with the simple accommodations I require. True, I would not hesitate to give that or more for such accommodations as I have at home. But they are not to be had at a Washington boarding house. I shall therefore seek other quarters and if necessary you will oblige me by so saying to Mrs. Carter. I am yet uncertain where I shall go. Now my dear friend is the time for the K.N.s [Know Nothings] to dissolve their lodge & concern with the outsiders in an open �[Page 2] organization. Such a move would save us next year. Without that, rely on it they will be beaten and let me add, they ought to be beaten. How can we who are true Americans out of their Lodges expect to sustain nominations made in secret without our knowledge or consent? Virginia, Georgia, North Carolina and Delaware at least, will oppose any nominations made in secret. So I am informed will Kentucky. What there is to be done? Are we to expect a dissolution of the secret lodge or must we be driven to adopt measures for their defeat? I will submit to no such tyranny as is imposed by party obligation to vote for candidates in whom nominations I am not allowed to participate. Besides �[Page 3] secrecy now subjects us to a load of obliging which we ought not to bear. Please write me a line & oblige. Faithfully yours John M Clayton N. Sargent Esq. Washington �[Envelope] � 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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 RHC-44_NS1-15482 Title A name given to the resource Nathan Sargent from John M. Clayton, November 9, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855-11-09 Creator An entity primarily responsible for making the resource Clayton, John M. (John Middleton), 1796-1856 Description An account of the resource Letter expressing Clayton's dissatisfaction with a price being charged him by a boarder. He also expresses his opinion that the Know-Nothing Party must stop secret nominations if they are to survive. Written exactly one year to the day of his death. Subject The topic of the resource Sargent, Nathan, 1794-1875 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees Customs administration Washington (D.C.) Pennsylvania 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/6f97d56532bbfd21221c3bad56363ab1.pdf 2265684e24c24e93d72fcd10122331e0 PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Interviewee: Judith Claytor Interviewers: Paige Goote Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 11/22/2011 Biography and Description Judith Claytor was born in Grand Rapids, Michigan. She graduated from Western Michigan University with a degree in sociology/social work. She discusses the racial and religious differences between living in Grand Rapids and Washington D.C. and attending Western Michigan University. Transcript Paige Goote (GOOTE): My name is Paige Goote and I'm here today interviewing Judith Claytor and its November 22 about 3 o’clock in the afternoon and we are in Grand Rapids Michigan. So today we are here to interview you about your experience with civil rights, in Western Michigan specifically. So I guess we can start with, we can start with some basic information about you. So how old are you? Judith Claytor (CLAYTOR): I am 64. Where do you want me to go with this? GOOTE: What I have here is full name, place and date of birth. CLAYTOR: I am Judith Claytor, I was born in Grand Rapids, in fact was brought home from the hospital to this very house and I... grew up here in Grand Rapids. Went through elementary through high school here. And then went to Western Michigan University and then as an adult moved away and then came back to take care of my...very elderly mother. And have remained here since her death, in 2005. GOOTE: Okay, so you've always been in West Michigan. CLAYTOR: No, I was in Washington D.C. for 30 years. GOOTE: Okay so we went from here to Washington D.C. What did you do in Washington D.C.? CLAYTOR: And I lived in Peru for a couple of years. I married a foreign services officer right out of Western Michigan University and so I was a diplomats wife in Peru for two years, and then we got posted back to D.C. and then... I decided our marriage was not... working out. And I fired him. That’s what I did, I fired him. He was using me as a punching bag and I didn't feel like being such. But be that as it is, that is over and done and I stayed in D.C. my original degree from Western was in sociology/social work, they didn't, they were just developing a social work major as I was leaving and they had a minor in social work and that’s what I did. And so after I got back to D.C. I started doing work that was social service related not necessarily pure social work. I worked for the District of Columbia government as an Page 1 �assistant in the, for the city council. And that was a very unusual experience because the District of Columbia is like no place else, basically in the world, because it's not a state and at the time when I first got there, we could not even vote for the President of the United States. Much less have any representation in Congress. And it’s still that there is no voting representation in Congress, we can vote if you are a District of Columbia resident, you can vote for the President of the United States but as far as being represented that’s it. And the District of Columbia budget has to be approved by Congress even though, even all the amount of money raised in the district. And Congress does supplement some because of all the federal buildings that are part of the district but it is not as generous a compensation as would happen if there was a military installation in a particular state or in a particular region because there are local representatives that would make sure the reimbursement to that area would be far more generous. And so the District of Columbia has to operate in a really peculiar fashion and so you learn a whole lot about government in funny ways and you learn about both the federal and the local government in funny ways because they are so intertwined. GOOTE: I never thought about any of that CLAYTOR: Oh and nobody does, and there is no reason to unless you're right nearby. And so in the job I had I had to sometimes write testimony for my bosses to defend our budget at Congressional hearings. So it was part of my job, on Capitol Hill, defending the District of Columbia’s budget, it was local government but it was odd. So, that was one of the things. GOOTE: Wow. Do you feel like there was a difference between how you were treated in Washington D.C. and West Michigan? CLAYTOR: Oh absolutely. I mean Western Michigan is a place unto itself and I obviously didn't understand nearly how unique it was until I was in the District of Columbia. I remember one of the most startling things that came to my attention was I joined an Episcopal church whose pastor or rector was the son of an RCA pastor. And when growing up here in Grand Rapids I had no idea that there was a different between the Reformed Church of America and the Christian Reformed Church. I just figured they were all Dutch people and they all went to the Reformed Church of some sort and that was it. There wasn't much more to know particularly. But after I met this uh upstanding clergy person, who was also somewhat of a snob, he kind of was... speaking kind of disparagingly of the CRC folks and I thought, "Oh what’s that all about and then began to be more kind of interested in how that developed. The differences between the two denominations and how they came to be two different denominations and one thing and another. And there is another telling piece of how that happened. When I went to, for some reason or another, I don't remember why I was there, but I was in the office of the Roman Catholic bishop’s council or whatever it's called but the organization of the national bishops of the Roman Catholic Church. And they had a map, and it was color coded by region or county or something that would tell you what the predominate denominational affiliation was for the county, for the region, whatever. And there were different colors assigned to main line denominations and there was this bright blue color for "other". And all of Utah was "other" and we could kind of understand that, those of us looking at the map, and all of w Michigan was other and by that point I was the only one who had a clue as to what that "other" meant, but the fact a whole group of people migrated from the Netherlands to the united states to practice a more conservative form of their religion, and it was a whole group of people men women children, the whole shebang that set up here and they set up the whole support system to practice the religion as they wanted too, it ended up having a much greater impact on the community than you would imagine. Really. Page 2 �GOOTE: So did you grow up religious? CLAYTOR: Yeah, I've always been an Episcopalian. My mother was an Episcopalian, and her mother before her was an Episcopalian. But being an Episcopalian here in GR was kind of rare. People looked at you like what in the world is that? And I got to DC and I didn't see any CRC or Reformed churches. RCA types and then later on I found one RCA church and when I got back here I looked up on the computer and there was one CRC church in the whole of the District of Columbia and I thought oh is that interesting. And of course there were Episcopal churches all over the place and so it was a whole different dynamic both religiously and then I began to realize culturally. Because the the way of doing things culturally I think because of a lot of them, at least in the earlier days, the people who relocated here, kind of had a closed group of socialization or what not. And if you were outside that, you were just kind of outside of it. And it created a much more conservative environment and so even now I find that there is much less just plain 'old socialization. Socializing among different groups of people I imagine with young people it's getting better. But Grand Rapids and Western Michigan is so overwhelmingly dominated by couples, if you're not part of a couple, you can hang it up. And in Washington, if you lived and breathed and were friendly with somebody there were gatherings of people who would get together. And there would be married folks and single folks and people of this or that ethic group you know what I mean it was just kind of a mixture and I find that to be much more, it just doesn't occur much here. GOOTE: So would you say that you felt more excluded on the basis of religion and didn't deal as much with being discriminated by your race? CLAYTOR: uh nuh. Race and Religion were kind of all, it was a both and. I mean when my parents bought this house, or my father did cause he married a widow with a child, and, actually a mother. He had set up his medical practice here and had a difficult time as an African American physician setting up a practice. And he had decided he wasn't going to marry until he could support a family. That was just how he saw it. And he actually lived in a rooming house until he married Momma and bought this house. And he couldn't get any of the real estate agents to show him any houses outside the ghetto. And if you look at that portrait up there he doesn't look particularly African American, he kind of could be a lot of different things but the real estate people knew his ethnicity and just wouldn’t show him places and so he meandered around and bought this house from the owner. And he went and got a mortgage from the bank where he had his accounts. Mostly I understand from him, he did that to open the doors so that other African Americans could get mortgages. 'Cause he had been saving so long for his life that he could have bought the house straight out if he wanted to, and ultimately did, when the banker kind of said, "oh well you were late with a payment and he said will you look at the accounts I have with your bank?" and the guy did and he said, "will you transfer some money and pay this mortgage off?" 'Cause ya know, this nonsense, cause, he felt it was total nonsense to be aggravated that way. And then when I came along as his first natural child I went to school and the kids I guess were told there was going to be a black kid in their class and I didn't particularly stand out in a way that would be meaningful to another kindergartener and so they apparently went home and said well no we didn't see one. So then they came back with my name and then said are you colored or are you white and so when I said I was colored they started calling me nigger. And I could tell even though I didn't know about that word, I could tell that it was negative and that they weren’t playing with me. So I believe the story is that I came home and told my mother since they couldn't figure out if I was colored or white I was going to tell them I was a medi. And I don't know if I ever did that but that's how I felt. There was always this exclusion, and since I was the only medi or colored kid or whatever in the school there was always that cloud saying that maybe you're not quite the same as everybody else. And that there is something Page 3 �wrong with you. And then by the time I hit Junior High, we didn't have middle schools then, we had a Junior High which was a newfangled idea, and , then , I, then I had ultimately become part of the fabric of the elementary school. And was invited to birthday parties and what not, and that was alright, but then when they started having parties where they would invite boys I was all the sudden no longer welcome. And so the whole group of friends that I had known before just plain dropped me. Period. Ya know, end of story. And so I was able to make new friends and these were the girls that were not interacting with boys and so forth and they were wonderful friends, but it was just the fact there was this immediate shift, just, ya know, for no apparent reason. That that was kind of uncomfortable and then ya know I'd come home and my parents would begin to explain to me what was going on. And then we did, momma did have us going to an Episcopal church that was a historically African American church and that was on the other side of town. But it was hard to be hooked in to the group of kids that went to that church because most everybody went to school across town. And I didn't know anybody and I was kind of shy and so from what I was told, or I figured it out and had it confirmed by some of my classmates when I got to college at Western, that they all decided that because I was shy and quiet that I was stuck up because not only was I an African American living outside the normal neighborhood ghetto, whatever you want to call it, where most of the black people lived at the time. They decided since I was the daughter of a physician that I must be stuck up. And I wasn't, but I was just feeling out of place, I didn't seem to fit anywhere, and it was a pretty bleak kind of experience. GOOTE: Did that continue through high school? CLAYTOR: Oh yeah. GOOTE: So was it any different when you went to Western? CLAYTOR: Yeah it was because there wasn't as much, I mean; Western didn't just have folks from Grand Rapids. I was able to go ahead and just be me. And I did join a predominately African American sorority because, just, ya know, just to make it clear that my personal orientation was on target, because now with your generation kids who, young people who come up with .. Various complexions and looking different can easily discuss both sides of their family "well I've got a white mom I've got a black dad," but for us in my age group the mixing of races so to speak, if you want to call it that was involuntary. My father's parents were slaves. And the...matralinical line was often ... you know... abused by the masters and bore children. Ya know because no matter if you want to go in to the Sally Hemmings sort of mentality and think of that as being a love affair of some sort, the female didn’t have any choice in it particularly. If she was chosen by the master there might have been some benefits to it, there might not, but it was not an equal kind of relationship. And so all of us up until...maybe...the generation after me was kind of ashamed of this history. , just didn't want to talk about it and my mother decided that I should have an opportunity to read some books and learn about the caste and class system that developed in the African American community after slavery was ended. And what happened with the delineation among the people who had been, more closely aligned with the master of the house, or of the plantation or of the farm or whatever it was. Because often times it was the progeny of those relationships that were treated with greater deference or at least those folks had a better opportunity to see how the white folks did things and survive. 'Cause the system in actual slavery was when the people were first brought over from Africa they were separated from any of the people of their tribes or anything so you did not have the cultural cohesion that other immigrant groups get when they come. They come and they set up their churches, their this's thats and the others and there is a certain cultural bond. But if you are deliberated separated from people that speak your same languages and have your same cultural practices, it gets diluted and then the culture that developed among the slaves in general Page 4 �was something that they had to cobble together from what little they could remember from before. And then it would be from a lot of different regions and so it wasn't... it was all new. And there was no way of saying, then for those that were products of these illicit relationships, there was no way to say, "well I can trace my history back through, on my momma's side it was this and on my father's side it was that." Because the father’s side was just rendered to being something you couldn't claim. Although in the South there is a funny way people do sort of know and claim some of it. But in terms of inheritance and that sort of thing. No GOOTE: So just for dates, when did you start college? CLAYTOR: 1965 GOOTE: Okay and when, your dad started his practice here, where did he come from? He moved to Western Michigan from? CLAYTOR: Roanoke, VA GOOTE: When was that approximately? CLAYTOR: Early 30's GOOTE: And your mother? CLAYTOR: She came in the early 40's (She’s eating lunch) CLAYTOR: Yeah, my father grew up on a farm... that his father had established after he was emancipated, and from my father tells me, is that granddad left the plantation and did not look back. Did not want 40 acres or a mule or anything else from the plantation owner. Now arguable, he looked just, the familiar relationship, resemblance is what I'm looking for not relationship, resemblance, was very strong. You could almost not from appearance tell the difference between legitimate and illegitimate children. But at any rate Grandpa, according to Daddy was just was sick of it all and he went and established a prosperous farm. In Floyd County VA which is outside Roanoke somewhere. I haven't looked carefully at the map to get a sense of that. But, and, I do believe it is still in family hands and he and my Grandma Judith, after who I'm named, set up this farm and had 13 kids. And I believe I am the second to the last of 50, I know I'm the second to the last, but I think there were 56 of us in the generation. And my father was the youngest of 13 children and didn’t start producing anybody until he was 50 which are how I get back to having my actual grandparents being slaves. Because they were pretty old when daddy was born, and he was pretty old when he started produced children of his own. So most people my age would not be able to say that their grandparents were, had been slaves. GOOTE: And what was your dad’s full name? CLAYTOR: Robert Claytor. Robert W. He didn't like to use his middle name so I ain't gonna do it. GOOTE: So he came here and started his practice, did he ever talk about how that was difficult? Did he know anybody here? He just chose Grand Rapids off the map and wanted to come up here? Page 5 �CLAYTOR: Something that like that. He went to Meherry Medical College and he had gone. Well he waited until 21 to leave the farm. Because he was the youngest he felt that he owed his parents, waiting until he was 21 to help on the farm before he left. But they only had a one room school that went only through the 8th grade. And actually the older ones would go to a normal school and learn how to teach, and then go back and teach in the one room school. And so that level of education was pretty solid, but it wasn't a high school education. So then he had to spend some time to earn some tuition, to go to a high school. But it was a boarding school since they didn't have a high school black people could go to in Floyd County so he went to Petersburg, Virginia where I think (I can't remember the current name because it has become a college) and got his high school done. He was in his early twenties by that time. Then he went onto the University of Pennsylvania to the Wharton school. He was going on along in that field. The professors there told him in order to succeed in business he would have to start passing as a white because there wouldn't be much of a future for him if he claimed his African American identity. He was taking no part in that nonsense so he completed his bachelors at Northwestern with a pre-med zoology major. At Northwestern they told him if he wanted to go to medical school there he could as long as he didn't touch anybody. He couldn't even watch a white woman give birth, and could only watch an African American woman give birth, but he couldn't touch anybody. And he didn't think that was such a fine was to learn to be a physician. So he went to Meherry Medical College which was one of the historical African American medical colleges. And he graduated from there and while he was at Northwestern he met some wealthy person from Evanston who offered him a job and he went up to North Port Point outside of Traverse City to work during this summer. She just paid him what was tuition. From what he tells me, he had a brother who had become a pharmacist, his next oldest brother because there was one in between him and that brother who had died after World War I, I think he was exposed to nerve gas or something. At any rate, he had approached his brother and said why don't we go to medical school together? My uncle said "okay, fine," but I think, as I recall, I don't keep these dates in my head, but that was around the depression. My father, in his frugle ways, had socked away under his mattress or something so he had tuition to go to the medical school for his brother. What I understand from my father, this lady had decided she was going to pay for tuition for the both of them to go to medical school because my uncle was already married I believe when the notion of going to medical school had occurred. And others of his brothers had gone to Meherry I think one had become a Physician and one a dentist so there was a family tradition there. SO they finished medical school and I think ended up back in Chicago doing a residency. So daddy had a sense of Michigan from being up north with his family that he had worked for. There seemed to be a need for an African American physician here and one in Saginaw. Apparently there was a practice (in Saginaw) my uncle could buy or just ask, and since he had a family, my daddy said okay you go there here and I'll stay in Grand Rapids since there where there needs to be more ground work done, because I can do that. So that's how he ended up here. So he was doing whatever he was doing, living in this rooming house and so forth. And my mom, who was a widow, she had gone to the University from Minnesota. She had graduated from there and was there with her high school or childhood sweet-heart and so it was almost a foregone conclusion that they were going to marry. But ma had promised her parents that she would wait until she finished college. Her mother pushed her to wait a year after finishing college and go work some place. So mama went to work some place, and it took her 6 months to learn the job, and to leave after only 6 months of doing, she didn't like that idea. And her fiancé I guess we called him was getting annoyed for keepin coming up with these excuses, because from what I gather my grandma, my mother's mother wanted my mother not to get married at all but to do things and just get famous with her maiden name. So mama says she went off to New York where her sisters were living, and she was working in Trenton. So she secretly married her beloved and went back to work, but the secret marriage made him happier that she was making the commitment and was trying to assuage (?) her mother's notions of what to do. And so after she finished the second year working at the job with the YWCA in Page 6 �Trenton she married her beloved. He was working in Kansas City as a journalist working on the African American Newspaper in Kansas City. I believe his brother was also out there doing something but I can't get all those particulars together. But at any rate, they were out there and setting up their life, and had a little baby boy, my brother Roger. Shortly after Roger was born, his father Earl got Tuberculosis, and was in a Sanitari. And so mama had to become the principle bread-winner. This was also the depression times so it was a complicated situation and Grandma had to move in to help take care of Roger while mama worked. And then, Earl got out of the sanitari and was working at home, but could only work part-time. They had, I think, disabled one of his lungs. I don't believe it was removed but it didn't work. He was weak and couldn't work full time. Mama ultimately took a job after consulting with the whole family including her husband, and her mother and her brother in law and my God-mother, ya know a confab (?). I found all this out from my God-Mother. And they agreed that Mama should take a job with the national YWCA but it would require a lot of traveling and it was actually based in New York City. And so her husband was still recuperating in Kansas City with her mother and my brother, I mean her mother taking care of both Earl and my brother. while Mama was traveling around a lot and while she was traveling she was doing interracial studies of YWCA's throughout the country. And she came to Grand Rapids to make a speech on said topic, and ran in to one bachelor physician named Claytor. And she had been in Roanoke, where lots of his relatives were living. And in the South, black people couldn't stay in hotels. So mama, the YWCA arranged for them, the black women who were traveling, to stay with families that had space. And my Uncle John, who was also a physician, had space in his house. He had a huge, well, huge by Mamas and Daddy's standards, he had 8 children. And some of them were already grown and gone and already physicians and what not, and so when Mama met Daddy and he looked just like his brother, she said, "Oh, are you one of Dr. Claytor's sons form Roanoke?" And Daddy said, "No, I'm his brother." But he was intrigued she knew the Roanoke people so he invited her out to dinner. And, as I gather, the rest is history. And so they developed a communication and then they developed a relationship, and they settled here. And so then Daddy came and bought this house for us to live in. And the neighbors were not pleased when he bought it. HE tells me the guy who owned it, when he found out Daddy was black; he tried to buy it back. And the neighbors, some of them, were not happy. And then there were a few neighbors who said, "Let's wait a bit, and give 'em a chance and see if they are okay." And it's kind of funny when you figure that clearly my parents, I believe, were the only people in the whole neighborhood who had a college education. Duh. But somehow they were going to drop the property values. It was sort of dopey. But there it was. And so that’s that kind of ancient history. GOOTE: Did your parents ever tell you any particular stories of like, them being discriminated against besides the housing? Did any stories stick out in your childhood? CLAYTOR: Oh I don’t know. They are so common as part of the fabric of... GOOTE: Or for you for that instance, growing up does anything stick out? CLAYTOR: Well, there was one thing that did stick out, does stick out. , kind of, profoundly I guess. Is that I was, yah know I made the best of my days in high school ya know and fashioned a pretty comfortable situation. And I sang in the choir at Creston high school and had lots, some friends from the choir and one thing and another. I had a pretty happy existence and I was a member of the NAACP Youth Council. And that was mostly black kids. And yet one of the guys from Creston decided to join it. And he was in the class ahead and was sort of a big man on campus kind of guy and was sort of interested in a lot of different things. We were going to have a dance, and so he invited me to go to the dance. And I was kind of dbfounded because no one asked me on a date for anything given this odd situation. And there was like one other African American in that guy’s class, which was the class ahead of me, and he was the son Page 7 �of friends of the family, but his parents were often trying to push him to be involved with me which sort of drove him away. When we could have banded together and just survived high school together for the social stuff it sometimes didn't happen. I did go out with him a couple of different times. At any rate, for this thing this guy invited me, and oh I believe the day or so before the event was supposed to happen, he came to the door, he came in, I don't even think he sat down, but he told me that his mother didn’t want him to take me to this dance. You know, because it was going to be interracial dating. And I was smart enough at the time, when he invited me, to know he wasn't really trying to push for me being his girlfriend but it was to go to the dance with someone he'd seen or heard of before. But still for me it was like, a date. Ya know. My god, someone actually asked me on a date. Ya know, and so it was really disappointing. And my family had been worried about something like this happening. Anyway and so when it came time for the dance, we decided that I was still going to go. And my Father actually dressed up and escorted me in to the, ya know, it was at some hotel downtown. And so he escorted me up the elevator and in to the space where the dance was held. Not that he was going to stay and be a chaperone but he didn't want me to feel like I had to stroll in there all by myself. And then there were some other girls there who didn’t have dates. But going from the position of thinking I was going to have a date to not having one that really was hurtful. And there were other things that were hurtful but just not as quite as in your face. GOOTE: So would you say it was more of the insidious backhanded things versus an outright comment or nothing ever got violent? CLAYTOR: No, it wasn't violence or anything like that. It was more of the insidious type stuff. Where people, were all the sudden I would be ostracized from something where I had been involved before. And when it got to be the boy girl thing, I was no longer part of that group of people or it was it was just this quiet kind of ostracism and it was ostracism on both sides of the fence so to speak because I didn't have that much interest coming from the black community either. I was just kind of left out there in the wind. And I had learned from the stuff Mama had me reading and so forth about sociology and what not and I began to understand why it happened. But I couldn't really do much until I got to college and was able to begin to function outside of that whole... GOOTE: Would you say that it would have been the same if West Michigan didn't have that predominant religious, Dutch aspect? Do you think that was a big part of it or... CLAYTOR: It was part of it, but not, it was more a product of the times. , 'cause the religious stuff just has made this community more conservative. And kind of, for a long time, adhering to some of the social norms that were more common in that community. But that interracial stuff wasn't common anywhere. GOOTE: Would you say there was a big difference from when you left to go to Washington D.C. and came back 30 years later? CLAYTOR: Yup, I mean yeah, there was a difference to a certain extent. And yet to another extent no. Because this whole business about the couples thing. , I came back and started going back to the same church I'd gone to as a kid. And people I'd known and stuff would never say, "well, we're having an open house at Christmas time, come." It just wasn't something that happened. And this had been common in D.C. among the people I knew from church. We became kind of a community that did things socially and one thing and anything and it didn't require that we had a mate in order to do the things. And there would be gatherings and everyone would sit down and running their mouths about whatever and, it was just an easier interplay among people but in Grand Rapids with all this conversation about healing Page 8 �racism and one thing and another. I wasn't seeing terribly much of a difference in that kind of interaction from when I was a kid. Going around and talking about race relations. 'Cause I did set up a group of teenagers that were doing this because my parents were prominent in the community and as the Civil Rights Movement, the Modern Civil Rights Movement was taking hold. People were trying to explore the feelings of prejudice and segregation and this that and the other. And so there was group called the Panel of Americans that adults were doing where they would go around and have representatives of racial and ethnic groups. And so there might be a Jew, and a Catholic, and an African American, and a WASP. Ya know, a group. So I rbled around and found my friends who were of various and sundry backgrounds and said, "ok" 'cause there were people that were asking me to do it, go around and talk about what it was like to be black and I'd be sitting up in some classroom someplace talking to a bunch of folks and that just began to feel stupid. And so we set up a Panel of Americans and we were doing the same things the adults were doing. And we actually got one of the leaders of that group there was a priest in town, a Roman Catholic priest who was really can't...****PHONE RINGS*** Excuse me. (She asked for the tape recorder to be turned off. I was coughing so I went to get a drink and paused the recording.) GOOTE: Okay and we are going again. CLAYTOR: Okay, at any rate. We had a meeting of the people that got recruited to be in this group. And, and we would go around and talk about ya know, how much the same we were. Rather than difference in terms of aspirations and one thing or anything. And it didn't matter whether we were Jewish or Christian or Black or White or anything. And that was pretty interesting but I find when I came back these 30 or 40 years later, 'cause you have to figure that I was in college for a while and all that but when I'm coming back and they are having all these institutes for healing racism and what not I'm finding that in the community there is still a lot of this separation. That people aren't just comfortably socializing with each other. And at some point I've talked with younger people who are coming in to the community and they find some of that same kind of stuff going on. I have a feeling now with the increased influx of people to be working at Van Andel Institute and going to the Medical College and Grand Valley's programs growing up and one thing and another that some of this maybe will get to be less so, but I was just kind of amazed that the community was having all of these very out in your face community efforts to talk about eliminating racism and it didn't look like much progress had been made. And yeah, so I noticed, I went into nursing as a second career in Washington and I came back here and I had opportunities to look at the nursing field and I wasn't seeing any African Americans in leadership roles in nursing here in Grand Rapids. And some of the other kinds of professions, ya know, I wasn't seeing that kind of advancement that would indicate things were equalizing out in the way it should. GOOTE: You did see those things in Washington D.C.? CLAYTOR: Yeah, to a greater extent. Of course, DC by itself for a while was called the Chocolate City. Ya know, there were more black people there and there were a lot of educated black people. Now what happened here is a lot of the families ya know who produced kids who went on to higher education the kids just didn't come back here to settle. And I think that's been the case with a lot of families no matter what their ethnicity is. And then you have kind of the retention of some of those more tradition old ways of doing things among any part of the community that returns because I've noticed, I am just a rare thing as an African American adult to come back to Grand Rapids after being gone as long as I've been gone. Obviously there have been a few but it is not a large number. And, I threw a conniption one Page 9 �time, not long ago like five years ago. Mom died in May of 2005, and I had a car accident on Christmas day of 2005. And in January we discovered that I had a slow brain bleed as a result of that accident and so had to have brain surgery and haven't been back to work in other than volunteer kinds of things since. And so just before Mom died I was still on the advisory committee for the health department. And we had a meeting and the rate of infant mortality in Grand Rapids among African Americans at that particular point in time was the second highest in the state. Wayne County was even better than Kent. Oakland County was the highest and Kent was the second highest for infant mortality among African Americans. And so the people were sitting up in this meeting saying, "Oh my goodness, what is this all about?" and they were having reports from like four different program groups that were allegedly working on this problem. And as I looked around this room, when somebody said, "How can this be, we have such fine medical facilities here," and I looked around the room and I said, "Ya know, this a really bizarre situation because I don't talk about my mother often but 60 years ago when she came here to Grand Rapids she would sit on committees and she would be the only African American on the committee. And they were working on problems related to poor health outcomes or poor outcomes of any variety among African Americans and I'm sitting in this room today, her daughter, and the picture is still the same. I am the only African American in the room. And you’re having presentations from four groups. That are supposed to be working on this topic with infant mortality among African Americans and you don't have one African American professional working in those programs. That’s what's wrong." And they looked at me like "Oh my goodness, wants this all about." Because I hadn't been all that vocal. Furthermore they didn't know who I was talking about when I talked about my mother. Well, Mama died before the next meeting and because she was fairly prominent in the community her obit was on the front page of the Press. Which kind of blew me away myself but at any rate it was there. So they had an opportunity to know who I was talking about and what this was all about and so when I went back to the next meeting the woman who was administrating the Health Department told me she they had been granted another chunk of money to work on this problem and I said, "how is this money being administered?" And the woman went and told me that the same committee who had been working on the Healthy Kent 2010 Initiatives would be the same committee that would be working on this again. I said, "Are you telling me, the committee that had those poor outcomes, is going to be doing, I said this doesn't make any sense." And by this point everyone shut up and said, "What do you recommend?" And I said, "Maybe some focus groups that are in the African American community to discuss the problem and preferably being led by other African Americans. And so you can get some real feedback. And that you would have the Advisory Committee meeting at such a time that people from the community can attend if they are not are not health care professionals who can get off from work in the middle of the day to attend a meeting." Duh, I mean I sat on these committees in Washington and we had enough sense to have them in the evening when people could come. I could not believe it. And I sat there and kind of said this that and the other and it was like I speaking some new language. And I find when I talk about coming back here I find there is just a lot of this kind of thing where people think that oh well we'll just think of this program and do it and never ask the people who are to be served what might work." And that is part of what is a throwback to the Reformed community the CRC in particular. Because from what I gather, the missionary efforts on their part, and I've gathered this even from members of that group, is that, a lot of it is to go out and spread the word and invite people to come in and be just like them. But not to go out and work with incorporating people, respecting where their coming from. And so we'll go out and do something for you, and so a lot of the social outreach initiatives whether or not they have been undertaken specifically by the CRC or whether they are undertaken by somebody else. That way of doing things has become more of a common feature here in Grand Rapids and West Michigan than it seems to be in other areas. So you don't find as many peoples who have been in Grand Rapids forever that get to the planning tables for stuff. And so you have the people saying, "Oh well you should do something for my group." And they hear about getting grant money from some place. But Page 10 �nobody has ever kind of said, "Well when you get grant money, you have to account for it." And it's not just you get a check. I mean, there has just been this disconnect for how things work. So you have things kind of going belly up when they don’t' need to be going belly up. But it's just because the way of doing things has gone along a different path. And so it doesn't occur to people to say, "Well if we are going to be working with this community and in this community. And at this point there are professionals who are within the communities. Why don't we work with this group of people and do a program?" As opposed to just thinking of it on our own and it may not be hitting the particular spot, yeah it's just nuts. So at any rate yes, I mentioned that coming back this is why I think I find myself being frustrated because there is some stuff that is just, haven't you quite figured this out yet. And I'd find myself being misunderstood when I'd try and speak about how it might have been done somewhere else. And there are a lot of people I've learned who've come to Grand Rapids thinking that they've had a nice opportunity to do something and they leave. And go back to whenever they came from because they don't want to be bothered with it. And I can see why. And I talk with people the people who I get to know who are newer to Grand Rapids, African Americans who are newer to Grand Rapids and they will kind of look at it and say, "What is this?" It's just very peculiar. GOOTE: To finish up, you said your mom; you mentioned on the phone there was even a scholarship named after here and that she was involved a lot. But what sort of things were your parents involved in? Obviously she served on committees. Did she still work for the YMCA? CLAYTOR: YWCA. W's are different than M's. Woman as opposed to men. They, when she got here, after she had been doing this interracial study for the national YWCA after she married, they both sat down and he ran the numbers and said, "if you go back to work it really won't impact the family that much, because what you earn.." it was going to put him up in another tax bracket, but not enough into it to make much of a difference. So he encouraged her to pursue some very intense volunteer stuff. Such that she went to China for a world YWCA council meeting when I was 6 months old. And my Grandma took care of me but then after Grandma died he made sure there was household help and what not to make sure she could do the traveling she needed to do for the national YWCA efforts that she was involved in. And a lot of those were involved in equal rights and freedom and dignity for all people. And that was what she did. And daddy had been involved in the community chest, and community services here in Grand Rapids as a volunteer. And he help to found the Grand Rapids Chapter of the Urban League along with an Episcopal Bishop which was kind of interesting because daddy was a Baptist at the time. But he did a lot of community outreach work and what he decided to do, well when he and Mom got married, he put her in charge of all the family outreach volunteer stuff and he would pull back on doing that so he could spend his spare time with the family. And so as a family unit, the whole effort could be put forward. And so his efforts were often putting forward, treating people with equality and dignity. And in his practice it was always that way. And to make sure that people of all ethnic persuasions had equal access to jobs and things. And mom's efforts involved in the community, she was one of the people who set up the Han Relations Commission in Grand Rapids, it was the forerunner of the equal employment activities. There was just a lot she was involved with. When I was young there were very few if any African American teachers in the school system. And Mom pushed very hard for that to be changed. You would have African American people in the community who had been to college and had teacher certification and they wouldn't be hired in the system. They had to be out in retail establishments and doing things that were not compatible with the educational background they had, and that was real stupid, and mom did a lot of stuff about those kinds of things and sorts of local community stuff she did. And so she had an impact in a strong way. And I kind of was eh, a little astonished, not astonished but realized that they hadn't gone back enough in History because when they were opening up the new Han Services Building for the county they went to have a profile of Mama Page 11 �in the building and I tried to tell them, but no one asked me at the right time, that it would probably be more appropriate to have my father in that area because of the kinds of things he did with his medical practice. Ya know, he saw just an enormous number of patients without charging them, or would charge them way lower fees just because of what people could afford. And he did his thing so quietly that people didn’t know, the people who knew him knew, and they had a great deal of respect for him. And he was just a real significant figure, particularly in the African American community for just the kinds of things that he did to push for the dignity and uplifting of everybody. But because Mom ended up having the more public role she got a lot of attention and she was inducted in the Michigan Woman's Hall of Fame and all manner of things. And she had every right to be there but it was very much a team effort with them in terms of how they viewed their role in the community. (She points out a photo of her mother receiving the honor for the naming of the scholarship at GVSU) END OF INTERVIEW Page 12 � https://digitalcollections.library.gvsu.edu/files/original/75933085f74177ee918736353cb6ebaf.mp3 6db5c85a76b6cfc9ffbfe8ea8cde07c1 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) 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 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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 GV248-01_Claytor_Judith Title A name given to the resource Judith Claytor audio interview and transcript Creator An entity primarily responsible for making the resource Claytor, Judith Contributor An entity responsible for making contributions to the resource Goote, Paige Description An account of the resource Judith Claytor was born in Grand Rapids, Michigan. She graduated from Western Michigan University with a degree in sociology/social work. She discusses the racial and religious differences between living in Grand Rapids and Washington D.C. and attending Western Michigan University. Subject The topic of the resource Civil rights--Michigan--History Discrimination Religious discrimination Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-11 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/75b7238857724d60ab0643af37325a8d.pdf 37c0115e6350f6dc2293113de2d007ea PDF Text Text 1 Grand Valley State University Special Collections Kent County Oral History collections, RHC-23 Mrs. Earle Clements Interviewed on October 21, 1974 Edited and indexed by Don Bryant, 2010 – bryant@wellswooster.com Tape # 41 (46:06) Biographical Information Mrs. Clements was born Nellie Dorothy Calder in Chicago, Illinois on 12 August 1893. She was the daughter of Robert Gillon Calder and Emma C. Bluthardt. Her father, Robert Calder was born 16 October 1858 in Bathgate, Scotland and died 29 January 1946 in Grand Rapids. He was buried in Graceland Cemetery in Chicago. Her mother, Emma Bluthardt was born 27 December 1863 in St. Louis, Missouri and died in 26 December 1929 in Grand Rapids. Robert and Emma were married on 24 November 1886 in Chicago. At the time of Robert Calder's burial, the remains of Emma and daughter Marjorie Calder were removed from Graceland Mausoleum in Grand Rapids and re-interred in Graceland Cemetery in Chicago, Illinois. Nellie Calder was married in Grand Rapids on 2 May 1914 to Earle Arthur Clements, the son of Eilert Alfred Clements and Julia Jenssen. Earle was born in Niles, Michigan on 19 June 1891 and died on 18 January 1972. His father, Eilert Clements was born about July 1864 in Norway and died on 12 May 1934 in Grand Rapids. His mother Julia whom Eilert married in Chicago 7 September 1889 was born about July 1870 in Trondheim, Norway and died in Grand Rapids 20 November 1942. __________ Interviewer: Residence of Mrs. Earle Clements at twenty-five oh-six Normandy Drive, Grand Rapids, Michigan. Mrs. Clements had kindly consented to be interviewed and I‟m going to start by asking her a few questions about where she was born and her parents and her grandparents. Mrs. Clements: Well I was born in Chicago, Illinois on August twelfth eighteen ninety-three and moved to Grand Rapids when I was eleven years old. My parents, my father was born in Bathgate, Scotland, not far from Edinburgh and mother was born in St. Louis, Missouri. Her parents, they had come from Germany. Interviewer: I don‟t think we really need to hand this back and forth, actually we can just… I‟ll just hold it and watch the dial here. Now when did you come to Grand Rapids Mrs. Clements? Mrs. Clements: In nineteen, in nineteen four. Interviewer: I see and what was your father‟s, line of work? �2 Mrs. Clements: Well he was he was with the old Nelson-Matter Furniture Company and Michigan Chair Company. Stayed with them until they went out of business, and then he went to Johnson-Handley for a good many years - great many years. Interviewer: Had he worked in Chicago for the Nelson-Matter Company? Mrs. Clements: Yes, and in those days he commuted when there were no, there were no, furniture markets in Grand Rapids at the time and so whenever he would have a customer from the West Coast why, he would bring him to Grand Rapids to see the show rooms and finally, I think they decided that it would be better if he lived right here and so we moved over in nineteen four which was quite a, father was accustomed to Grand Rapids and had been a member, a nonresident member of Kent County Club and all and so he, he felt that he fitted in. But Mother had a, quite a time adjusting because Chicago was so far advanced over Grand Rapids in those days that it was pretty difficult. And I was thinking this morning when I was expecting Lee, I remembered when we took, we rented the house on Cherry Street between College and Paris Avenue and lived there for… until after I was married; and I remembered so well that Marshall Fields did all the decorating, the rugs and the draperies and the wall papers and all for Mother in Chicago because there was nothing available here that she had, that she could find out about anyway. And a, I remember when we‟d go back to visit we‟d come home on the train laden with English muffins and cream puffs and all the things we couldn‟t get in Grand Rapids to bring back for treats. It was, of course there were very little ready to wear clothing made in those days. Most everything was made in the homes or by dress makers and it was it was a very different life. When you went back to Chicago, everything was available and it took Grand Rapids quite a few years to catch up. Today I think our markets are as good as almost anyone. Interviewer: Is the house still standing that…? Mrs. Clements: No, they tore that down within the last ten years. The house was an old, old one. Dr. Lilly, I think, had built it originally and I think it was a fifty years old when we moved into it. And it deteriorated badly after we left and it was made into kind of a, well, it wasn‟t a rooming house, but kind of flats. They, I know that my bedroom and bathroom were one apartment and they divided the whole place up in that way; and it was deteriorating so badly that in spite of the nostalgia, I was glad to see it torn down. I hated to, to have it go to pieces in front of us. And that‟s where the doctors buildings are built today. [516 (430) Cherry Street] Interviewer: I see Mrs. Clements: It‟s that whole block between Paris and College. Interviewer: Paris, Paris and College. You probably knew my great Aunt, Mrs. Charles Wilson. Mrs. Clements: Next door, yes. Interviewer: Right around the corner on College. �3 Mrs. Clements: And you had a father down the block on College. Interviewer: Yes. Mrs. Clements: And College Avenue was a wonderful, wonderful neighborhood in those days. So many, many of our friends who are still friends, lived in that block and the block toward, toward Fountain, or toward Fulton I mean. Interviewer: When, when did your family decide to move? In what, what year do you remember? Mrs. Clements: I came to move here? Interviewer: No I mean you moved out of that house. Mrs. Clements: Out of that house? Yes, I was married in nineteen fourteen and I think they moved out about twenty-one. [In 1922, the Robert G. Calders lived at 122 Union SE] Interviewer: I see. Did you have any brothers or sisters? Mrs. Clements: I had a sister. Interviewer: I see. Was she younger or older? Mrs. Clements: Younger, younger. Interviewer: I see. Mrs. Clements: And it was interesting in those days. When you speak of a younger sister I always think because there was nothing from, from the corner of College Avenue, College Avenue was built up just Morris Avenue was just being opened up; and the, the Frank Deans had the only house on Morris Avenue, in the middle of the block there was nothing else. And there was a little path, it wasn‟t wider than two feet, worn, foot-path that we used to go to school, to Wealthy Avenue School from our house. And we‟d cut across, straight across from the corner of College and Cherry through Morris and over to the corner of Madison and Wealthy. Right through there were, there weren‟t woods but there were undergrowth. Interviewer: Was there a school on that corner? Mrs. Clements: Where, where Vanderbilt [Vandenberg] school is today, was old Wealthy Avenue Street School. Interviewer: Vanderbilt? [Vandenberg], not… Mrs. Clements: On Mad… on Lafayette and Wealthy. Interviewer: Lafayette and Wealthy. I see. �4 Mrs. Clements: Yeah and that was the old Wealthy Avenue school. I have some pictures of that in my scrap-book of the old school. Interviewer: Do you remember some of your classmates of…? Mrs. Clements: Oh yes, there were; all that College Avenue crowd. Interviewer: I see. Who were you‟re special friends? Mrs. Clements: Well, Mary Murray and Olive Maddox and, you should have given me a little warning. Interviewer: That‟s alright. Mrs. Clements: A, Ali, what was her name, Snow? You know... Interviewer: I think I do know, is that, Mills or… Mrs. Clements: Yes. Interviewer: Didn‟t they call her Nifty Mills? Mrs. Clements: Nifty Mills. Interviewer: She was a sort of a relative of mine. Mrs. Clements: Oh was she? Interviewer: Yes. Mrs. Clements: She was a good friend and a, Mary Fisher and there were, there were a great many awfully nice people that were there. Interviewer: Can you remember your teacher at all? Mrs. Clements: Yes, Miss Keck particularly. Interviewer: Miss Keck? Mrs. Clements: And she was the principal. Interviewer: Is that K-E-C-K, K-E-C-K? Miss Clements: K-E-C-K and, that was interesting because I had gone to a little private school in Chicago, and had never been in a public school and Mother was very doubtful about this and the school was not up to our standards of today. The toilet room for instance, was a big room with a board with holes in it and that we all sat in and no heat down there. I can remember it very vividly. But Miss Keck, we moved in September and, school had started a few days before and �5 so when Mother took us to school, Miss Keck took [me] up under her wing and took us to our teachers and got us started. And she was wonderful to us there and helped us adjust to a new environment and years later when I was President of the Women‟s City Club I followed her; she had been president before me and then I came and that was quite a jump from a principal and a little girl to two ex-presidents together. Interviewer: Really. Did you go, did you as many of your age group, did you go on to Central High School? Miss Clements: No, I went to Miss Moffat‟s School. Interviewer: Miss Moffat‟s School? Mrs. Clements: In a private, in a private school. Interviewer: Now where was that located? Mrs. Clements: Well on Jefferson, down near Wealthy. Interviewer: Um hum. Mrs. Clements: And I went from, from Wealthy Avenue Street, to Central Grammar which was where Junior College was, is. Interviewer: Yeah Mrs. Clements: And finished the seventh and eighth grades there and then instead of going to Central High School, I went to Miss Moffat‟s for four years. Interviewer: For four years? Mrs. Clements: Then went east to School. Interviewer: Where did you go after, after you left Miss Moffat‟s? Mrs. Clements: I went to Spence in New York City. Interviewer: I see, how long were you there? Mrs. Clements: Just a year. Interviewer: Now that would bring you up to just about what year? Mrs. Clements: Nineteen thirteen Interviewer: Nineteen thirteen? And you said you were married in nineteen fourteen, I believe. Mrs. Clements: Um Hum. �6 Interviewer: How did you meet Mr. Clements or… Mrs. Clements: I met him on a sleigh ride, originally, and, and then I didn‟t see him for a year or so afterwards and then we were pulled together again and we were married in nineteen fourteen. Interviewer: And what was he doing at that point? Mrs. Clements: Well he was in, in, he was with the Globe Knitting Works; his fatherwas the head of that. Interviewer: I see. Mrs. Clements: And, he was with that for a great many years and, and was superintendant until he left and he left, left later on to establish a knitting department down in Tennessee for a big concern. Interviewer: Was the Globe Knitting Works or Globe Knitting Company, I‟m not sure of the correct name. Mrs. Clements: Works. Interviewer: Works, was that a family owned business? Mrs. Clements: Mr. Clements, and Mr. Liesveld, that was Herman Liesveld; and I suppose there were others have had some stock in it but those two had the… Interviewer: I see. Mrs. Clements: …controlling interest. And they, they, they were, that went on until after Mr. Clements‟ death and then Roy Clements became president of it and then it was sold, oh in the forties I guess or fifties I‟m not sure. Interviewer: I see. Mrs. Clements: To some eastern concern and they liquidated it. Which was too bad because today even people come up to me and say, “Oh Mrs. Clements, I remember your husband so well. I worked at the Globe for so long and then there was no place for us.” And there wasn‟t, Because all those people who had been trained they had hundreds of employees, maybe five hundred and, they had been trained along that line and there was nothing around here in any little town or anywhere else that they could get employment, you know? And a lot of them were older that couldn‟t start to learn a new trade and it was rather disastrous. Interviewer: Yes, I can see. Do you suppose it was the Depression, or was it just they… Mrs. Clements: Well I think the Depression, I know that Mr. Clements, when he first left, he had planned to go into the hosiery business in Belding and it with the financing through the �7 Depression it was, the banks closed and there were, it just stopped everything, and so that fell through. And then later on he went to Tennessee, just as a temper…, temporary thing, I mean, we never really expected to just stay there the rest of our lives but it was fine opportunity to do something. Interviewer: Now, were, were your, was your husband, were your husband‟s parents natives of Grand Rapids or did…? Mrs. Clements: No, they both came from Norway. Interviewer: I see. Mrs. Clements: They came from Norway and they met in Chicago. Interviewer: I see. Mrs. Clements: Which was interesting. Interviewer: And when did they come to Grand Rapids? Mrs. Clements: They, my husband was born in Niles and they were there first and I think I‟m sure that Roy Clements was born in Grand Rapids, so that would have been about ninety-three, eighty-three, ninety-three, ninety-three. Interviewer: Ninety-three. Mrs. Clements: Yes. Interviewer: Was that when Mr. Roy Clements was born? Mrs. Clements: Um hum. Interviewer: I see, and then they came up to Grand Rapids somewhere just prior to that then? Mrs. Clements: Um hum. And they lived over on the west side, and I think they were driven out of the west side by the Big Flood [1904]. Interviewer: Oh yes. Mrs. Clements: And then they moved over to this side. Interviewer: Where did they live when they came to this side of the river? Mrs. Clements: Well they lived on College Avenue when I first knew them. Interviewer: I see. �8 Mrs. Clements: Down near Franklin and then they moved into the, the big house on Fountain Street, just two doors from you, you know the, the, what was the name of the people that lived at the corner across from you? Interviewer: Well, Mrs. McKnight and… Mrs. Clements: No, the other way, going up Fountain Street. Interviewer: Well, the, in the old days of course, Curtis Wiley‟s parents lived there for a while. Mrs. Clements: No, I mean the little house, the one story house. She was, she married Ted Booth. Interviewer: Oh the Earles, oh yes. Mrs. Clements: The Earles house then… Interviewer: Which is gone. Mrs. Clements: And then the Clements‟. Yes the Clements‟ house was gone too. Interviewer: I see. I thought the [Edwin F.] Uhl House was right there, Mrs. Clements: Well it was the Uhl house. Interviewer: I see. Mrs. Clements: Was the Uhl House. Interviewer: They moved into what had been the Uhl House. Mrs. Clements: What had been the Uhl house and they lived there for oh, until the family was all gone, then they took the smaller place. Interviewer: I see. Where did your husband go to College? Mrs. Clements: He went to Howe Military School. Interviewer: He to Howe Military School? And what is your education with Mr. Grover Good? I know there‟s some tie in there. Mrs. Clements: He was, he was married to Mr. Clements‟s sister. Interviewer: I see. Mrs. Clements: For a while, before… Interviewer: He, he was also in, in the knitting works was he not? �9 Mrs. Clements: Well he was brought here when he married Nora. Interviewer: Wasn‟t he the head master of Howe or, I knew he had some a… Mrs. Clements: Uh huh. Interviewer: He was, yeah. Mrs. Clements: But I don‟t know if you want all of this. Interviewer: Well we don‟t have to know all about everything. Let‟s just stop for a moment. I‟d thought I‟d like to ask you a little about the social life of the period when you were married and what, what, what did people, young married people do in those days? Mrs. Clements: Awful lot of dancing, awful lot of dancing, and we had a very good theatre. The, the New York plays came on, you know, Powers theatre was, was wonderful. We went a great deal, and there was a great deal of entertaining and very formal entertaining, very lovely entertaining. I was thinking the other say in connection with the Voigt house. I remember a big reception there, and today it would be fun to go back and see how they, how they‟re doing what they did in those days, but it was so very formal, and very, very lovely. Beautifully done. Interviewer: Who were some of the other people who entertained in a rather elaborate fashion? Mrs. Clements: Well, the, Robert Irwins and the Booths and, and oh I don‟t know, a lot of Mother‟s friends that did a great deal of entertaining, and very formal. Mother used to, had such, wore such beautiful clothes and, I wish I had them. I wish I had saved them for a museum today some of them. But, she would have a brougham brought around maybe once, or every other week or something like that and then go very formally calling all afternoon you know and, and on people who had entertained her and so forth and who had been kind to her moving to Grand Rapids and all. And it was very formal, with beautiful hats and all the ermine scarves the, all the lovely things that they wore. I, it, when I see my grandchild today I, I wonder what my mother would say. Interviewer: Did they have the dressmakers, is that where the clothes came from? Is…? Mrs. Clements: Yes, well, I remember was a wonderful tailor here, a man‟s tailor who also did women‟s clothes, and he made Mother some beautiful things. And the, the suits, I remember, a light blue broadcloth suit that went to the floor, long, afternoon suit you know and very formal, very dressy and very impractical. But you see there were no automobiles at all, and we‟d walk from, had to walk to school, where I went to Central Grammar, we not only walked up and back we came home at lunch. Interviewer: I see. �10 Mrs. Clements: And today when I can hardly wobble around well, why I think back at those walks and wonder how I ever did it. But they, the street-car of course ran up Cherry Street and then if you wanted to go downtown you were fine but to go visit anybody who lived over beyond Fulton or up on Fountain, there was no way of getting there. Interviewer: I see. Mrs. Clements: And we used to go out to Fran Russell‟s house for his ball-room for parties and we would take the bus and then we would have to transfer and take the old, little old Carrier street-car to get up to the country club, get up that way. Interviewer: Yes. Mrs. Clements: You know, to his house and all. Interviewer: Yes. Uh huh. That was pretty much out in the country in those days. Mrs. Clements: Oh, very far. We‟d carry our dancing slippers in a bag, you know, go in boots. I got boots, lace shoes I guess. Interviewer: Oh, I think the entertaining, in that family went on, right up through Janet‟s, teens or at least almost into her teens. Mrs. Clements: Oh, Mrs. Russell was wonderful. She was always open-housed. It was just wonderful. No matter what you wanted to go you could always go there. And we had many a good time. Interviewer: You spoke of dancing, were, was this usually in people‟s homes, like at the Russells for instance, or..? Mrs. Clements: Well, a great deal, but then they had, we had a lot of dances; there were a lot of, of charity dances and all. Interviewer: Where did they take place? Mrs. Clements: Well, now for instance one, I remember so well a woman‟s board entertainment that they had up in the, in the Press building. And then the first, when the Press building was first built there was a big dance, a big floor up on the top floor. And we had a wonderful party up there. With living models and, all the prettiest girls in town modeling, you know. And then they, then there was a dance floor on top of the Regent Theatre which is gone now. And we had, and I remember that the Junior League had a big dance up there. And there were, the Saint Cecilia of course was always available. Interviewer: Were you ever in any of Miss Calla Travis‟ classes? Mrs. Clements: Oh, yes, yes. I and my daughter and my granddaughter. �11 Interviewer: In what way was your life affected by the First World War? Mrs. Clements: Well, we‟ve been watching those pictures, the World at War, which of course is the Second World War but, of course we didn‟t have radio, we didn‟t have television. We had newspapers and extra-papers that were out about every hour of the day, you know, the boys yelling the news. Interviewer: Uh hum. Mrs. Clements: And, but we didn‟t visualize it the way we do today. I mean, you have Vietnam right in your dining room while you‟re having dinner every night and I don‟t know that, we read about it, of course. I was married in four in fourteen and my first baby was born in fifteen and the other one in seventeen so I was awfully busy with babies; and I wasn‟t as active. My mother and mother-in-law were both very active in Red-Cross work. But I didn‟t, couldn‟t „cause I had a handicapped child that I had to stay home with, and I don‟t think, I don‟t think it sank in, I was too young, and I, when I look back at it, I think maybe that‟s what‟s the matter with the young people today. I doesn‟t really, they don‟t really understand what‟s happening. We‟ve watched those pictures the last few Sunday‟s and we never visualized the war as it really was. It was so, so much worse. Interviewer: I think there was a great deal of a rather fervent patriotism. Mrs. Clements: Oh yes and, and, everybody was for it and everybody was together and singing all the patriotic songs you know and all. And there was a great deal of, oh and when the war was over the excitement was just terrific. Everybody swarmed downtown and so excited, and today we all take it with such apathy, we‟ve seen it all before. And it was that First World War but of course we had such high hopes it was going to end wars but when the Second World War came it disillusioned us so and was so much more dreadful. It‟s been hard to have much hope for the world since then. Interviewer: I want to go back and ask you to recollect a little bit about early automobiles. And Michigan of course is the Automobile state, or at least it still is to a very large extent, and you mentioned that you didn‟t have automobiles when you were small and didn‟t, weren‟t all, not around and you relied largely on street-cars for any long distances. Mrs. Clements: When I was in Chicago as a little girl, I can remember just before I left Chicago, riding in my first automobile. And that was kind of what they called the buckboard; just two seats with the board over the transmission up to the back. Interviewer: Uh huh. Mrs. Clements: And the, when I went back, maybe three years later, I probably don‟t think I was in Chicago again for three years, that interval, why, there were a great many automobiles in Chicago; and electric automobiles that some of my friends had. But in Grand Rapids there were �12 very few. The Welshes had a car and the Mac, MacCardners had a car and a few people. And very often they would take us for a ride on a Sunday or they would take us to the Country Club or there was something like that. But there were very few cars in Grand Rapids. Interviewer: Do you remember when you first, when they first began to become more prevalent, about what time would you say that, can you date it, when, when cars began to be fairly common? Mrs. Clements: Well, after the war. Interviewer: After the war? The nicest there was to be. Mrs. Clements: After the war. And I know my husband took an old Franklin and we modeled it into a Roadster and we thought it was just the ultra thing. And today even when you see a picture of it, it was awfully funny. Interviewer: Was that your first car? Mrs. Clements: That was our first car, personally. But of course his family had had cars. Interviewer: I see. Mrs. Clements: My father never had a car, he never learned to drive. Interviewer: Uh huh. Mrs. Clements: But the Clements had them almost from the beginning. But I drove for a great many years and then was having difficulty with neuralgia and I stopped. And I haven‟t driven for a quite a few years. So I‟m dependant on my daughter now. Interviewer: Surely. We, we‟ve mentioned, or you have mentioned on one of two occasions, in the course of this interview, Kent County Club. Can you tell us a little bit about what it was like in those days? Mrs. Clements: Very much like it is today. Just as lovely. It‟s never, it‟s never let go of that first feeling that you had there. It was just the nicest place there was to be. And of course the new building is, I think, ultimately, the ultimate. It‟s just perfect. But it was a lovely place and in those days we used it more for family groups, I think then they do [now]. Of course the prices weren‟t so high. But I mean, Fourth of July, New Year‟s Day, Easter, all the different holidays, we always were there for dinner, with the whole family. Interviewer: Uh hum. Surely Mrs. Clements: And fire-crackers on the Fourth of July. We sat on the veranda and watched and they had them down at the last hole there. And I have always loved it. �13 Interviewer: Well, it‟s quite an institution, goes back, I think into the nineties. I guess you probably know it was out originally where Mr. Bissell‟s house… Mrs. Clements: Well Mr. Bissell‟s house was the club house and where we built our house on the corner of Plymouth and Lake Drive was the first tee. Interviewer: I see, what‟s the, what‟s the address on Plymouth? Mrs. Clements: Five fifty-one. Interviewer: Five fifty-one? Mrs. Clements: Where Cath and Widwordy. [Cath and Woodrick?] Interviewer: I see. Mrs. Clements: We built that house in about twenty-two , twenty-two I think it was. Interviewer: Where had you lived when you were first married? Mrs. Clements: First in an apartment on Paris Avenue. And then on Byron Street we bought a little new house after the war that was very modern, we thought, and we lived there for quite a few years and then moved, then built the house on Plymouth Road until we went to Tennessee. Interviewer: That‟s quite a beautiful house. Mrs. Clements: Well it was. It was wonderful for the family. It‟d be much too big today. But it was perfect in its day. Interviewer: I believe that one of the things that you could call an accomplishment or distinction at least, is that you were the first president of the Junior League, is that not true? And would you tell us how, about some of the other people who were associated with you in that, and whence it came? Mrs. Clements: Well, there was, there was an old guild called the Butterfly Guild of Butterworth Hospital and we took care of maternity cases and we sewed for the nurse, nursery and made curtains for the rooms and things like that. And one day one of the, one of my friends said, “Nellie, why don‟t you apply for membership in the Junior League?” And she told me a little bit about it and then Chuck Palmer‟s wife, Laura Palmer was here one day and she was a member of the Junior League of Atlanta and I invited her to my house on Plymouth Road when we‟re having a meeting to tell us about it. And the girls were all quite inspired and we all thought well, it‟d be a good idea. Well, a couple, maybe a month or so later I happened to be on the train going to New York with my husband and I thought this would be a good chance for me to go and see about that. So, without any authorization, I just went in, made an appointment and the AJLA was just being originated and the New York League of course was a going concern but the AJLA was �14 just, that‟s the Association for the Junior League of America. They had a roll-top desk, and old oak roll-top desk in one corner of the New York Junior League‟s Office and that office was upstairs in the, what do you call, not the Chauffer but the horse driver, where the horses, in the carriage shop. Interviewer: Coachman. Mrs. Clements: The coachman‟s quarters. Up in, in can old carriage house over, oh I think it must have been in the thirties over maybe past Madison Avenue and down in the thirties over there. I don‟t remember just exactly where it was. Anyway, I made, made an appointment and went over there. And they gave me all kinds of papers and a skeleton constitution to work on and so forth and I brought it back to Grand Rapids and we got to work. And Jo Bender and Dorothy Wilcox and I drew up the articles of the constitution and so forth. And within a year, we were admitted to the League, to the AJLA. Well in those days you, the retirement age of forty, which still exists, we had quite a time, because so many of our members didn‟t want to admit to being forty. And we had one family of three daughters who had the most remarkable mother because they all were within nine months of each other on the records. Well anyway that was all straightened out and then we were allowed to transfer some of our members who had been members in Grand Rapids to the leagues where they were then. Well we had a little difficulty with one of those. One league didn‟t want a certain girl. We had quite a time. But all those things were, they were details, but interesting. And then we worked out the, we divided the League into teams and we used the hour system, that they had to do a certain number of hours and all that. I don‟t believe that they‟d be able to put those rules into effect today. Nobody‟d pay any attention. But in those days everybody took them very seriously. And we were doing this maternity work at Butterworth of trying to encourage mothers to have their babies in the hospital. Today we‟re reversing the thing and wanting them in their rooms with their family around and all that. Well, in those days, there were very few admittances in the maternity department. And they, the doctors were urging it because it made it so much easier for them to do it at the hospital than at home. And we started that, we had a fund for the maternity fund and when we went into the Junior League we had to break our connections with Butterworth, which broke Mrs. Lowe‟s heart. I didn‟t think she was ever going to talk to me again, but she did. And we severed the relations and we turned over the money to Butterworth, it‟s now the Butterfly Guild Fund of the Junior League, or something like that anyway, at Butterworth. Then we went into taking care of part-pay patients. People who didn‟t feel they could afford to go to the hospital. And when they were referred by the physician as worthy and needing, we wools send a committee to investigate and refer back to our committee for affirmation and we took care of a great many mothers. Well that went on until medi…, until Social Security came in. (That isn‟t right). Interviewer: Well it went on for some time? Mrs. Clements: Yes. And when it was taken over you see, so that it wasn‟t necessary anymore, and now the guild is in such diverse agencies, they‟re doing, they‟re just overwhelming. I can‟t, I �15 read their reports and I just can‟t believe all the things that they‟re doing. They‟re doing a simply magnificent job. Interviewer: What year was the League founded actually, in Grand Rapids? Mrs. Clements: In twenty-four. Interviewer: And how long were you president? Mrs. Clements: Well I was president of the Butterfly Guild for two years and then two years of the Junior League so four, really four years there. Interviewer: Who succeeded you as president? Mrs. Clements: Florence Steele… Interviewer: Mrs. Steele? Mrs. Clements: …and then Jo Bender. Interviewer: Uh huh. Mrs. Clements: And we three were the ones who signed the articles of incorporation. Interviewer: You also spoke of, of having been a past president of the Women‟s City Club. Which I believe has just celebrated its Fiftieth Anniversary. When were you president of that, Mrs. Clements? Mrs. Clements: In thirty, nineteen thirty-one to thirty-three, thirty-one to thirty-three. Interviewer: I see. Mrs. Clements: I don‟t know if it was thirty Interviewer: Well that‟s close enough. Mrs. Clements: Thirty to thirty-two I guess it was. Interviewer: Was [it] in the present building at that, by that time? Mrs. Clements: Yes, yes they just moved in shortly before. Interviewer: Where were they before that? Mrs. Clements: Down in that little building on, across from Rood‟s on that little side street, Park Avenue. It‟s been torn down, it was an old building, I think… Interviewer: Is that the Godfrey house? �16 Mrs. Clements: Yes, yes. The old Godfrey house. Interviewer: Yeah. Mrs. Clements: Next to the Godfrey house, yes. Interviewer: I see. Mrs. Clements: And that, it owned by Dr. Barth and he leased it to us and they built a big dining room there to make facilities there available and they stayed there for two or three years and that‟s when Estelle Wolf was a manager down there. And then they bought the property which is the old Sweet house, first mayor of Grand Rapids. And Mrs. Waters and Mrs. Noyes Avery were the two who remodeled that and planned it all and gave a great deal for, toward it. And Mrs. Bowen was the first president of the Women‟s City Club and then Mrs. Hen, Mrs. Russ Hendricks and Miss Keck and then Mrs. Dudley Waters and then I; and then Mrs. Warner and Mrs. Avery. So you have all those original people. Interviewer: Yeah. Mrs. Clements: Although I wasn‟t in on the start of it because I was so involved with the Junior League in those days that I didn‟t think I was ever going to need it. But within a year of joining why I was Activities chairman and then vice-president and then president. They kept me going. But of course my, well I wouldn‟t say my, I think the Junior League is my first love causes I really have been so proud of that achievement; but the thing that, the place that I have really worked the longest is Butterworth Hospital. And that, I started when I first, when I was about twelve years old when I first came to Grand Rapids. Mrs. Millard Palmer was our neighbor, just two doors down Paris Avenue. And she started a little group of Golden Rule Girls. And we set out to earn a child‟s wheelchair which they didn‟t have in the hospital and it was to cost twentyfive dollars. And we worked, we made molasses candy, and we made pot-holders and we worked our little heads off to earn that twenty-five dollars. And while we were, just before we got to our peak, my Aunt from St. Louis came on. She was so intrigued with it and she said, “Well if you girls earn the twenty-five dollars I‟ll give you another twenty-five dollars so you can buy two wheelchairs.” So that started that, and from then on Mrs. Palmer was, Mrs. Palmer was on the board of Butterworth and she, I think, was instrumental in asking, getting me to go on that board; and I went, I have been on the board now fifty-two years. Interviewer: I see. Mrs. Clements: I‟m an honorary member now and I don‟t go very often but I‟m still just as interested. Interviewer: When you were, when you first as a, as a child, when you were twelve years old, what was Butterworth Hospital called and where was it located? �17 Mrs. Clements: It was where the nurse‟s home is today. Interviewer: I see. Mrs. Clements: And there were three little cottages that ran down through the park there, little wooden frame houses. And one was for medical care, I think and one was the obstetrical care and I‟ve forgotten what the third one was. But they had, we had all those mothers and babies in that little wooden frame house. And in those days if you got out of bed before two weeks you were going to die you know, you weren‟t allowed out of bed. And it was upstairs and the delivery room was downstairs and they carried you down those little rickety steps to the delivery room and back up. And the babies were left downstairs in cribs, a long row of cribs attached to each other. And many a night I lay awake thinking what would happen if they had a fire in that place. And it was great relief when that was discontinued. Interviewer: Was it called Butterworth Hospital then? Mrs. Clements: Um Hum. Interviewer: I think it was originally St. Mark‟s Hospital. Mrs. Clements: Well that was before Interviewer: An outgrowth. Mrs. Clements: Yes, that was, that was down on Jefferson, I think, or Sheldon. Interviewer: Well, I‟m not sure. Mrs. Clements: It started down there. And, but then when it was there where the Nurses‟ home is today then Mr. Lowe gave the property where it is today, and with the stipulation that the city match the funds, and he would give a million dollars if they matched it. I think that a million dollars is right. And they raised that money and built the original hospital. And it was built with those two wings going out this way to the west and the straight building and then there were supposed to be two more wings out here. Well, after it was working, I think it was Dr. Rags…, during Dr. [L. V.] Ragsdale‟s time when they decided they had to build an addition. And they found that that was so impractical that nursing stations couldn‟t see these four ends you see, they couldn‟t control it and it meant nursing stations at both ends. And so then they built it with that long extension out to the west to facilitate the nursing end of it. I have always said it looks kind of like a boiler factory because it‟s got so many partitions and things. And it was a beautiful building when it started. Interviewer: I want to stop for a second and make sure that we‟re recording; I think we are but I just want to be on the safe side. Well, we were, are still recording apparently. Did you have any other interests besides the hospital, the Junior League, the Women‟s City Club? Any other club interests or philanthropic interests? �18 Mrs. Clements? Well I was a member of the Junior Diet Kitchen Guild of Butterworth for a good many years and in those years we started the theatre trains. And those were very successful and were lots of fun. A great many people enjoyed them. But that guild had been disbanded because everybody was too old to work anymore. Interviewer: I see. I know that you attend Grace Church, here in Grand Rapids. Have you always been a member of Grace Church? Mrs. Clements: No not until about nineteen fifty-six. Interviewer: I see. Mrs. Clements: My parents were not members and there was a little division of ideas there and I waited until they were gone, and then I joined. Interviewer: I see. Mrs. Clements: I‟d always gone to Grace Church for Sunday school and for when I wanted to go to church but I wasn‟t a very regular member but today I get a great deal out of it. Interviewer: Well… let‟s stop for a minute. I‟d like to ask you some questions about the people that you and Mr. Clements knew the best over the years. Can you give me and idea of some of the, of the families, couples, individuals that you got to know very well? Mrs. Clements: Well the, the Bill Steeles I guess would top the list of my favorites. And the Harvey Clays, and the Fosterhouses(?), Paul and Megan, Interviewer: Yes. Mrs. Clements: And the, you want couples, don‟t you? Interviewer: Not necessarily, no. Mrs. Clements: Well, Jo Bender of course has always been such a good friend and Jeannette Warner and Esther Booth and then the Admiral Brouwers, and the Walter Palmers and oh, there‟s so many of them. Interviewer: I heard that Nancy‟s moved back to Grand Rapids. Mrs. Clements: Right here in the building, in the next building. Interviewer: Yeah. You should have gone on that trip, last week to Ann Arbor to... Mrs. Clements: I didn‟t think I was quite up to it. I‟m better sitting still. Interviewer: I see. �19 Mrs. Clements: Nellie [her daughter] said that was a lovely occasion and she enjoyed it thoroughly. I was sorry not to have gone. Interviewer: Yes, it was very well done. I want to ask you a little bit about downtown Grand Rapids, when you were young. Do you remember any particular stores where you like to shop? Mrs. Clements: Well Spring‟s, what was it? Interviewer: Friedman-Spring‟s? Mrs. Clements: Friedman-Spring‟s was the nicest shop in those days and they really, they really did a thing. Of course Foster Stevens was a forerunner of Rood‟s, they were a wonderful shop. And then there were lovely dress-shops when they came in, the gown shop and the, that one up on the corner of Fulton and LaGrave. Miss… Interviewer: I can‟t tell you. Mrs. Clements: Oh, there were some really very, very nice shops, after clothes became well made and available. Interviewer: So you didn‟t really have to shop in Chicago anymore? Mrs. Clements: No, you, no. I think today that you can do almost as well here, right here as you can, you get into New York or Chicago, and you don‟t see a thing you haven‟t seen here nowadays. Perhaps more quantity but I don‟t think on the normal run of things that you do any better away from here. Interviewer: Where do you do your grocery shopping today? Mrs. Clements: Same old place that we‟ve been doing it for sixty years, the Daane and Witters. Interviewer: I sort of guessed that but, I didn‟t really know. Mrs. Clements: Well, I don‟t know what I‟d do without them, because they deliver even way out here today and I wouldn‟t be able to carry all those groceries. They and American Laundry still comes out and the stores deliver so it‟s wonderful but I don‟t know what I‟d do without DaaneWitters. And then another store that I used to love so was Herkner‟s. Those men are all gone, that‟s all changed. Interviewer: What were some of Mr. Clements‟ interests besides the Globe Knitting Works? Mrs. Clements: Just fishing. Interviewer: Just fishing? �20 Mrs. Clements: Just fishing; that took all his thoughts. He had a place up on the little Manistee River on, near Peacock there, between Peacock and Baldwin. He loved that I think better than he did me. Interviewer: I remember the triangle club that… Mrs. Clements: yeah. Interviewer: …that always had a party around Christmas time and it came to the point where the men brought their sons or sons-in-law. And I remember your husband being there and he was one of the organizers and one of the stirrer uppers. Mrs. Clements: Yes, oh and they had such fun when they were young. Those parties were great. Interviewer: Yup. Mrs. Clements: Well, he loved it because the boys did come in and take over at the end; but they had good times. Interviewer: Yeah, have you done much traveling in your life? Mrs. Clements: Very little cause I‟ve been, I‟ve had my Bobby to be around. Interviewer: Yeah, yeah Mrs. Clements: But we did have our first trip to Europe last year, Nellie and I went on the Women‟s City Club tour for just nine days and went to England and to London and to Edinburough, and we thoroughly enjoyed it. Interviewer: You, you had some relatives that came from Scotland? Mrs. Clements: I had, we still had one cousin left up in Scotland and we went to see her in Edinborough. Interviewer: I see. Mrs. Clements: And as I say we picked the coldest day in a hundred and two years. I never want to be so cold again. Interviewer: Do you play bridge? Mrs. Clements: I love it. Interviewer: You‟re a good bridge player I take it. Mrs. Clements: I don‟t play much anymore but I just really truly love to play. �21 Interviewer: We always have one question that we ask, I say we ask, you‟re the first person I‟ve interviewed but the previous people who have done the interviewing seem to have one question they like to ask and that is, what is the greatest change that you‟ve noticed since you were a small? What, what has changed the most in life? Is there one, one particular thing that has changed a great deal or, or what, what has…? Mrs. Clements: I suppose the morals. Interviewer: The morals? Mrs. Clements: What we were taught to believe and to do and to act on, don‟t see those things don‟t seem to matter much anymore. And I don‟t know whether it‟s for the, for better or worse. Interviewer: Why do you think it‟s occurred? Mrs. Clements: I don‟t know. It‟s a whole generation that has changed, because as I look back my grandmother, my mother, myself, my daughter, we all went along pretty much in the same pattern. Maybe improving on each other… Interviewer: Now I asked you before do you think that this project of, of interviewing older people who have lived in Grand Rapids most of their lives or all of their lives is something of value? Mrs. Clements: Oh I do because even if the children don‟t appreciate it today they will as they grow older and they‟ll look, they‟ll know that, while we probably have made up our mistakes, we have tried. Interviewer: Well I think that will conclude our interview. INDEX A Association for the Junior League of America · 14 Avery, Mrs. Noyes · 16 B Bender, Josephine · 14, 15, 18 Bissell, Mr. · 13 Booth Family · 9 Bowen, Mrs. · 16 Butterfly Guild · 13, 14, 15 Butterworth Hospital · 13, 16, 17 C Calder, Emma C. Bluthardt (Mother) · 1, 9, 11, 21 Calder, Robert Gillon (Father) · 1, 2, 12 Central Grammar School · 5, 9 Clements, Earle Arthur (Husband) · 6, 8, 18, 19 Clements, Nellie (Daughter) · 1, 10, 12, 13, 19, 20 Clements, Roy · 6, 7 D Daane-Witters · 19 �22 F Fisher, Mary · 4 Friedman-Spring’s · 19 G Globe Knitting Works · 6, 19 Golden Rule Girls · 16 Grace Church · 18 Michigan Chair Company · 2 Mills, Nifty · 4 Miss Moffat’s School · 5 Murray, Mary · 4 N Nelson-Matter Furniture Company · 2 P H Palmer, Mrs. Millard · 16 Harvey Clay Family · 18 Howe Military School · 8 R J Ragsdale, Dr. L.V. · 17 Robert Irwins Family · 9 Russell, Fran · 10 Johnson-Handley · 2 Junior Diet Kitchen Guild of Butterworth · 18 Junior League · 10, 13, 14, 15, 16, 17 S K Keck, Miss · 4, 5, 16 Kent County Club · 2, 12 L Liesveld, Herman · 6 M Maddox, Olive · 4 Spence School · 5 Steele, Florence · 15 W Warner, Jeanette · 16, 18 Waters, Mrs. · 16 Wealthy Avenue Street School · 3 Wilcox, Dorothy · 14 Wolf, Estelle · 16 Women’s City Club · 5, 15, 16, 17, 20 � https://digitalcollections.library.gvsu.edu/files/original/46f7fd0da6c30151863c533c07d1289e.mp3 ec9fc828c8438e406bd553db2c7bf666 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Oral Histories Subject The topic of the resource Heritage Hill (Grand Rapids, Mich.) Local histories Memoirs Michigan--History Oral histories (document genre) Description An account of the resource Taped and transcribed interviews conducted in the early 1970s primarily of the children and grandchildren of many of the founders of Grand Rapids, Michigan; many of whom were residents of the Heritage Hill neighborhood. Interviews were collected to develop a significant collection of oral resources that would supplement other primary and secondary local history materials. Initially funded as a private project, Grand Valley State College (now University) assumed responsibility for continuing the project until 1977. Creator An entity primarily responsible for making the resource Various Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/452">Grand Rapids oral history collection (RHC-23)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf; audio/mp3 Language A language of the resource eng Type The nature or genre of the resource Text; Sound Identifier An unambiguous reference to the resource within a given context RHC-23 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1971 - 1977 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. 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-23_41Clements Title A name given to the resource Clements, Nellie Creator An entity primarily responsible for making the resource Clements, Nellie Description An account of the resource Nellie Calder was born in Chicago on August 12, 1893. She married Earle Clements in 1914. She organized the Junior League with Josephine Bender and was at one time the president of the Women's City Club. Mrs. Clements traveled to Europe with the Women's City Club. She also worked with maternity cases at Butterworth Hospital. Subject The topic of the resource Michigan--History Local histories Memoirs Oral histories (document genre) Grand Rapids (Mich.) Personal narratives Heritage Hill (Grand Rapids, Mich.) Grand Valley State University 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 Text Sound Format The file format, physical medium, or dimensions of the resource application/pdf audio/mp3 Source A related resource from which the described resource is derived Grand Rapids oral history collection (RHC-23) Date A point or period of time associated with an event in the lifecycle of the resource 1974 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/f781b1b1698af7f1201b5d0721fa7168.pdf 96fc308207bc0cb671ccb47beb330847 PDF Text Text CLEVELAND TOWNSHIP MASTER PLAN OCTOBER 2017 �ACKNOWLEDGMENTS Cleveland Township Supervisor Tim Stein Cleveland Township Planning Commission Steve Strassburger, Chairperson Dean Manikas Todd Nowak Travis Stein Joe VanderMeulen This Master Plan was prepared by the Cleveland Township Planning Commission and the Land Information Access Association (LIAA). This plan was developed with involvement from many organizations including Networks Northwest, the Leelanau County Planning and Community Development Office, the Sleeping Bear Dunes National Lakeshore, the Leelanau Conservancy, and the Little Traverse Lake and Lime Lake Property Owner Associations. Special thanks is owed to the residents of Cleveland Township who took time to participate in the development of the plan. All photos used in this Master Plan were taken by Joe VanderMeulen unless otherwise noted. LIAA@ Innm,ative ideas for sustainable communities since 1993 �TABLE OF CONTENTS Chapter 1. Introduc on 1 Includes an overview of previous Master Plans, public engagement for this Plan, and the history of Cleveland Township. Community Profile 6 Chapters 2 through 5 of the Plan make up the Community Profile, intended to provide background information on the key trends and characteristics of the Township. Each chapter in the Community Profile provides information on a specific topic. Chapter 2. Natural Features and Land Use 8 Chapter 3. Public Services and Transporta on 30 Chapter 4. The People of Cleveland Township 36 Chapter 5. Economy and Housing 45 Implementing the Vision 59 Chapters 6 and 7 of the Plan outline the community’s vision and the steps needed to achieve it. These chapters are designed to create an easy to follow, practical guide for implementing the community’s vision for the Township’s future. Chapter 6. Goals, Objec ves, Ac on Steps 59 Chapter 7. Future Land Use and Zoning Plans 66 Appendices 77 Appendix A. Public Mee ng Summaries 77 Appendix B. Detailed Survey Results 96 �CLEVELAND TOWNSHIP MASTER PLAN Chapter 1. Introduction WHAT IS A MASTER PLAN? The Cleveland Township Master Plan serves as the official policy guide for Cleveland Township’s future development and growth, including the management of its many natural resources. In Michigan, master plans serve as a legal basis for zoning, and provide policy guidance for changes to infrastructure, land use, transportation, natural resource management, and other community systems. In general, the Cleveland Township Master Plan serves the following purposes: • Evaluates existing conditions and trends in the Township. • States the community’s long-range vision for the Township, extending 20 years or more into the future. • Provides the flexibility to respond to changing conditions with new resources or innovations that align with goals of the Master Plan. • Identifies opportunities for partnerships between informed citizens, community stakeholder groups, non-profit organizations, and county and regional entities that help support and participate in plan implementation. • Identifies where new development should be directed and the general character to which new homes and buildings should adhere. • Gives guidance to property owners, developers, neighboring jurisdictions, and A deer grazing in a Township field. county and state entities about expectations and standards for public investment and future development. • Provides guidance for the allocation and spending of funds. • Guides the day-to-day decisions of Township staff and the land-use policy decisions of the Planning Commission and Township Board. • Establishes a legal basis for the Cleveland Township Zoning Ordinance, capital improvements, land-use policies, and other implementation tools and programs. Chapter 1 ••• 1 Introduction �CLEVELAND TOWNSHIP MASTER PLAN CLEVELAND TOWNSHIP ,, Cleveland Township is located in Leelanau '-! County, Michigan, and is comprised of approximately 20,864 acres of land. Sleeping Bear Dunes National Lakeshore makes up 39%, or 8,128 acres, of Cleveland Township. n Leelanau \ Cleveland Township features many _( ; County I freshwater resources, including Good ; :., <,.,,( \,.,_;~ Harbor Bay and seven inland lakes: Bass / I \_ I /' I ( \_\ /·~/ - •""\_', ) ~- ( \, <\ - --{-1' : Lake, Hidden Lake, Lime Lake, Little Traverse Lake, Narada Lake, School Lake and Shell Lake. Sugar Loaf Mountain, one of Leelanau County’s highest elevation points, lies on the eastern boundary of the Township. Cleveland Township is located in northwest Lower Michigan in Leelanau County. PREVIOUS MASTER PLANNING IN CLEVELAND TOWNSHIP The 2017 Master Plan builds on a history of municipal planning in the Township. The 2002 Cleveland Township Master Plan was created by a Steering Committee of residents and community leaders committed to preserving the natural landscapes and agricultural areas in the Township while creating opportunities for housing and commercial growth. A remarkably engaged public provided opinions to inform the plan’s direction. The Steering Committee conducted focus groups and public meetings and mailed a survey to each household in the Township. Some elements of the 1984 Cleveland Township Master Plan were kept and used in the 2002 Master Plan. Master Plans in Michigan should be reviewed every five years. After completing its review, the Cleveland Township Planning Commission made a number of changes to the Master Plan in 2009. These updates included revised implementation strategies (as the 2002 strategies were largely completed by 2009) and new information where appropriate and relevant. Language from the 2009 Cleveland Township Master Plan is used in the 2017 Master Plan where appropriate, although most sections of the Master Plan contain altogether new Chapter 1 ••• 2 Introduction �CLEVELAND TOWNSHIP MASTER PLAN information. In particular, the community goals and implementation strategies are a substantial addition compared to previous plans. PUBLIC ENGAGEMENT FOR THE 2017 MASTER PLAN In the spring of 2016, Cleveland Township began a community-wide planning process to create a new Master Plan. Throughout the remainder of 2016, residents and community leaders worked together to identify a shared vision for the future of the community and develop strategies to achieve this desired future. The Cleveland Township Planning Commission oversaw the planning process and guided the creation of this Master Plan. The Land Information Access Association (LIAA), a community planning nonprofit based in Traverse City, facilitated the process. The Master Plan process involved a variety of civic engagement activities including public input sessions, educational gatherings, and community workshops. These events are summarized on the timeline in this chapter. Each event provided opportunities for citizens, stakeholders and public officials to identify important community issues and generate a shared vision The public process to develop this plan included four advertised public meetings, monthly planning commission meetings, a mailed survey, and a number of other ways for the public to share input. for the Township’s future. A Master Plan Survey was also mailed to each address in the Township, and 312 residents and business owners completed the survey. The key themes from public input are included throughout the Plan, and full summaries of each public meeting as well as an analysis of the survey results are included in the appendices. Chapter 1 ••• 3 Introduction �Introduction PUBLIC HEARING TBD PLANNING SURVEY JULY 12th A survey, created by the Cleveland Township Planning Commission, was mailed to every address in the Township. The survey responses provided a basis for the goals and implementation strategies in this Plan. SUSTAINABILITY WORKSHOP FEBRUARY 23rd Approximately 35 residents gathered to have an in-depth discussion about the environmental goals of the proposed Master Plan. AUGUST 25th 2016 JUN JUL AUG SEPT OCT NOV PUBLIC KICKOFF MEETING JUNE 23rd Around 35 residents gathered to learn about the Master Plan process and hear presentations from local experts on topics like the National Park Service, broadband accessibility, watershed planning, and an aging population. STUDY SESSION NOVEMBER 2nd Planning Commission gathered along with several residents to draft the community goals and actions for the Plan. DEC 2017 JAN FEB MAR MASTER PLAN OPEN HOUSE MARCH 25th Residents gathered following the Annual Township Meeting to review the draft Master Plan and future land use map, and to help prioritize the goals, objectives and actions of the draft Plan through a series of hand-on activities. APR MAY PUBLIC COMMENT PERIOD TBD • • • 4 Residents gathered to hear the results of the survey and share ideas for the future of the Township through various hands-on activities. Topics included the environment, economy, housing, and future land use. Chapter 1 CLEVELAND TOWNSHIP MASTER PLAN VISIONING WORKSHOP �CLEVELAND TOWNSHIP MASTER PLAN HISTORY OF CLEVELAND TOWNSHIP Ottawa and Ojibwe Indian tribes were the first people known to inhabit what is now Leelanau County, migrating to the area in the 17th century in order to fish, hunt, and produce maple sap. In the mid-1600s, French explorers and fur traders settled in the region for its proximity to trade routes and profitable timber. Throughout the 18th century, the shipping industry on the Great Lakes increased rapidly along with the region’s population. The first European settlement in Cleveland Township was established in November 1855 by Bohemian immigrants. A bronze plaque at the corner of M-22 and Bohemian Road (County Road 669) commemorates this first settlement, known as North Unity. The early Bohemian settlers built a schoolhouse, sawmill, and a store. A gristmill on Shalda Creek at the outlet of Little Traverse Lake was built around 1860. The Shalda House across from the Cleveland Township Hall also served as a grocery store. The first post office was established in 1859. Lumbering was North Unity’s principal means of livelihood until a devastating fire destroyed the settlement in 1871. After the fire, families moved farther inland from the water’s edge and the community became more agriculturally oriented. The Port Oneida Rural Historic District is an example of traditional agriculture. The district is part of Sleeping Bear Dunes National Lakeshore. In the 1970s, many new homes were built in the Township, especially in the areas surrounding Little Traverse Lake and Lime Lake. Other homes were built along the Lake Michigan shoreline, along Maple City Road north of Maple City, scattered along Bohemian Road, and in the Sugar Loaf Mountain area. Sleeping Bear Dunes National Lakeshore was authorized by Congress in 1970 in order to preserve the area’s dunes and coastal habitats in perpetuity. The creation of the park was controversial at the time, as the federal government used eminent domain to purchase a number of private properties. In Cleveland Township, a number of homes along the lakeshore have been permitted to remain provided no changes in use occur. Sugar Loaf Mountain, along the eastern boundary of the Township, was used as a ski resort from 1947 until 2000. Current efforts to redevelop Sugar Loaf, and the community’s vision for this property as identified through this planning process, are included in Chapter 2. By the early 21st century, additional residential growth was seen along School Lake Road, Hlavka Road, Trumbull Road, Sullivan Road, and generally in the Sugar Loaf resort area, including some multiple-family housing. Chapter 1 ••• 5 Introduction �CLEVELAND TOWNSHIP MASTER PLAN COMMUNITY PROFILE A community profile is an important part of any Master Plan. As stated in Michigan’s Planning Enabling Act, a Master Plan should inventory the components of a community in order to best plan for the future. Chapters 2 through 5 of this Master Plan contain information on the Township’s natural resources, including water, soils, and wildlife; public services like transportation infrastructure and parks; demographic characteristics of the population including age, poverty and household composition; and condition of the economy and housing markets, including housing stock growth, employment, and broadband accessibility. A summary of main trends is listed at the beginning of each chapter. The community profile was used throughout the planning process to inform this Master Plan’s strategic goals (Chapter 6) and future land use classifications (Chapter 7). SUMMARY OF COMMUNITY PROFILE The following is a short list of trends that are explained in greater detail in Chapters 2 through 5. Each of these were considered key issues throughout the planning process. Strategies and action steps to address these issues are included in Chapter 6. 1. Cleveland Township is part of a pristine ecosystem including inland lakes, Lake Michigan, wetlands, and many rare and protected species. Water quality studies indicate that steps should be taken to protect this environment from future degradation. 2. Land use is changing slowly over time in the Township, with 209 acres of natural lands converted to single-family housing since 2000. Agriculture remains a viable industry in the County and in the Township. The population in the County and the Township is expected to grow and may increase demand for new housing. 3. Leelanau County is close to job centers including Traverse City, and 40% of the County’s working residents commute out of the County for work. This increases stress on the transportation system and could support increased demand for public transportation. 4. The population in Cleveland Township may have fewer resources than in the past. Poverty is increasing, especially among those 17 and under in the Township, and the median household income has decreased by 18% since 2000. 5. The population in Cleveland Township is aging, with fewer young people and more elderly residents than in previous years. The population is sure to require access to Community Profile ••• 6 �CLEVELAND TOWNSHIP MASTER PLAN services such as healthcare, recreation, transportation, and appropriate housing as residents continue to age. 6. Housing in the region, including Cleveland Township, is relatively expensive for prospective buyers and renters. The shortage of affordable housing has far-reaching impacts on Northwest Michigan’s regional economy. Community Profile ••• 7 �CLEVELAND TOWNSHIP MASTER PLAN Chapter 2. Natural Features and Land Use Cleveland Township is defined by pristine natural features including prime woodlands, picturesque coastal areas, high water quality, and abundant wildlife. CLEVELAND TOWNSHIP’S WATER ASSETS Cleveland Township’s identity is formed around its water assets. Lake Michigan’s Good Harbor Bay is along the Township’s northern boundary, providing many opportunities for residents and visitors to enjoy the beach, dunes, and beautiful views of Lake Michigan. There are also seven inland lakes (Bass, Hidden, Lime, Little Traverse, Narada, School, and Shell) within the Township, each used for a variety of recreational activities. Residential uses are permitted Shalda Creek near Lake Michigan, 2016. primarily around Lime Lake and Little Traverse Lake. The other lakes are within the National Lakeshore and are managed by the National Park Service. Generally, surface water flows south to north through the Township, from Lime Creek to Lime Lake, Shetland Creek, Little Traverse Lake, Shalda Creek, and finally emptying into Lake Michigan’s Good Harbor Bay. Map 2.1 shows the water bodies in Cleveland Township. Chapter 2 ••• 8 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 2.1 - Lakes and Streams Hatt Pond I Good Harbor Bay Keldert-iou c L, ., 22 a:: ro E- . 0 """ N A 0 ... C (l) Cl) C (/ C: 0.5 H vk I • Miles [ssg j , CLEVELAND TOWNSHIP ' Rymt drl ck ....1 <ll E= CJ :.J 00 rrurT Roads C va Data Sources: Leelana u County GIS Mic higan Ctr for Geo. Info. - Lakes Map produced 4/201 7 - - Township Boundary - - Streams Chapter 2 -,; ••• 9 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Hidden Lake Cleveland Township Basch 2.2 - Major Watersheds Hatt Pond Good Harbor Bay ake Michi a Narada Lake ,raverse Lal<.e ~ Q) a, Little Traverse Lake Q) .c. ~ School Lake Schoo l Lake \ii-' "1\0~(\ N A 0 0.5 Ql C C ,: t2 Ne 1 Hlavka Lime Lake Miles Q) C ro E Q) R ant Narlock E ::i .c 0 CD Shimek Trumb II D D D Crystal Run - Township Bou ndary Good Harbor Bay __ Highways Lake Lee lanau - - Roads Chapter 2 Lakes - - Streams Data Sources: Lee lanau County GIS Michiga n Ctr for Geo. Info. Map produced 4/2017 ••• 10 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Good Harbor Bay Watershed Nearly all (89%) of Cleveland Township’s land lies within the Good Harbor Bay Watershed. The Good Harbor Bay Watershed is about 45 square miles in area and extends generally from the uplands of Kasson Township north to Good Harbor Bay, westward through Glen Arbor Township and eastward through Leland Township. The watershed includes land in five townships (Centerville, Cleveland, Glen Arbor, Kasson and Leland). Cleveland Township makes up 66% of the Good Harbor Bay Watershed. In other words, Cleveland Township provides the majority of the ground and surface water flow of the watershed. Map 2.2 shows the boundaries of the Good Harbor Bay Watershed. Water Quality Data on water quality comes from Most of Cleveland Township, including Lime Lake and Little Traverse Lake (pictured above), are part of the Good Harbor Bay Watershed. the Good Harbor Bay Watershed Protection Plan (GHBWPP) and the Leelanau Conservancy’s Water Quality Database. The GHBWPP was developed in 2015 by a Steering Committee of 15 regional and state partners including the Lime Lake Association, Little Traverse Property Owners Association, and Little Traverse Conservationists. The goal of the GHBWPP is to protect the water quality in the watershed by creating partnerships between groups, identifying priority areas, and implementing tasks to help protect the watershed. The GHBWPP also provides baseline data on water quality trends and concerns. Many of the recommendations of the GHBWPP would require Cleveland Township to amend ordinances and create new regulations to protect water quality in the Township. Several recommendations of the GHBWPP are included in Chapter 6 of this plan. The GHBWPP summarizes water quality monitoring reports and scientific research conducted within the watershed through the Leelanau Conservancy (for its Water Quality Database) and by lake association volunteers. The following section describes two water quality variables — trophic status and total phosphorus — of the waterways and water bodies in Cleveland Township according to the GHBWPP. Chapter 2 ••• 11 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Trophic Status The trophic status of a lake is indicative of its biological productivity, or the weight of living material supported within the lake. Lakes with a high trophic status have high nutrient concentrations resulting in algae growth, cloudy water, and oxygen levels that can constrain aquatic life. Lakes with a low trophic state are cool and clear, with low nutrient concentration. The GHBWPP classifies the trophic status of Lime Lake and Little Traverse Lake within the “oligotrophic” state. This is the lowest trophic state on the spectrum, meaning that the Trophic Status Index (TSI) for the lakes are below 35. However, the TSI values for Little Traverse Lake (32.03) and Lime Lake (31.47) are close to becoming mesotrophic. Mesotrophic lakes have an intermediate level of nutrients and are closer to eutrophic status where algae growth, cloudy water, and low oxygen levels are characteristic. The GHBWPP identifies a number of steps that can be taken to keep the lakes within oligotrophic status. Total Phosphorus Water quality in the watershed can also be discussed in terms of the acceptable uses of the water bodies. Two designations are relevant to the Township: degraded and impaired. The degraded designation means that water quality in all of the water bodies of the Good Harbor Bay watershed currently meets water quality standards for the particular use but may not in the near future. This determination was made given trends in water quality monitoring data, most especially the Trophic Status Index noted above. The impaired designation means that current water quality does not meet acceptable standards for the particular use. Currently, there are four uses of the Good Harbor Bay Watershed’s water bodies, including those in Cleveland Township, classified as degraded or impaired:  Warmwater and Coldwater Fishery - Degraded  Other Indigenous Aquatic Life and Wildlife - Degraded  Partial/Total Body Contact Recreation - Degraded  Fish Consumption - Impaired Causes of the degraded and impaired designations identified in the GHBWPP include the presence of significant phosphorus levels in the water, the introduction and proliferation of invasive species, and the presence of mercury (a statewide problem). Of these causes, phosphorus levels are the most readily addressed by land-use regulation or other government efforts, though local efforts to limit invasive species can also be effective. Chapter 2 ••• 12 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Phosphorus is necessary to support plant growth in aquatic systems. However, excessive phosphorus triggers excessive algae growth, which clouds the water and reduces oxygen needed by other aquatic life such as fish. Human-caused sources of phosphorus include runoff from pastures and crops, urban runoff from pavement and rooftops, and the use of particular fertilizers on residential lawns close to a water source. Total phosphorus in Little Traverse and Lime Lakes decreased between 1990 and 2014 due to natural filtering by zebra mussel populations and efforts by land owners to reduce phosphorus inputs to the lakes. This Master Plan seeks to further reduce phosphorus loading and prevent phosphorus increases caused by humans in the Township’s waterways in order to protect water quality in Cleveland Township and the Good Harbor Bay Watershed (see Chapter 6). TOPOGRAPHY The Township’s landscape varies in elevation from approximately 577 feet to 1,105 feet above sea level, with two valley areas in the Township running north and south. There are also a number of low-lying areas in the Township, largely surrounding Little Traverse Lake, Lime Lake, School Lake, and Shell Lake. The topography of the Township is shown on Map 2.3. The dramatic topography in Cleveland Township has supported the development of a ski hill and resort facilities, has made fruit growing possible on many of the Township’s slopes, and adds to the desirability for vacation homes. Housing development along the Township’s ridgelines The Township's dramatic topography not only makes it picturesque, but it helps allow for certain agricultural crops, like fruit trees. has been raised as a concern and is addressed in Chapter 6 of this plan. Chapter 2 ••• 13 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN WETLANDS Wetlands are a valuable natural resource. They provide a number of important ecosystem services, including flood control benefits, nutrient and pollution filtration, groundwater recharge, and habitat for plants and wildlife. The Township has a number of wetland areas surrounding its inland lakes, found primarily in the areas south of Lime Lake, along Maple City Road, and along Bohemian Road. Wetlands in the Township are shown on Map 2.4. Many of the areas where wetlands are prominent are near lakes and scenic views, making these areas highly attractive to residential development. The Michigan Department of Environmental Quality (DEQ) regulates development within some of the state’s wetlands, though the Township is permitted to be even more restrictive of development in wetland areas. The Township’s goals for wetlands and the environment are listed in Chapter 6. The Township's lakes, streams, and wetlands provide unique habitats for plants and animals. Chapter 2 ••• 14 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 2.3 - Digital Elevation Model Good Harbor Bay Kelderhouse Lake Michigan ,ra'llerse t-1 N A 0 0.5 School ? School Lake \)Cf ,/ ..., sn°~ Nachatel. ~'{)'\ I ... -.!P i La\r.8 '::,,jg'C)\ . - - - CII CII UmeLake Nemeskal Js~sl Mi les April .J ~- ....: Ill Q) C: CLEVELAND TOWNSHIP ) ro .E Ryant Q) .c E Narlock :.J ~ :... 0 co ~ Shimek c3 CD 0. m .>o: ·2 .5 .c 0 al ci5 == / \ Trumbll - High : 1,075ft - - Township Boundary - - Highways Low : 580ft Centu Lakes - - Streams - - Roads Sullivan Data Sources: Geospatial Data Gateway Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 Chapter 2 ••• 15 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township Basch 2.4 - National Wetlands Inventory and Potential Wetland Restoration Good Harbor Bay ( ..School ~... Lake ~ I N A 0 0.5 1 # Hlavka Lime Lake Miles April (1) C E --E~ ::J Ryant a, t - - -- ' - - -- _ _ . / .c 0 cc I Shimek - Wetlands - - Township Boundary Wetland Restoration - - Highways - - - Roads High Potential Lakes - - Streams I Data Sources: Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 Moderate Potential Low Potential Chapter 2 ••• 16 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN PRIME WOODLANDS AND FARMLANDS The Township’s orchards, croplands and extensive stands of hardwoods not only support the local economy, but are also beautiful natural resources that residents and visitors enjoy. Northern hardwoods are especially predominant in western Cleveland Township, on the ridges of the sloped lands in the central part of the Township, and throughout the National Lakeshore. Lowland conifers are located south of Lime Lake, and pockets of pine trees are found throughout the Township. Map 2.5 shows the Township’s prime farmlands, farmlands of local importance, and areas that may be prime farmland if adequately drained. Prime farmland is comprised of a number of soil types, as defined by the National Resource Conservation Service. Low-sloping soils of the Emmet and Nester soil types are considered prime farmlands because the natural drainage of the soil is high and the Active agricultural uses, such as apple orchards, support the Township’s economy while providing an enjoyable quality of life for residents. slope is low. This is a general assessment, however, and successful agriculture may also be possible in other soil conditions. Farmlands of local importance are typically defined by state or local governments as areas that have economically high yield or host otherwise valuable farm activity. A number of areas in Cleveland Township are in this category, including just east of County Road 669 and along M-22 in the northwestern portion of the Township. Areas designated “prime farmland if drained” may or may not be currently drained and used for agricultural purposes. The Township has many areas of prime agricultural soil types. Trends in agricultural uses are discussed later in this chapter. Chapter 2 ••• 17 Natural Resources and Land Use �Hidden Lake CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township r 2.5 - Prime Farmland Soils aft Pond Good Harbor Bay Lake ake Michi a Narada Lake , ra\/erse Lal<.e Little Traverse Lake N A 0 Lime Lake 0.5 Miles CLEVELAND TOWNSHIP - All areas are prime farmland Farmland of loca l importance - - Township Boundary - - Hig hways Lakes - - Streams - - Roads Prime farm land if dra ined Chapter 2 Data Sources: NRCS Leelana u County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 ••• 18 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN FLOODPLAINS The low-lying areas (wetlands) along Shalda Creek, Shetland Creek, Little Traverse Lake and Lime Lake have been subject to flooding in the past. Map 2.6 shows a general assessment of flood risk as last identified in 2011 by the Federal Emergency Management Agency (FEMA). It is important to note that these floodplains were presented as a draft to the public in 2011 and have since been retracted, due to evidence that flooding along the shoreline elsewhere in the County is historically less severe than noted by Flooding near homes at the outlet of Little Traverse Lake into Shalda Creek, 2016. Photo taken by LIAA. FEMA. Therefore, Map 2.6 shows areas where local flood risk may be high, primarily around Little Traverse and Lime Lakes. The shoreline flooding on Map 2.6 is less reliable given the contested nature of the FEMA study in 2011. Typically, times of flooding coincide with high water levels and high groundwater. Generally, flood risk can increase due to a variety of factors that may include the construction of additional homes, roads, and driveways; the filling of wetlands; and wildlife activity such as beaver dams. In 2016, Shalda Creek flooded over its banks and raised flood concerns for homes on the western edges of Little Traverse Lake. The Township is working with the Leelanau County Road Commission, the Little Traverse Lake Property Owners Association, and the National Park Service to investigate the cause of this flooding with engineeringbacked research and identify possible methods to reduce the flood risk to homes in this area in the future. Chapter 2 ••• 19 Natural Resources and Land Use �,-,-- -- - - - CLEVELAND TOWNSHIP MASTER PLAN Hidden Lake Cleveland Township Basch 2.6 - FEMA Flood Zones Hatt Pond Good Harbor Bay School Lake School Lake N A 0 0.5 .... C: .!!! Cl) 3:: ~ Cl) f Ne Lime Lake Hlavka Miles April Q) C E (ll .E R ant Q) ,.._ .c: 0 CD fr(J z, 0 Shimek f"l/b(J/J Q) o_ ro (J a, E :.:::.; Narlock :.:J ~ C ..c (.) (ll ii5 Centu - A- 100yr flood , no Base Flood Elevations determined c::::J A E - 100yr flood, Base Flood Elevations determined - Township Boundary - - Highways Lakes - - Streams - - Roads Data Sources: FEMA Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 Chapter 2 ••• 20 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN ENDANGERED SPECIES The State of Michigan maintains an inventory by county of all state and federal endangered, threatened, and special-concern species and natural communities. Endangered species in Leelanau County include the piping plover, prairie warbler, peregrine falcon, pugnose shiner, deepwater pondsnail, and the Michigan monkey flower. Table 2.1 shows the endangered, threatened, and special-concern species in Leelanau County. Table 2.1 Endangered, Threatened, or Species of Special Concern in Leelanau County Scientific Name Common Name Federal Status State Status Acris crepitans blanchardi Adlumia fungosa Ammodramus savannarum Blanchard's cricket frog Climbing fumitory Grasshopper sparrow T SC SC Asplenium rhizophyllum Walking fern T Asplenium trichomanesramosum Green spleenwort Berula erecta Cut-leaved water parsnip Botrychium campestre Prairie Moonwort or Dunewort Botrychium spathulatum Spatulate moonwort Bromus pumpellianus Pumpelly's bromegrass Calypso bulbosa Calypso or fairy-slipper Carex platyphylla Broad-leaved sedge Carychium nannodes File thorn Charadrius melodus Piping plover Cirsium pitcher Pitcher's thistle Coregonus artedi Lake herring or Cisco Cypripedium arietinum Ram's head lady's-slipper Dendroica discolor Prairie warbler Falco peregrinus Peregrine falcon Galearis spectabilis Showy orchis Gavia immer Common loon Haliaeetus leucocephalus Bald eagle Huperzia selago Fir clubmoss Lampsilis fasciola Wavyrayed lampmussel Linum sulcatum Furrowed flax Microtus pinetorum Woodland vole Mimulus michiganensis Michigan monkey flower Myotis septentrionalis Northern long-eared bat Notropis anogenus Pugnose shiner Orobanche fasciculate Broomrape Panax quinquefolius Ginseng Pterospora andromedea Pine-drops Pyganodon lacustris Lake floater Stagnicola contracta Deepwater pondsnail Tanacetum huronense Lake Huron tansy Terrapene carolina Carolina Eastern box turtle Trimerotropis huroniana Lake Huron locust Triphora trianthophora Nodding pogonia or three birds orchid Venustaconcha ellipsiformis Ellipse Source: Michigan Natural Features Inventory, (12/2014) Chapter 2 ••• 21 LE LT LE LT T SC T T T T T E SC E T T SC E E T T SC SC T SC SC E S E T T T SC E T SC T T SC Federal Status Codes LE= Listed Endangered LT= Listed Threatened State Status Codes E= Endangered T= Threatened SC= Special Concern Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN ACTIVE LAND USES Map 2.7 shows the active land uses in the Township in 2014. To produce this map, aerial imagery was used to determine the approximate use of the land. The categories are agricultural, barren, forest, grass and shrub, water, wetlands, and urban and built up. Because aerial imagery was used to determine land use, this study captures a “moment in time” as opposed to a long-term trend. Table 2.2 shows the categories of land use in 2000 and 2014 by acreage and by percentage of the total land area in the Township. In 2014, the majority of Cleveland Township’s land was forested (61.7%). The second- and third-largest categories of land use were grass and shrub (14.2%) and agricultural (6.7%). Agricultural uses in the Township are discussed in greater detail in the Economy section of this chapter. Urban and built up land includes primarily residential homes concentrated around Little Traverse Lake, Lime Lake, and the Sugar Loaf Resort area. There were smaller The majority of the Township's land is forested. There are a number of residential areas, like these homes near Sugar Loaf. pockets of urban and built up areas near the intersection of School Lake Road and Wheeler Road, along County Roads 669 and 667, and south of Lime Lake along Lime Lake Road. Table 2.2 Land Use by Acres Agricultural Barren Forest Grass and Shrub Water Wetlands Urban & Built Up Total Acreage Acres 1,438 198 13,157 3,022 1,713 427 1,367 2000 % of total 6.7 0.9 61.7 14.2 8.0 2.0 6.4 21,321 100.0 # 1,583 208 13,463 2,315 1,747 506 1,500 21,321 2014 % of total 7.4 1.0 63.1 10.9 8.2 2.4 7.0 100.0 Change 2000-2014 # % 145.1 10.1 10.4 5.3 305.9 2.3 -707.8 -23.4 34.4 2.0 79.1 18.5 132.9 9.7 0.0 0.0 Source: Land Information Access Association Chapter 2 ••• 22 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 2.7 - Land Use (2014) Good Harbor Bay N A 0 Lime Lake 0.5 Miles CLEVELAND TOWNSHIP Urban & Built Up Water - Agricultural Land - Grass & Shrub Land - - Forest Land - - - Township Boundary Wetlands __ Highways Barren Lakes - - Streams - - Roads Data Sources : LIAA Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 Chapter 2 ••• 23 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Change in Land Use Table 2.3 shows the number of acres that were classified differently in 2014 than in 2000. The columns of the table reference the land use in 2014, while the rows reference land use in 2000. Map 2.8 shows the active land uses in the Township in 2000, while Map 2.9 shows the areas where a change in land use has occurred from 2000 to 2014. Table 2.3 Acreage Change in Land Use, 2000 to 2014 Urban 2000 Land Use Urban Ag Grass Forest Water Wetland Barren Total 10 116 83 Ag 205 10 Grass 13 35 114 2014 Land Use Forest Water Wetland 63 5 26 545 3 89 5 209 220 Barren 10 5 162 613 34 89 10 Total 76 75 870 307 0 10 0 1,338 Source: Land Information Access Association Many land-use changes may be natural and cyclical in nature, such as the change from forest lands to wetlands (89 acres), or from wetlands to water (5 acres). Some changes result from manmade action, such as the change from grass and forest lands to urbanized areas (83 acres and 116 acres respectively). Specific manmade changes include:  A number of new homes were built in the community between 2000 and 2014. Roughly 209 acres of new urban areas have been developed on prior grass, forest, or agricultural land. Areas of new development include the southwest edge of Little Traverse Lake, Wheeler Road south of School Lake Road, South of Lime Lake along Lime Lake Road, and along Maple City Road. These areas of new growth are consistent with land-use goals identified in the 1992 and 2009 Master Plans.  A number of homes have been removed in the National Park Service land along the lakeshore (roughly 76 acres). This is consistent with the 2008 General Management Plan for the Sleeping Bear Dunes National Lakeshore. These areas have been returned to a natural landscape with plantings such as dune grass. Several homes still remain along the shoreline.  Several existing agricultural fields appear to have been expanded, although it is unclear whether this reflects a seasonal change due to crop rotation. Chapter 2 ••• 24 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 2.8 - Land Use (2000) Good Harbor Bay N A 0 Lime Lake 0.5 Miles Urban & Built Up Water - Agricultural Land - Grass & Shrub Land - - Forest Land Chapter 2 - - - Township Boundary Wetlands __ Highways Barren Lakes __ Streams - - Roads Data Sources: LIAA Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 ••• 25 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 2.9 - Land Use (2014) (hatching indicates change) Good Harbor Bay N A 0 Lime Lake 05 Miles CLEVELAND TOWNSHIP ~ Change Detected - Forest Land - - Township Boundary Water Uroan & Built Up - - Agricultural Land - Grass & Shrub Land - Wetlands - - Highways - - Roads Lakes - - Streams Data Sources : LIAA Leelanau County GIS Michigan Ctr for Geo . Info. Barren Map produced 4/2017 Chapter 2 ••• 26 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN BROWNFIELD SITES According to the U.S. Environmental Protection Agency (EPA), a brownfield is “a property, the expansion, redevelopment, or reuse of which may be complicated by the presence or potential presence of a hazardous substance, pollutant, or contaminant.” Often, brownfields are vacant or abandoned. Restoring brownfields is an important way to maximize existing infrastructure, wisely control future growth, and create economic opportunities. Sugar Loaf Resort sits on one of the highest peaks in Leelanau County. Sugar Loaf Resort is the only brownfield site in Cleveland Township and has been the cause of much regional attention in recent years. The Sugar Loaf Resort originally opened in 1947 and had 478 acres of facilities, including a hotel, a paved airstrip, mountain bike trails, 25 ski runs, seven ski lifts, and 26 kilometers of cross-country ski trails. The Resort originally had 72 townhomes and a wastewater treatment plant. The Resort employed over 300 people and was the largest employer in Leelanau County. In 2000, Sugar Loaf Resort closed. Eventually, the townhomes and golf course were sold to private owners. The remainder of the property — including the hotel, airstrip, and hilltops — has since fallen into disrepair, and dilapidated buildings and dangerous ski lift equipment now occupy one of Leelanau County’s highest peaks. Leelanau County and Cleveland Township have been working to ensure that the future redevelopment of Sugar Loaf Mountain is not impaired by regulation. In 2009 and 2010, the County secured funding to assess the condition of the brownfield site and create a Brownfield Plan. Cleveland Township amended its zoning ordinance to accommodate a Planned Unit Development. As of 2016, Leelanau County was taking the steps necessary to condemn the property for code violations. Presumably, the vacant structures will be demolished, which may serve to attract new development to the hilltop. In 2009, through the U.S. EPA’s Technical Assistance for Brownfields program, experts from Michigan State University and Kansas State University led the community through a visioning workshop for the future of the abandoned Sugar Loaf Resort. The workshop identified three primary uses residents would like to see at the site: recreation, resort, and Chapter 2 ••• 27 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN the natural environment. Chapter 6 of this Master Plan contains a vision for Sugar Loaf that builds on this 2009 workshop. CLIMATE AND LONG-TERM WEATHER TRENDS From the quality of agricultural production to the number of extreme storms, climate and weather impacts everyday life in Cleveland Township. Well-documented changes in Northern Michigan’s regional climate need to be understood in order to plan for a resilient future in Cleveland Township. This section provides a short overview of some of the key indicators that are changing or have already changed in Northern Michigan’s regional climate according to statewide climate experts. Observed and expected changes in Northern Michigan’s climate include the following.1 • Storms are expected to become more frequent and more severe. Already, the amount of precipitation falling in the heaviest 1% of storms increased by 37% in the Midwest between 1958 and 2012. Due to changes in temperature and the seasonality of storm patterns, it is anticipated that increased precipitation will fall as rain instead of snow, and be concentrated in the spring and fall months. • Wetter weather can strain infrastructure, cause flooding around lakes, streams and coastlines, and flush toxins into water bodies. • Winter precipitation may increase in the Great Lakes region, as warmer temperatures may limit the amount of ice on the Great Lakes, causing increased lake-effect snow. However, northern communities may see less snow falling as a result of weather systems and more as a result of lake effect, causing less predictable snowfall overall. • Temperature changes may result in a longer growing season (earlier spring and later fall) for agricultural production. Temperature increases can also trigger more extreme heat days, a trend not typical for or anticipated by many Northern Michigan residents. Temperature increases also can trigger water quality concerns and changes for plants and animals, especially in coastal wetlands. • The number and severity of extreme storms on the Great Lakes are expected to increase. This can cause problems for coastal areas including flooding, greater erosion risks, and power outages. Increases in severe storms and rain events can create flooding and erosion challenges on streams like Shalda Creek. 1 This information comes from the Great Lakes Integrated Sciences and Assessments Center summary pages on climate change impacts. More information can be found here: http://glisa.umich.edu/resources/summary and here: http://glisa.umich.edu/climate Chapter 2 ••• 28 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN In general, this information underscores the importance of protecting the natural environment, preparing for emergencies, and carefully maintaining infrastructure. Chapter 6 contains the goals, objectives, and action steps identified to prepare Cleveland Township to face challenges related to our changing climate and weather patterns. Preserving Cleveland Township's natural resources was a key goal of this Master Plan. Chapter 2 ••• 29 Natural Resources and Land Use �CLEVELAND TOWNSHIP MASTER PLAN Chapter 3. Public Services and Transportation UTILITIES Cleveland Township is served by MichCon for natural gas and by Consumers Energy for electric services. Charter Cable holds a franchise agreement with the Township for cable television service. Several companies offer trash pickup within the Township, including Waste Management and American Waste. Those wishing to recycle newspaper, glass, aluminum, cardboard and plastic can drop off materials at several locations within the County. The location most convenient for many Township residents is at the Cedar boat launch north of Cedar. Recycling services are provided by a licensed waste management company through a county-wide contract. There is no public water service or public sewer disposal within the Township. SAFETY AND EMERGENCY SERVICES Police service is provided by the Leelanau County Sherriff’s Office Law Enforcement CEDAR AREA FIRE & RESCUE Division. The Division serves a total of 11 townships and three villages in the County. ...........---- SOLON - CENTERVILLE - CLEVELAND - KASSON - - In 2015, Cleveland Township became a joint owner of the Cedar Area Fire and Rescue Department. This Fire Department replaces the Solon/Centerville Fire Board. The decision to share this resource The Cedar Area Fire & Rescue Department was created in 2015. Photo source: Cedar Area Fire & Rescue Department Facebook page. between Centerville, Cleveland, Kasson and Solon townships was made to ensure that the Fire Department can provide highquality emergency and fire services. A representative from each township and one at-large representative participate on the Cedar Area Fire and Rescue Board to govern the Department. EDUCATION Cleveland Township lies within two public school districts: Leland Public School District and Glen Lake Community Schools. Each district is served by the Traverse Bay Area Chapter 3 ••• 30 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN Intermediate School District (TBAISD). Map 3.1 shows the boundaries of the two school districts in the Township. Table 3.1 shows the total enrollment of each school district from 2010 through 2015. In general, enrollment in Glen Lake Community Schools and the Traverse Bay Area Intermediate School District overall has decreased from 2011 to 2015. Leland Public Schools enrollment has remained relatively stable, gaining about 20 students from 2011 to 2015. Table 3.1 School Enrollment Leland Public Schools Glen Lake Community Schools Traverse Bay Area Intermediate School District 2011-2 2012-3 2013-4 2014-5 2015-6 456 807 24,295 411 782 23,042 426 770 22,990 464 747 22,519 475 736 22,105 Source: Michigan Department of Education (2011-2016) Chapter 3 ••• 31 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 3.1 - School Districts Good Harbor Bay ...m m m .r:. s: N A 0 Lime Lake 0.5 Miles CLEVELAND TOWNSHIP - GlenLake - - Township Boundary D Leland - - Highways Data Sources: Leelanau County GIS Michigan Ctr for Geo. Info. Lakes - - Streams Map produced 4/2017 - - Roads Chapter 3 ••• 32 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN TRANSPORTATION The Township has a number of state, county, local, and private roads and trails that connect residents of Cleveland Township with other places in the region. Transportation is a key factor of economic capacity for both tourism and commuting, while recreational trails provide residents and visitors opportunities to explore the many natural areas in the National Lakeshore and the Township. Cleveland Township’s Transportation Network The Township contains state, county and private roads, and has access to public transportation and recreational trails. State Highway The Township has approximately five miles of state roadway (M-22). The remainder of the Township contains county roads and private roads. M-22 is a State Heritage Route that is often used as a scenic drive for tourists in the region. County Roads The Township has a number of county roads including County Roads 669 and 667. The Leelanau County Road Commission and Cleveland Township share the cost for the winter maintenance of county roads. Public Transportation The Bay Area Transportation Authority (BATA) provides the area with bus service. Although there County Road 669 or Bohemian Road. Photo source: United States Army Corps of Engineers. are no fixed routes in Cleveland Township, bus service is available on demand for a nominal fee. The Township’s aging population and commuter workforce would benefit from expanded public transportation options in the Township, as discussed in Chapter 6 of this Plan. Map 3.2 shows the state highways and county roads in the Township. Map 3.2 also shows where private, gravel and unimproved roads exist in the Township. Chapter 3 ••• 33 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN Hidden Lake Basch Hatt Pond Cleveland Township '. 11'1rA 3.2 - Road Classification Shell Lake Good Harbor Bay .s:::. u :o Lake Michigan Cf) C1l Ill ~ Q) ai Little Traverse Lake Q) .s:::. s School Lake -- --------~ N A 0 Hlavk 0.5 Lime Lake Miles April C CLEVELAND C1l ·E TOWNSHIP Rant Q) .s:::. 0 Ill Shimek = State Hwy - Primary Route - - Paved = ~~ Private Township Boundary Gravel Road Roads Unimproved Lakes Map produ ced 4/2017 - - Streams Chapter 3 Data Sources: Leelanau County GIS Michigan Ctr for Geo. Info. ••• 34 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN Recreational Trails The Sleeping Bear Heritage Trail is a shared-use pathway that runs the length the National Lakeshore and includes the Villages of Empire and Glen Arbor. The completed section of trail in the Township connects the Port Oneida Trailhead to County Road 669. The trail provides an opportunity for bikers, walkers, and others to enjoy the National Lakeshore and has a boardwalk that crosses Narada Lake. The final leg of the Sleeping Bear Heritage Trail is expected to begin near County Road 669 and extend east around Little Traverse Lake before connecting to the Good Harbor Trailhead. At the time of this writing, funding for the expansion of the trail has not yet been secured. M-22 is a major State Trunkline running through Cleveland Township that is frequently used as a scenic route for tourism. Chapter 3 ••• 35 Public Services and Transportation �CLEVELAND TOWNSHIP MASTER PLAN Chapter 4. The People of Cleveland Township The following section contains a series of tables and accompanying text to describe the Township’s population. In general, each table uses data collected on a rolling basis from 2010 through 2014 by the American Community Survey (ACS, a product of the United States Census Bureau) to represent current conditions in Cleveland Township. Census data from the 2000 Census is used as a point of comparison, and where appropriate, a change in both number and percentage (using a percent change formula) is also given. Where appropriate, data for Cleveland Township is compared to Leelanau County and the State of Michigan overall. UNDERSTANDING CENSUS DATA While the U.S. Census collects information every 10 years (1990 and 2000 data is used here), the American Community Survey, also conducted by the U.S. Census Bureau, collects data on a rolling basis throughout each year. The American Community Survey summarizes data into five-year ranges. The estimates for 2010 to 2014 are used in this section in order to show the most recent data available. The tables on the next few pages display a number, a percent (where relevant), and a percentage change from the first year (2000 data) to the current conditions (2010 to 2014 data). Current conditions are labeled as 2014 on the tables for readability. POPULATION GROWTH AND DISTRIBUTION According to U.S. Census estimates, Cleveland Township had 1,008 permanent residents as of 2014. This number is slightly smaller than the Township’s 2000 population of 1,040. Table 4.1 shows the population of Cleveland Township, Leelanau County, and the State of Michigan in 1990, 2000 and 2014. Cleveland Township and Leelanau County grew expansively from 1990 to 2000, increasing by 32.8% and 27.8% respectively. This growth tapered off after 2000, with Cleveland Township losing about 3% of its population, or 32 residents, between 2000 and 2014. For general planning purposes, one may assume that some, though likely not all, seasonal residents are included in these population numbers. In 2000, the U.S. Census counted a seasonal resident in the total population if that resident considered Michigan his/her “usual residence.” In 2014, a seasonal resident was counted if s/he spent at least two months of the year in Michigan. Seasonal populations are discussed in Chapter 5 in greater detail. Chapter 4 ••• 36 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN Table 4.1 Population, 1990-2014 Cleveland Township Leelanau County State of Michigan 1990 2000 2014 % Change 1990 to 2000 % Change 2000 to 2014 783 16,527 9,295,297 1,040 21,119 9,938,444 1,008 21,739 9,889,024 32.8 27.8 6.9 -3.1 2.9 -0.5 Source: U.S. Census Bureau (1990, 2000), American Community Survey (2010-2014) Population Projections Although the Township’s population has remained relatively stable since 2000, population projections suggest that the Township might grow in the coming years. Table 4.2 shows the population projections for Cleveland Township and Leelanau County. To determine the projected population for Cleveland Township, the growth rate of Leelanau County for each five-year period was applied to Cleveland Township’s population. Table 4.2 shows that between 2015 and 2020, Leelanau County’s projected growth is 5.071%. This percentage was applied to Cleveland Township’s 2015 expected population. The second column on Table 4.2 shows the 2014 actual population. The column on the far right explains that the expected percentage increase between the actual population in 2014 and 2030 is 20.7% for both the Township and the County. The impact of a growing population is discussed in more detail in the next chapter. Table 4.2 Projected Population Cleveland Township Leelanau County Actual Population 2014 1,008 21,739 2015 1,052 22,697 Projected Population 2020 2025 1,105 1,162 23,848 25,079 2030 1,217 26,237 % Change 2014 to 2030 20.7 20.7 Source: American Community Survey (2010-2014), Institute for Research on Labor, Employment, and the Economy, University of Michigan. Prepared for Michigan Department of Transportation, March 2012. AGE Perhaps the most striking quality of Cleveland Township’s population is its age composition. Table 4.3 shows the age distribution of Cleveland Township’s residents in 2000 and 2014, and the change between 2000 and 2014. From 2000 to 2014, the number of residents younger than 55 either decreased or remained stable. The number of residents age 55 or over increased from 2000 to 2014. Nearly 65% of the Township’s population is over the age of 44, while just 20% of the Township’s population is under the age of 20. Chapter 4 ••• 37 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN The cause of this significant change is unclear. However, a number of regional studies suggest that new residents tend to be of retirement age, and younger households with school-aged children have been leaving the area.1 It may also be true that residents are continuing to live in their homes after children have reached adulthood and moved. Table 4.3 Age Distribution of Cleveland Township, 2000-2014 2000 5 and under 5 to 9 10 to 14 15 to 19 20 to 24 25 to 34 35 to 44 45 to 54 55 to 59 60 to 64 65 to 74 75 to 84 85 and over Total Population # 52 42 88 81 22 87 160 192 62 72 98 64 20 1,040 % of total 5.0 4.0 8.5 7.8 2.1 8.4 15.4 18.5 6.0 6.9 9.4 6.2 1.9 100.0 Change 2000 to 2014 2014 # 33 39 47 80 22 81 66 173 102 93 157 90 26 1,008 % of total 3.3 3.9 4.7 7.9 2.2 8.0 6.5 17.2 10.1 9.2 15.6 8.9 2.6 100.0 # -19 -2 -41 -1 0 -7 -95 -19 39 21 59 25 6 -32 % Change -36.0 -5.5 -46.4 -1.8 1.5 -7.7 -59.1 -9.9 63.2 29.2 60.9 39.1 32.6 -3.1 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) Figure 4.1 shows the number of Township residents in each age range by gender in 2014. In general, there are fewer children and young adults than those in older age ranges. The largest group of males are those aged 60 to 64, while the largest group of females are between 70 and 74 years old. 1 Network Northwest Framework for Health… Chapter 4 ••• 38 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN Figure 4.1 Age Range of Cleveland Township Residents, by Gender Number of Residents 60 40 20 0 20 40 60 Under 5 5 to 9 10 to 14 15 to 19 20 to 24 Age Range in Years 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 to 59 60 to 64 65 to 69 70 to 74 75 to 79 80 to 84 Over 84 Source: American Community Survey (2010-2014) Male • • Female An Aging Population Cleveland Township’s age distribution is consistent with Leelanau County overall. Table 4.4 shows that Leelanau County’s median age is much higher and has increased more over time than in the state overall. Cleveland Township’s median age increased from 44.3 in 2000 to 51.9 in 2014, a 17.2 percent increase. Table 4.4 Median Age, 2000-2014 2000 2014 Cleveland Township 44.3 51.9 % Increase, 2000 to 2014 17.2 Leelanau County 42.6 52.5 23.2 State of Michigan 35.5 39.3 10.7 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) Chapter 4 ••• 39 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN Figure 4.2 shows the percent change of each age group from 2000 to 2014 in Cleveland Township, Leelanau County, and the State of Michigan. The relative length of the bars indicate that Cleveland Township and Leelanau County have experienced similar changes in age distribution. Fewer children and young adults tend to live in the Township and the County in 2014 than in 2000. The exception is young adults aged 20-24, an age range that grew by a small number in the Township and County between 2000 and 2014. This may be caused by students or post-college adults returning to live with parents, a move that may be temporary. Figure 4.2 also shows the increase in populations over 55. Notably, the Township saw a greater increase in residents ages 65-74 than either the County or the State of Michigan. Change by Age,Group, 2000-2014 Figure 4.2 Percentage Percentage Change in Population by Age 2000-2014 6.0% 3.0% --- 0.0% _. -3.0% -6.0% -9.0% 0-4 5-9 10-14 15-19 20-24 25-34 35-44 45-54 55-59 60-64 65-74 75-84 85+ •Cleveland Township •Leelanau County •State of Michigan Source: American Community Survey (2010-2014) Networks Northwest, a regional workforce development and planning organization for 10 counties in the region, notes that these trends hold true across northwest Lower Michigan, writing, “Natural age increases that are occurring as the Baby Boomer generation reaches retirement age are compounded by large numbers of retirees that are relocating to rural or shoreline areas in northwest Michigan post-retirement. At the same time, Michigan’s recent recession and the lack of employment or higher education opportunities in many communities have resulted in a significant decline in the number of younger individuals Chapter 4 • •• 40 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN and families.”2 The aging population of Cleveland Township is likely to increase demand for a number of services, and the Township is taking proactive steps to address these needs. For example, the Township is participating in the Cedar Area Fire and Rescue Department to protect the quality of life of residents. This topic was one key theme of the public meetings for this Master Plan and is discussed further in Chapter 6. RACE Both Cleveland Township and Leelanau County became more racially diverse between 2000 and 2014. Tables 4.5 and 4.6 show the racial distribution of Leelanau County and Cleveland Township respectively from 2000 to 2014. Overall, minority populations are growing in Leelanau County and the Township. More Hispanic, African American, Asian, and other minorities live in Leelanau County in 2014 than in 2000. The Township has more residents that identify as Hispanic, Native American, and two or more races. Table 4.5 Race Distribution in Leelanau County 2000 White Alone Hispanic Native American or Alaskan African American Asian Other Race Alone Two or More Races Total Population 2014 # 19,424 694 724 49 48 10 170 % of total 92.0 3.3 3.4 0.2 0.2 0.0 0.8 # 19,723 834 603 118 141 36 284 % of total 90.7 3.8 2.8 0.5 0.6 0.2 1.3 21,119 100.0 21,739 100.0 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) Table 4.6 Race Distribution in Cleveland Township 2000 White Alone Hispanic Native American or Alaskan African American Asian Other Race Alone Two or More Races Total Population 2014 # 1,018 5 5 2 1 0 9 % of total 97.9 0.5 0.5 0.2 0.1 0.0 0.9 # 940 21 32 0 0 0 15 % of total 93.3 2.1 3.2 0.0 0.0 0.0 1.5 1,040 100.0 1,008 100.0 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) 2 Networks Northwest, A Framework for Healthy Communities in Northwest Michigan, 2014. http://www.networksnorthwest.org/userfiles/filemanager/3188/ Chapter 4 ••• 41 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN INCOME Household income is one measurement of the economic condition of a community. Income helps determine how much a household can afford to spend on housing, retail, and other local investments. Table 4.7 shows the median household income for Cleveland Township, Leelanau County, and the State overall from 2000 to 2014. The median household income for the years 2000 and 2010 were adjusted for inflation in order to allow comparisons between years. Overall, median household income has decreased, more so in the State of Michigan than in Leelanau County and Cleveland Township. From 2000 to 2014, Cleveland Township’s median household income decreased nearly 19 percent from $64,832 to $52,632. Table 4.7 Median Household Income ($) Cleveland Township Leelanau County State of Michigan 2000* 2010* 2014 64,832 66,874 63,471 58,177 61,369 52,580 52,632 56,521 49,087 % Change 2000 to 2014 -18.8 -15.5 -22.7 *Adjusted to 2014 Dollars using the Bureau of Labor Statistics Inflation Calculator Source: U.S. Census Bureau (2000), American Community Survey (2006-2010, 2010-2014) EDUCATIONAL ATTAINMENT Numerous studies have shown that educational attainment is related to an individual’s earning capacity. In other words, people with more education tend to make higher total incomes over their lifetime. A community’s average educational achievement, therefore, can be one indicator of economic capacity. Table 4.8 shows the percentage of adults (defined as ages 25 and over) with a Bachelor’s degree or higher in Cleveland Township, Leelanau County, and the State of Michigan overall. Table 4.8 Percentage of the Population Ages 25 and Over with at Least a Bachelor's Degree Year 2000 2014 Cleveland Township Leelanau County State of Michigan 28.9 31.4 21.8 28.1 39.5 26.4 % Change 2000 to 2014 -0.8 8.1 4.6 Source: U.S. Census Bureau (2000), American Community Survey (20102014) Chapter 4 ••• 42 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN POVERTY In general, the information in Table 4.9 shows that poverty has increased in the Township by 40%, or about 26 individuals, between 2000 and 2014. However, the poverty rate in Leelanau County has more than doubled since 2000, with an additional 1,263 residents living in poverty in 2014. About 9% of Cleveland Township’s population lives in poverty, compared to 11% in Leelanau County and 17% in the State of Michigan. Figure 4.3 shows the age distribution of the total population living in poverty in 2014. Just over 10% of the Township’s youth (ages 17 and under) lived in poverty in 2014. Less than 5% of the senior population (65 years and over) lived in poverty in the Township. Cleveland Township has a smaller share of each age range in poverty than either Leelanau County or the State of Michigan overall. Table 4.9 and Figure 4.3 rely on the U.S. Census Bureau’s definition of poverty. The U.S. Census uses one measurement of poverty, but government aid programs and other organizations may define poverty differently. The U.S. Census Bureau determines dollarvalue thresholds that vary according to family size, age of the householder, and family composition. If a family’s total income is less than the dollar-value threshold, then every individual in the family is considered in poverty. Additionally, non-related persons living with an individual or family in poverty are not considered in poverty. Table 4.9 Individuals in Poverty, 2000 to 2014 Cleveland Township Leelanau County State of Michigan 2000 % of total # population 65 6.2 1,128 5.4 1,021,605 10.5 2014 % of total # population 91 9.1 2,391 11.1 1,633,316 16.9 Change (2000 to 2014) # % change 26 1,263 40.0 112.0 611,711 59.9 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) Chapter 4 ••• 43 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN Percent of Age Group in Poverty, Poverty,2014 2014 Figure 4.3 Percentage of Age Living Range in 25 20 15 10 5 0 17 and Under • Cleveland Township 18 to 64 • Leelanau County 65 and Over • State of Michigan Source: American Community Survey (2010-2014) Chapter 4 ••• 44 The People of Cleveland Township �CLEVELAND TOWNSHIP MASTER PLAN Chapter 5. Economy and Housing The following section describes several key datasets related to the economy in Cleveland Township. In most cases, data is not available at the Township level and is presented instead for Leelanau County. LABOR FORCE OVERVIEW Table 5.1 provides an overview of the population classified as employed, unemployed, and not in the labor force according to five-year estimates from the U.S. Census Bureau’s American Community Survey. This information was collected on a rolling basis from 2010 to 2014 and differs from the Bureau of Labor Statistics data used in the next section. The total labor force residing in Leelanau County and Cleveland Township was 10,470 and 486 respectively. Around 51% of Cleveland Township residents age 16 and older were employed in 2014, while around 45% (392 persons) were not in the labor force. Many of those not in the labor force are likely retired, while others may be currently attending school. Around 4% of Cleveland Township’s population was unemployed. Table 5.1 Labor Force Overview Employed Cleveland Township Leelanau County Unemployed Not in Labor Force # %* # %* # %* 450 9,630 51.3 52.3 36 840 4.1 4.6 392 7,946 44.6 43.1 * Percentage of the total working age population ages 16 and over Source: American Community Survey (2010-2014) Unemployment Table 5.2 shows the annual unemployment rate in Leelanau County and the State of Michigan from 2009 to 2015. Leelanau County’s unemployment rate was below Michigan overall for each year. One likely reason is that industries the county relies on, such as tourism and agriculture, were less impacted by the national economic recession in 20082010 than industries elsewhere in the state (such as heavy manufacturing).1 Unemployment rates have dropped steadily since 2010 in both the state and Leelanau County. 1 http://www.networksnorthwest.org/userfiles/filemanager/4221/ Chapter 5 ••• 45 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Table 5.2 Unemployment Rate Leelanau County State of Michigan 2009 2010 2011 2012 2013 2014 2015 9.3 13.7 10.4 12.6 9.2 10.4 8.0 9.1 7.3 8.8 6.7 7.3 5.0 5.4 Source: Bureau of Labor Statistics Annual Averages (2009-2015) EMPLOYMENT BY INDUSTRY Residents of Leelanau County work in a variety of industries as shown in Table 5.3. Notably, over one-quarter (26%) of Leelanau County’s labor force works in the education, healthcare, and social services industries. An additional 10.7% of the labor force works in the retail trade industry. A relatively smaller proportion of Cleveland Township residents work in these industries, while a greater percentage of Township residents work in industries such as Market 22 is one of few commercial establishments in Cleveland Township. manufacturing and professional, scientific and technical services. Table 5.3 Labor Force by Industry, 2014 Cleveland Township Leelanau County # Employees % of labor force # Employees % of labor force Agriculture, forestry, fishing, hunting, mining 25 5.6 548 5.7 Construction 40 8.9 825 8.6 Manufacturing 47 10.4 742 7.7 Wholesale trade 0 0.0 156 1.6 Retail trade 39 8.7 1,031 10.7 Transportation, warehousing, utilities 8 1.8 242 2.5 Information 11 2.4 145 1.5 Finance, insurance, and real estate 26 5.8 416 4.3 Professional, scientific, and technical services 65 14.4 784 8.1 Education, healthcare, social services 104 23.1 2,507 26.0 Arts, entertainment, recreation, food services 56 12.4 1,123 11.7 Other services except public administration 17 3.8 585 6.1 Public administration 12 2.7 526 5.5 Total 450 100.0 9,630 100.0 Source: American Community Survey (2010-2014) Chapter 5 ••• 46 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN AGRICULTURE TRENDS Table 5.4 contains information on Leelanau County’s agricultural lands, according to the U.S. Census of Agriculture. Between 2007 and 2012, Leelanau County gained an additional 45 farms, and the acres of land in farms increased by 6.7%. The acreage of the average farm increased by just 3.3%, suggesting that newer farms tend to be smaller in size than existing farms in There are a number of active farms within Cleveland Township. Leelanau County. Table 5.4 also shows the acreage of farm land devoted to the county’s top crops. Cropland devoted to tart cherries, forage, corn, and apples all decreased between 2007 and 2012, while sweet cherries increased by about 3%. This suggests that farmers may be diversifying farmland with other crops. A 2015 regional jobs report by Networks Northwest found that many farmers are adding hop plants to their farms, contributing to the growing local craft beer industry in northwest Lower Michigan.2 Table 5.4 Agriculture in Leelanau County, 2007 to 2012 Number of Farms Acres of Land in Farms Acreage of Average Farm Tart Cherries Forage (Hay, Grass Silage, etc.) Sweet Cherries Corn Apples 2007 2012 % Change 449 55,751 120 Acreage of Top Crops 9,514 5,947 4,304 2,725 1,503 494 59,481.0 124.0 10.0 6.7 3.3 9,344 5,715 4,421 2,434 1,314 -1.8 -3.9 2.7 -10.7 -12.6 Source: Census of Agriculture, Geographic Area Series for Leelanau County (2007, 2012) PLACE OF WORK Of the workforce residing in Leelanau County, only one-third (32.5%) worked in Leelanau County in 2014. The other two-thirds of the county’s working residents worked outside of Leelanau County. A summary of the top employment destinations, both in and outside of 2 Networks Northwest Hot Jobs Report, 2015. http://www.networksnorthwest.org/userfiles/filemanager/4093/ Chapter 5 ••• 47 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN the county, for Leelanau County’s workforce is shown in Table 5.5. Notably, nearly 40% of the county’s workforce works in Traverse City. One implication of this information is that the county’s transportation network is a key asset for economic development and residential stability. Easy access to employment centers such as Traverse City, Leland, Suttons Bay and Northport is surely a priority for many working residents in the county. In addition, public transportation that connects residential areas to employment centers may be a viable way to reduce wear and tear from individual cars on roads, reduce traffic congestion, and improve overall air quality. Chapter 6 contains goals and action steps related to transportation. A second implication of this information is that Maintaining high-quality roads is an important economic development tool for rural townships. broadband and high-speed internet accessibility can be an important tool for economic growth in the Township. Remote access to work, healthcare, and other services can strengthen quality of life in rural areas Table 5.5 Top Employment Destinations for Leelanau County Labor Force, 2014 Traverse City Leland Suttons Bay Northport Glen Arbor Lake Leelanau # Employees % of labor force 2,111 248 248 199 156 145 39.8 4.7 4.7 3.8 2.9 2.7 Source: U.S. Census OnTheMap Tool (2014) Chapter 5 ••• 48 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN BROADBAND ACCESSIBILITY Access to broadband internet is another key economic asset. A number of studies have shown that broadband accessibility is correlated with new economic growth, including better access to and lower costs for healthcare, increased opportunity for telecommuting, and the ability for existing businesses to expand capacity and services.3 In addition to providing educational and entertainment benefits for residents, broadband internet can enable telecommuting, a priority frequently cited by those looking to purchase summer homes. Broadband accessibility is limited throughout Cleveland Township. Currently, some areas of the Township have access to wireless and mobile services, but coverage is limited and often expensive. Internet access over phone lines, such as DSL services, offer only limited bandwidth and can be very expensive. The number of residents that have chosen to adopt the services that are available is unknown, although survey respondents for this Master Plan overwhelmingly noted high-speed internet as low Cleveland Township is already zoning to allow communication infrastructure, such as towers. Height restrictions, careful placement, and other restrictions are in place to protect the Township's rural character while accommodating these services. Photo taken by LIAA. quality in the Township (see Appendix B). Cleveland Township’s current franchise agreement with Charter Communications, a primary provider of internet services in the Township, expires in 2022. In 2016, the Leelanau Peninsula Economic Foundation’s Technology Committee began the process of creating a Broadband Action Plan for Leelanau County. A Broadband Action Plan is a useful way to understand current gaps in service and identify cost-effective ways for a community to attract providers. There are a number of strategies Cleveland Township has identified to encourage investment in broadband, which are included in Chapter 6. 3 Broadband.gov contains a number of links to studies and information on the benefits of Broadband. Chapter 5 ••• 49 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN HOUSING Understanding the types and numbers of households, the choices households make to own or rent, and the value and affordability of homes are all important elements of a master planning process. The following section describes several key datasets related to housing in Cleveland Township. Household Size Table 5.6 shows the average household size in Cleveland Township, Leelanau County, and the State of Michigan overall in 2000 and 2014. In both years, Cleveland Township’s average household was slightly smaller than Leelanau County and the State of Michigan overall. Between 2000 and 2014, household sizes decreased overall in the State of Michigan, consistent with national trends. Nationally, a shrinking household size is attributed to married couples having fewer children and more people living alone.4 Table 5.6 Average Household Size Cleveland Township Leelanau County State of Michigan 2000 2014 2.4 2.5 2.6 2.2 2.3 2.5 Source: U.S. Census Bureau (2000), American Community Survey (2010-2014) Household Tenure Table 5.7 shows the number and percentage of housing units in the Township, County, and State of Michigan overall that are rented or owned by their occupants. Table 5.7 does not count housing units that are rented seasonally. Seasonal homes are discussed later in this chapter. Table 5.7 shows that a higher proportion of the Township’s residents own their home than in Leelanau County and Michigan overall. Statewide, 28.5% of all housing units are rented, while just 12.1%, or 56, of Cleveland Township’s units were considered rented in the 20102014 American Community Survey. 4 http://www.reuters.com/article/us-usa-families-idUSBRE97Q0TJ20130827 Chapter 5 ••• 50 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Table 5.7 Housing Units by Tenure Owner % of all housing units 87.9 85.4 71.5 # Cleveland Twp. Leelanau County State of Michigan 408 7,805 2,738,012 Renter # 56 1,331 1,089,868 % of all housing units 12.1 14.6 28.5 Source: American Community Survey (2010-2014) Length of Time Lived in Home Cleveland Township’s population is relatively stable, and many residents have occupied the same housing unit for many years. Table 5.8 shows the number and percentage of the Township’s householders that moved into their current housing unit during each decade since the 1970s. In general, nearly 60% of the Township’s householders moved into their homes between 1990 and 2009. About 17% of the Township’s households are new in the last six years. Table 5.8 Year Householder Moved Into Unit # of householders % of householders 2010 or Later 2000 to 2009 1990 to 1999 1980 to 1989 1970 to 1979 1969 or earlier 79 136 133 53 51 12 17 29 29 11 11 3 Source: American Community Survey (2010-2014) Housing Growth Cleveland Township records the number of permits issued for rehabilitation and construction of housing and commercial units, as well as the total cost of each project. Though an issued permit may not mean the project was completed, building permit records measure much of the investment made in residential properties. Total building permits issued for new construction from 2014 through June 2016 are summarized in Table 5.9. Chapter 5 Cleveland Township has experienced housing growth in the past several years, similar to Leelanau County trends. ••• 51 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Between January and June of 2016, five new building permits were issued for single-family homes, an increase over the entirety of 2015. Table 5.9 Building Permits Issued, 2014-June 2016 # of single family Total estimated cost homes of construction ($) 2014 2015 January-June 2016 7 4 5 2,819,000 970,000 1,730,000 Source: Cleveland Township Zoning Administrator If Cleveland Township gains population directly proportionate to Leelanau County’s expected growth, the Township may expect to gain 165 new residents between 2015 and 2030 (as discussed in Chapter 4). In 2014, owner-occupied homes in the Township housed on average 2.22 people. If the 165 expected new residents of the Township also occupy one unit for every 2.22 people, the Township might expect 75 new housing units between 2015 and 2030. This increase is important for Township officials to keep in mind, as demands for infrastructure and other services are likely to increase. Home Value The value of homes in Cleveland Township continues to rise. Table 5.10 shows that the median value of owner-occupied homes in Cleveland Township grew by nearly 49% between 2000 and 2014, while Leelanau County values grew slightly less at 45%. The values of owner-occupied housing in the Township and Leelanau County increased significantly more than the state overall, with the median value of owner-occupied homes in 2014 exceeding $250,000 in Cleveland Township. Table 5.10 Median Value of Owner-Occupied Homes 2000 2014 % Increase 169,100 251,200 48.6 Cleveland Township 164,900 239,100 45.0 Leelanau County 110,300 120,200 9.0 State of Michigan Source: U.S. Census Bureau (2000), American Community Survey (20102014) Taxable value in the Township has also increased. Table 5.11 shows that while values dropped between 2009 and 2010 (likely due to the national recession), taxable value had fully rebounded by 2013 and has continued to grow through 2016. Chapter 5 ••• 52 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Table 5.11 Taxable Value in Cleveland Township ($), 2009-2016 2009 2010 2011 2012 2013 103,692,438 100,333,509 101,954,734 102,696,700 104,341,196 2014 102,285,215 2015 104,077,013 2016 104,789,576 Source: Leelanau County Equalization Department The Leelanau County Equalization Department also maintains records on the assessed value of parcels within the Township. Map 5.1 shows the parcels in Cleveland Township according to their assessed values. Table 5.12 shows the number of parcels that fall within six assessed-value ranges, including taxexempted land. In general, the Township has a wide range of assessed values. Higher assessed values are There are a number of unique places to live in Cleveland Township, including the condo development near Sugar Loaf Resort. clustered near Little Traverse Lake and Lime Lake, while many of the large agricultural parcels in the southern portion of the Township have relatively high assessed values as well. A majority of the Township’s parcels had an assessed value of between $1 and $141,000 in 2015. Table 5.12 Assessed Values in Cleveland Township, 2015 # of % of total Assessed Value ($) parcels parcels 93 6.4 0 (Tax Exempt) 592 40.7 1-60,000 413 28.4 60,001-141,000 229 15.7 141,001-243,000 109 7.5 243,001-411,000 20 13.7 411,000-825,000 1,456 100% Total Source: Leelanau County Equalization Department Chapter 5 ••• 53 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 5.1 - Current Assessed Value Good Harbor Bay = N A 0 Lime Lake 0.5 Miles CLEVELAND TOWNSHIP CJ $0 - $1 - $60,000 - - Township Boundary - $60,001 - $141,000 - Highways D $141,001 - $243,000 - Roads - $243,001 - $411,000 - $411 ,001 - 985,100 Chapter 5 Lakes - Streams Data Sources: Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 ••• 54 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Home Affordability Using the U.S. Department of Housing and Urban Development’s definition, a housing unit is affordable when a household spends no more than 30% of its income on housing costs. For homeowners, this generally means that homeowners should pay no more than 2.5 times their annual income on a home. In Cleveland Township, the median household income in 2014 was $52,632, and the median value of an owner-occupied home was $251,200. This suggests that a household making the median income cannot afford a home at median value, according to this national standard. It is likely that many Township residents have retired with lower incomes than they had when they purchased their home. Additionally, given the rise in home values, it is possible that many existing homeowners who purchased homes in the 1990s and 2000s would be unable to do so today. The Township works to provide relief to households that may be struggling financially due to rising home values. Tax relief is available to Township residents living in poverty, a condition that may increase as more residents enter retirement. Regional Affordability Challenges A high home value is certainly an asset for many residents in the Township. However, several regional studies conclude that high home values are prohibitive to prospective residents. Leelanau County has the highest average home values in northwest Lower Michigan and is experiencing the region’s greatest affordability challenges.5 According to the Leelanau County Housing Inventory, 3,100 households in the County make less than $50,000 each year, yet only about 1,035 of the County’s owner-occupied homes are considered affordable to those households.6 Housing affordability is important for both owners and renters, as spending too much on housing restricts income left for childcare, food, healthcare, and other necessities. Housing affordability is also important for the regional economy, and shortages of affordable rental and owner-occupied homes have far-reaching implications. For example, northwest Lower Michigan’s recreation and tourism economy depends on lower-paying jobs in restaurants, resorts and shops. Further, an aging population depends on affordable services like inhome cleaning services or healthcare. 5 Networks Northwest, A Framework for Housing Choices in Northwest Michigan, 2014. http://www.networksnorthwest.org/userfiles/filemanager/3189/ 6 Networks Northwest, Leelanau County Housing Inventory, 2013. http://www.nwm.org/userfiles/filemanager/2707/ Chapter 5 ••• 55 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township is taking steps to reduce barriers for lower-income households while still maintaining its rural character. A number of strategies to address affordability issues at the local level were reviewed by Township officials and Township residents during this Master Planning process. Several recommendations are included in Chapter 6. Seasonal Homes The U.S. Census counts the number of housing units that are used during certain seasons, for weekends, or other occasional uses throughout the year. The Census does not, however, count the number of residents that spend part of the year in Cleveland Township and part of the year elsewhere. Seasonal units include those used for summer or winter sports or Lakefront living around Little Traverse Lake and Lime Lake is appealing to many looking to purchase a summer home or cottage. recreation, such as beach cottages and hunting cabins. Seasonal units also may include housing for seasonal workers. Interval ownership units, sometimes called shared-ownership or time-sharing condominiums, also are included in this category. Table 5.13 shows the number of seasonal units in Cleveland Township, Leelanau County, and the State of Michigan overall from 2000 to 2010. In general, this Plan utilizes the most recent available data, typically 2010-2014 American Community Survey five-year estimates. However, data on seasonal homes is not comparable between the 2000 U.S. Decennial Census and the 2010-2014 American Community Survey five-year estimates due to changes in methodology. Therefore, Table 5.13 uses data from 2000 compared to the U.S. Decennial Census taken in 2010. The information in Table 5.13 shows that the number of seasonal homes in Cleveland Township increased by nearly 100 units between 2000 and 2010. In 2010, nearly 37% of the Chapter 5 ••• 56 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Township’s housing units were used seasonally. This represents a greater proportion than either Leelanau County (31.3%) or the State of Michigan (5.8%). Table 5.13 Seasonal Homes, 2000-2010 2000 # % Cleveland Township Leelanau County State of Michigan 241 4,111 233,922 31.0 30.9 5.5 2010 # % 337 4,681 36.4 31.3 263,071 5.8 2000-2010 # % 96 570 29,149 39.8 13.9 12.5 Source: U.S. Census 2000 and 2010 The increase in the number of homes used seasonally may be attributed in part to new development. Additionally, it may be that some residents that once were permanent residents are now retiring to warmer areas in winter months. However, this contradicts anecdotal reports that many residents who once lived part-time in Cleveland Township have now become full-time residents. Homestead tax exemptions are another way to understand the number of seasonal properties. The homestead tax exemption is offered to residents with a primary residence in Michigan. Parcels that do not receive the homestead tax exemption are “non-homestead” parcels. Non-homestead residential parcels are a general indication that the parcel is used seasonally, although there may be exceptions. Properties can receive a partial Though summer is more popular for seasonal residents in Cleveland Township, winter is also beautiful and serene. exemption based on the percentage of the property that is used as a primary residence. Table 5.14 shows the number of residential parcels in Cleveland Township that were classified as homestead (at least 50% of the property) and non-homestead in 2015. In total, about 60% of parcels receive homestead exemptions, while 40% are likely used seasonally. The homestead and non-homestead properties are shown on Map 5.2. Table 5.14 Homestead and Non-Homestead Parcels in Cleveland Township, 2015 2015 # of parcels % of total parcels Homestead Non-Homestead 878 578 60.3 39.7 Source: Leelanau County Equalization Department Chapter 5 ••• 57 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township ch 5.2 - Homestead/Non-Homestead Good Harbor Bay N A 0 Lime Lake 0.5 Miles D No Homestead Exemptions - Homestead Exemptions D National Lakeshore Chapter 5 - - Township Boundary - - Highways Lakes - - Streams Data Sources : Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 - - Roads ••• 58 Economy and Housing �CLEVELAND TOWNSHIP MASTER PLAN Chapter 6. Goals, Objectives, and Action Steps The primary function of the 2017 Cleveland Township Master Plan is to guide future development and growth within the Township. The Master Plan identifies a vision for the future and a series of goals, objectives, and action steps to guide decision making. Goals identify the desired end result or target to be reached, while objectives identify the significant accomplishments required to reach each goal. Action steps list the activities that are needed to achieve each identified objective. The goals, objectives, and action steps in this chapter of the Master Plan provide guidance for the future planning of the Township, and are based on the input gathered during the master planning process. While Cleveland Township may need to initiate most of the action steps, many require the support and cooperation of a broad range of additional This chapter lists the goals, objectives, and action steps to achieve the community's vision for the future of Cleveland Township. participants. These other participants may include private land owners, neighboring jurisdictions, and county or state agencies. When appropriate, implementation measures may include new or amended ordinances, policies or operational procedures. Typically, these measures are within the scope of the Township’s authority, while others may require support and cooperation. Some may be undertaken with little cost or effort, while others may imply sizable investment. The table at the end of this chapter attempts to summarize the possible partnerships and top priorities needed to implement each action step. It is important to note that just because an organization is listed as a possible partner, it does not necessarily mean the organization has committed to take on the responsibility associated with each task. The following pages list the goals, objectives, and action steps by topic area. Chapter 6 ••• 59 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN HOUSING Goal: A mixture of housing opportunities in the Township to serve residents while maintaining a high quality of life for existing and future residents. Objective 1: Increase the housing supply appropriate for younger families and those that may require more affordable options. • Action Step 1: Amend the Cleveland Township Zoning Ordinance to provide additional housing growth in specific areas in the Township. Areas such as the former Sugar Loaf Resort area and the southern portion of the Township near CR-667 could support additional homes. • Action Step 2: Support regional efforts to supply affordable housing in the villages of Leelanau County. • Action Step 3: Lower the minimum square footage of residential units in the Township to allow for micro-housing, or “tiny homes.” • Action Step 4: Continue to support and market the Township’s property tax assistance program for low-income households. • Action Step 5: Research the potential impacts of allowing Accessory Dwelling Units to be constructed in certain residential districts, such as R-1, with regulations that would ensure units be used as long-term rentals. Objective 2: Accommodate the changing housing and financial needs of aging residents to maintain quality of life. • Action Step 1: Research the potential impacts of zoning ordinances and other Township policies and make necessary changes to encourage and support additional senior residential development, such as assisted living facilities and retirement communities. • Action Step 2: Research offering Elderly Homestead Exemptions to create additional property tax relief for low-income senior homeowners. This could exempt all, or a portion, of the assessed value of a senior’s property from school, state, or county taxes. • Action Step 3: Research accessibility standards that could be included in new construction. Zero-step entrances and extra safety features are two examples of age-friendly housing. Objective 3: Maintain high standards for residential development to protect and preserve rural character and quality of life. • Action Step 1: Research appropriate opportunities and create a Township noise, public safety, and/or nuisance regulation. • Action Step 2: Identify opportunities to strengthen blight regulations and code enforcement. Objective 4: Balance support and encouragement of short-term rentals with the need to retain overall affordability and rural character. • Action Step 1: Research and consider opportunities to regulate short-term rental properties (e.g., choose to require permits, limit the number of permits available). Chapter 6 ••• 60 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN • Action Step 2: Continue to support the creation of additional resort and lodging accommodations in appropriate zoning districts, such as the Commercial Resort and Recreational zoning districts. AGRICULTURE Goal: Protected agricultural lands and an enhanced rural character in Cleveland Township. Objective 1: Support agricultural operations and lands in the Township. • Action Step 1: Research the requirements farmers must meet to qualify for aid and/or programs that strive to preserve farmland, and work to ensure Township regulations would not prevent a person from qualifying. • Action Step 2: Continue to allow agricultural lands to benefit from tourism and reduce barriers to additional opportunities as appropriate, provided they do not adversely affect neighbors or the serene rural nature of the area. • Action Step 3: Support the continued success of agricultural operations in the Township through local policies and regulations. • Action Step 4: Retain agricultural lands in the Township by retaining a strong commitment to the areas currently zoned for agricultural use. ENVIRONMENT Goal: Protected natural features that make Cleveland Township a special place to live. Objective 1: Contribute to overall watershed health and the health of the Great Lakes through Township-wide policies. • Action Step 1: Adopt and enforce a time-of-transfer inspection ordinance that requires a septic system to be inspected for leakage and damage before a home can be sold with notice to the County Health Department. • Action Step 2: Work to adopt appropriate recommendations from the Good Harbor Bay Watershed Management Plan with support from lake associations and other organizations. Objective 2: Adopt water quality standards and regulations specific to waterfront properties. • Action Step 1: Research the following and other best management practices to determine appropriate standards and regulations: • Increase the setback from the water’s edge to 100 feet, especially in areas with steep slopes. • Require a formal Site Plan Review for any waterfront development. • Amend the Site Plan Review process to be outcome-based, requiring that new developments increase or maintain existing vegetation, do not increase erosion risk, and maintain rainwater retention. Chapter 6 ••• 61 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN • Develop frontage-based minimums or other lot division standards to prohibit future sharedfrontage developments or “funnel” developments, where more than one household shares access to a body of water. • Require proof of a greenbelt near the water’s edge during the Site Plan Review process. • Require and enforce landscaping regulations when property owners seek to significantly alter vegetation near the water’s edge. • Establish a maximum impervious surface lot coverage requirement for waterfront properties. • Limit the number and use of docks on waterfront parcels. • Establish boat-washing stations on Lime and Little Traverse lakes. • Ban the use of harmful fertilizers and pesticides near water bodies. Objective 3: Educate residents about water quality trends and proactive measures private property owners can take to reduce water quality concerns. • Action Step 1: Support the creation of educational materials for shoreline property owners, agricultural property owners, and large land owners in the Township on topics like water quality, invasive species, landscaping, and woody debris. • Action Step 2: Host educational events with the Township’s lake associations and regional environmental groups to train area landscapers and homeowners about additional landscaping and greenbelt requirements. • Action Step 3: Disseminate data on water quality in the Township through the Township website, at the annual meeting, and in other venues as appropriate. Objective 4: Continue to protect the dark skies in the Township to preserve the health of plants and animals and for the general enjoyment of the night sky. • Action Step 1: Continue to limit light pollution and identify ways to strengthen the Township’s Outdoor Lighting Ordinance. • Action Step 2: Increase awareness and enforcement of the Township’s Outdoor Lighting Ordinance. • Action Step 3: Support the efforts of the Sleeping Bear Dunes National Lakeshore to become a Dark Sky Park. Objective 5: Protect and enhance the many benefits that wetlands provide to people, infrastructure, and the environment. • Action Step 1: Adopt a local wetlands ordinance to give Cleveland Township the ability to regulate development near small wetlands that MDEQ does not oversee. • Action Step 2: Work with research groups, conservancies, and lake associations to identify ongoing threats to existing wetlands and opportunities to restore wetlands. Chapter 6 ••• 62 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN Objective 6: Protect the natural environment from the negative impacts of human actions, including air quality, shoreline activities, soil erosion, vibration, and other negative impacts. • Action Step 1: Assure that the regulations and policies of associated agencies are upheld in the Township, including those of the Department of Environmental Quality, Soil Erosion Control, the County Health Department, and the County Building Department. • Action Step 2: Limit the visual pollution of billboards, dumping, and non-maintained properties in the Township through code enforcement. • Action Step 3: Expand the Township’s noise ordinances to include additional manmade noises beyond fireworks (see Housing objectives for more on noise regulation). • Action Step 4: Evaluate the size and capacity of culverts in the Township to determine areas where culverts may be impeding fish migration or damaging habitat. • Action Step 5: Encourage developers to designate open spaces linked to existing natural areas to prevent habitat fragmentation and preserve species migration. Objective 7: Review opportunities to protect the Township’s many scenic views from the negative impacts of development. • Action Step 1: Review opportunities to further restrict the ability of a landowner to clear-cut a lot designated for residential development. • Action Step 2: Identify barren ridges and other important viewsheds in the Township and provide guidelines or adopt ordinances to ensure development has a minimal impact on these areas. • Action Step 3: Craft open space requirements that balance goals of protecting significant resource lands and viewsheds, with a goal of providing balanced growth with no net loss of tax base. Objective 8: Work to protect water quality, the environment, and development from the damaging effects of flooding in residential areas. • Action Step 1: Continue to work collaboratively to address existing flooding concerns around Little Traverse Lake. • Action Step 2: Review opportunities to require homes near bodies of water or in flood-prone areas be built according to standards that would reduce flooding damages. • Action Step 3: Work with FEMA to obtain revised floodplain maps as available, and continue to ensure that Site Plan Review is conducted for development within the floodplain. LOCAL ECONOMY Goal: Reasonable economic opportunity and return for Township residents. Objective 1: Support the ability of property owners to use land for reasonable economic benefit. • Action Step 1: Continue to support new and existing home businesses that meet the standards for use. Chapter 6 ••• 63 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN • Action Step 2: Continue to support and encourage sustainable forestry. Objective 2: Protect opportunities for economic development within the Township, including opportunities for employment and access to resources. • Action Step 1: Support the redevelopment of Sugar Loaf by a private or public entity that supports the local economy and ideally provides access and recreational opportunities to the public. • Action Step 2: Balance support of economic development with the fiscal health of the Township government and its ability to provide appropriate levels of services. • Action Step 3: Permit commercial services at a scale, character, and location that will not take away from the residential quality and character of the area. BROADBAND Goal: Better high-speed internet services in the Township. Objective 1: Pursue opportunities to ensure Township residents have greater access to high-speed internet and cable services. • Action Step 1: Partner with Leelanau County, the Leelanau Peninsula Economic Foundation’s Technology Committee, and other groups as necessary to better understand gaps in the Township’s existing coverage and increase access to better services. • Action Step 2: Send a representative of Cleveland Township to the Leelanau Peninsula Economic Foundation’s Technology Committee as it seeks to create a Broadband Action Plan for the region. • Action Step 3: Educate community leaders and the public on the economic, social, and educational benefits of high-speed internet. • Action Step 4: Designate a portion of Township funds to address inadequate broadband through capital investments, cooperative cost-sharing models, and other funding mechanisms. PUBLIC SERVICES AND INFRASTRUCTURE Goal: High-quality services and infrastructure for Township residents. Objective 1: Enter into multi-jurisdictional planning and service arrangements wherever appropriate to lower costs and improve efficiency. • Action Step 1: Continue to support the Cedar Area Fire and Rescue Department and support additional capital improvements in the future. Objective 2: Look for opportunities to improve the safety, reliability, and accessibility of transportation in the Township. • Action Step 1: Look for opportunities to include bike shoulders and bike lanes in the community through grant funding and partnerships with the Leelanau County Road Commission and the Michigan Department of Transportation. Chapter 6 ••• 64 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN • Action Step 2: Advocate for increased fixed-route access to public transit from the Bay Area Transportation Authority. • Action Step 3: Work with the Township board and elected leaders to budget future Township expenditures through a Capital Improvement Plan. Objective 3: Continue to provide access to high-quality recreational amenities within and near the Township. • Action Step 1: Explore opportunities to upgrade the Township Park to include an improved dock or other amenities. • Action Step 2: Continue to work with the National Park Service to maintain access points to Lake Michigan and the National Lakeshore. • Action Step 3: Support the expansion of Many of the action steps in this plan relate to the preservation of recreational opportunities for Township the Township's rural character and quality of life. residents as appropriate and as desired by the 2016 planning survey and other public input. • Action Step 4: Support the development of a Recreation Master Plan for Cleveland Township that identifies grant opportunities to upgrade recreational facilities as appropriate. Chapter 6 ••• 65 Goals, Objectives, and Action Steps �CLEVELAND TOWNSHIP MASTER PLAN Chapter 7. Future Land Use and Zoning Plans This chapter includes two components legally required to be in local Master Plans in Michigan: a Future Land Use Plan and a Zoning Plan. Each of these serve to help the Cleveland Township Planning Commission integrate the goals, objectives, and actions identified in Chapter 6 into local policies and ordinances. The Future Land Use Plan depicts the preferred, general composition of land uses and seeks to answer the question, “How should land be used in the future?” The Zoning Plan is designed to identify amendments to the Cleveland Township Zoning Ordinance recommended by this Master Plan. FUTURE LAND USE PLAN Developing a Future Land Use Plan is an important component of any master planning effort, as the Future Land Use Plan depicts the general preferred organization of land uses in the community. The Future Land Use Plan is the framework upon which land use and policy decisions should be based. This Future Land Use Plan was developed with careful consideration of several factors, including local and regional land uses, demographic trends, the location of environmental features, desired community character, public input during the planning process, availability of utilities and road infrastructure, and existing land uses. The Future Land Use Plan guides the development of the Zoning Plan (also in this chapter) and ultimately influences changes that may be made to the zoning ordinance. By Michigan law, the Master Plan must be reviewed every five years. There are two key elements to a Future Land Use Plan: the Future Land Use Map (Map 7.1), which designates specific land uses that are to occur on certain parcels or areas of the Township; and the Future Land Use Text, which defines the map’s classifications and summarizes the map’s overall purpose. Future Land Use Map Map 7.1 shows the locations of the Future Land Use districts described below. The Future Land Use Plan and Map are not intended to identify land use on a parcel-by-parcel basis, but rather to identify broad districts that may evolve within the Township. All rezoning requests must be considered on a case-by-case basis and in accordance with the rezoning process. Chapter 7 ••• 66 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Cleveland Township 7 .1 - Future Land Use Good Harbor Bay N A 0 0.5 Miles 0 ~ ) ,j) n Id c:: l .~ E Q),-t---- Ryant ~ ---./ - .c 0 al 'u Shimek - Agricultura l Preservation - Business Preservation Forest Conservation - g:,;:c] Wetlands Low Density Residential - Medium Density Residential - Business Development - -Commercial Resort -Recreational Resort - National Lakeshore Chapter 7 Township Boundary Highways Roads Lakes - - Streams ••• 67 Data Sou rces: Leelanau County GIS Michigan Ctr for Geo. Info. Map produced 4/2017 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Future Land Use Text This Future Land Use Plan bases many of its policies on the Future Land Use Plan from the 2009 Cleveland Township Master Plan. In general, the Township will continue to develop as a place with peaceful residential areas, pristine natural features, and limited commercial and industrial development. One goal of this Master Plan is to balance the demand for additional residential housing with the desire to protect rural, agricultural, and environmentally-sensitive land from untimely or inappropriate residential development. In support of such a goal, this Future Land Use Plan reflects a two-pronged strategy: • • Encourage residential development in areas near existing residential uses, or near existing infrastructure including roads and utility lines. Prevent significant residential development from occurring in areas designated for agriculture, forestry, or conservation. Agricultural Preservation Area The Agricultural Preservation Area is designed to protect the areas of the Township currently being farmed or used for agricultural purposes, or with prime soils for agricultural use. There are three sections of Agricultural Preservation Areas noted on Map 7.1. These blocks are contiguous to allow for cohesive agricultural operations as well as buffers from residential areas. Lands within the Agricultural Preservation Area should be prioritized for preservation and should, to the extent possible, be protected from development detrimental to farming. The Agricultural Preservation Area may include some forested blocks of land, but these areas are generally surrounded by active farmland or are woodlots associated with active farms. Similarly, some small parcels may be used for agriculture outside the Agricultural Preservation Area in areas predominantly used for forestry or residences. The boundaries of the Agricultural The Agricultural Preservation Area includes forest harvesting and sawmills. Preservation Area have not changed from the Future Land Use Plan in the 2009 Cleveland Township Master Plan. The lands in this area were determined to be the most valuable and Chapter 7 ••• 68 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN productive agricultural areas. This was determined using factors such as the presence of working farms, large ownership of 40 acres or more with at least 20 acres of agricultural use, and the presence of prime soils. The Agricultural Preservation Area includes areas of the Township currently being farmed, existing orchards, or areas with potential to be high-value farmland. Nurseries, sawmills, maple syrup production, and other facilities are permitted and encouraged in this area. The Agricultural Preservation Area comprises several large, continuous blocks of land to better allow buffers between agricultural and residential uses. Limited low-density residential uses are permitted in the Agricultural Preservation Area as outlined in the Cleveland Township Zoning Ordinance. Forest Conservation Area The Forest Conservation Area includes lands presently zoned for agricultural use, but may have soils or slopes not conducive to active agriculture. Some Forest Conservation Areas may serve as a transitional use between active agriculture and higher-density residential uses, while other areas may include wetlands and environmentally-sensitive lands not well suited for intensive development. Relatively small agricultural areas are located on suitable sites within the Forest Conservation Area, and these uses should be encouraged to continue and expand as appropriate. Generally, residential development within the Forest Conservation Area must adhere to a density of no greater than one unit per every 10 acres. In order to accommodate residential housing in this district, Ag-Residential lots may be created from parent parcels following certain guidelines identified in the Zoning Ordinance. Chapter 7 ••• 69 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Residential Areas Residential Future Land Use Areas are intended to provide for the development of homes. While limited residential uses are permitted in the Agricultural Preservation Area and the Forest Conservation Area, both residential Future Land Use Districts aim to protect the rural character of the Township by grouping single-family homes at low to medium densities. Map 7.1 shows that these districts Residential districts in the Township include Low and Medium Density Residential. are located primarily around and between Little Traverse Lake and Lime Lake. The growing demand for housing in the region and in the Township was raised as a concern throughout the planning process. In addition to identifying housing goals, objectives, and action steps in Chapter 6, the Cleveland Township Planning Commission reviewed the locations of the Residential Future Land Use Districts and made several changes from the 2009 Plan: • • • The Medium Density Residential Area now encompasses all properties touching Little Traverse Lake, except for the Township Park. The Medium Density Residential Area around County Road 667 near the southern portion of the Township has been expanded to include additional properties. A wetlands overlay district was added to the Future Land Use Map, in order to understand where residential development might be encouraged in balance with the desire to preserve the Township’s wetlands. Low Density Residential Area Map 7.1 shows that the Low Density Residential Area includes much of the land between Lime and Little Traverse Lakes, and just west and east of Lime Lake. Single-family residential uses are planned for this area at a maximum density of approximately one unit per three acres. These areas have significant environmental features including streams (Map 2.2) and wetlands (Map 2.4), and development in these areas may negatively impact water quality in Chapter 7 ••• 70 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN the Good Harbor Bay Watershed. The Low Density Residential Districts can form a buffer between Forest Conservation Areas and Medium Density Residential Districts. Medium Density Residential Area Map 7.1 shows that the Medium Density Residential Area is planned primarily for locations surrounding Little Traverse Lake and Lime Lake. Lakefront development is highly desirable in the Township, and when proper precautions are taken to protect water quality and the natural environment of the Township, this development is a strong asset in the community. Generally, development in this district is permitted where soils and separation from the water table can permit single-family homes with onsite water and septic systems. Supporting uses such as schools and parks are also encouraged within this district. Business Areas There are two types of Business Areas identified in this Future Land Use Plan: the Business Preservation Area and the Business Development Area. The goal of these districts is to provide reasonable space for limited commercial opportunities within the Township. Business Preservation Area Business Preservation Areas are The Little Traverse Inn is an example of a commercial use in Cleveland Township. located in three relatively small areas within the Township as shown on Map 7.1. The intent of this district is to preserve and retain the existing boundaries for small-scale businesses that provide services to Township residents. Significant expansions of existing or new businesses should not be accommodated within this district. Business Development Area There are three sizable Business Development Areas within the Township as shown on Map 7.1: near the intersection of Maple City Road and M-22; at the intersection of Maple City Road and Century Road; and at South Stachnik Road and East Sullivan Woods Road. The purpose of the Business Development Area is to provide for the reasonable expansion of Chapter 7 ••• 71 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN existing and new business uses. Zoning regulations limit business uses to those uses suitable to the Township and compatible with nearby residential areas, such as light manufacturing, office buildings, and small-scale retail uses. Commercial Resort Area Several small areas of Cleveland Township are designated as Commercial Resort Areas on the Future Land Use Map (Map 7.1). These uses are primarily clusters of cottages used for seasonal short-term rentals. Consideration should be given to removing parcels from the Commercial Resort Area that are primarily wetlands or otherwise unsuited to large-scale development. It is also important that Commercial Resort Areas are used in ways that honor neighboring homes and the residential character of adjoining districts. Recreational Resort Area The Recreational Resort Future Land Use District is planned for parts of the former Sugar Loaf Resort and some surrounding areas. The Sugar Loaf area was originally developed as a ski resort, golf course, and resort residential community of single-family and multifamily housing units. The closure of the resort and subsequent challenges in redeveloping the land have resulted in a continued loss of jobs, tax revenue, and recreational opportunities for the community. The Recreational Resort District is designed to accommodate the future redevelopment of Sugar Loaf in a manner consistent with the community’s vision for the land. As such, uses acceptable for this area include a wide range of residential development (including higher-density condominiums or apartments), resortrelated retail, conference centers, hotels, restaurants, banquet facilities, and business such as limited The Recreational Resort District includes much of Sugar Loaf Resort, including the hilltop. convenience stores that serve the resort area. Commercial uses in this district should serve recreational purposes. Active recreational uses, as well as public access to recreational amenities and scenic views, are desired elements of the redevelopment of the Recreational Resort Area. Chapter 7 ••• 72 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN National Lakeshore Area The boundaries of the Sleeping Bear Dunes National Lakeshore Area extend across the northern part of the Township, including areas around Bass Lake and School Lake. The Township does not have control over uses within the Lakeshore boundary, but does contribute input on the long-range and management plans of the National Lakeshore Area. The recreational and scenic aesthetic of the National Lakeshore Area is valued by the Township’s residents, and the Township should continue to collaborate with the National Lakeshore to preserve the environmental habitat and recreational amenities the area provides. Wetlands Overlay Area Existing wetlands are included on the Future Land Use Map to support the Township’s goal of preserving wetlands wherever possible. One action step identified in Chapter 6 is to create and adopt a local wetlands ordinance that would allow the Township to regulate development near and within wetlands that the Michigan Department of Environmental Quality does not currently oversee. Including wetlands on the Future Land Use Map represents a step toward developing this local ordinance in the future, as it provides a clear inventory of the likely location of wetlands in relation to other land uses in the Township. This data is general and is not meant to inform site-specific decisions. ZONING PLAN According to Section 2(d) of the Michigan Planning Enabling Act (Public Act 33 of 2008), a Master Plan must include a Zoning Plan that depicts the various zoning districts and their use, as well as standards for height, bulk, location, and use of buildings and premises. The Zoning Plan serves as the basis for the Zoning Ordinance and guides any changes made to the existing Zoning Ordinance as a result of a master planning process. Relationship to the Master Plan The Master Plan describes the Township’s vision, goals, and objectives for future land use and community development. As a key component of the Master Plan, the Zoning Plan is based on the recommendations of the Master Plan and is intended to identify areas where existing zoning is inconsistent with the objectives and strategies of the Master Plan. The Zoning Ordinance is the primary implementation tool for the future development of Cleveland Township. The Zoning Ordinance contains written regulations and standards that define how properties in specific geographic zones can be used and how they can look. The Chapter 7 ••• 73 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Zoning Plan is designed to guide the development of the Zoning Ordinance, based on the recommendations of the Master Plan. Current Zoning Districts The Michigan Planning Enabling Act requires the Zoning Plan to inventory the community’s existing zoning districts. The following section summarizes the existing zoning districts in Cleveland Township. Table 7.1 provides an overview of several key standards for new development in each zoning district. This section is meant to provide a general overview of the Township’s zoning districts and standards. In order to review zoning definitions, standards, and regulations in full detail, please see the Cleveland Township Zoning Ordinance. Residential Districts • • • Residential I – This district is intended to accommodate single-family homes. Residential II – This district is intended to accommodate single-family homes in addition to schools, churches, and hospitals. Residential III – In addition to the uses permitted in Residential I and II, this district accommodates dwellings built for multiple families such as townhomes and condominiums. Non-Residential Districts • • • • • • Commercial-Resort – This district is intended to accommodate uses such as inns, motels, mobile home parks, rental cabins, hospitals or nursing homes, and professional offices. Recreational – This district is intended to provide for orderly development of land compatible with the ski, golf, recreational, and residential facilities already present within the district. Uses permitted include single- and multi-family dwellings, motels, professional offices, private clubs, and outdoor recreational facilities. A Planned Unit Development option is available in the Recreational District to promote projects that provide recognizable and substantial benefits to users of the property and the community. Business I – In addition to accommodating the uses permitted in the Commercial-Resort District, the Business I district allows for a number of other uses such as retail stores, restaurants, hospitals, and institutions. Business II – This district accommodates light manufacturing facilities, warehouses and storage facilities, greenhouses, open-air markets, cable facilities, utilities, and lumber yards. Agricultural – The Agricultural District is designed to accommodate active farming activities in the Township as well as forestry, sawmills, maple syrup, plant nurseries, riding stables, mining, and parkland. Single-family homes are permitted in this district that follow the requirements for an Ag-Residential Lot. Government – This district is intended to accommodate picnic grounds, public lookouts, campgrounds, forest reserves, wildlife reserves, and public recreation areas that are under the control of Cleveland Township. Chapter 7 ••• 74 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Table 7.1 Zoning Districts Zoning District Residential I Residential II Residential II Commercial-Resort Recreational Business I Business II Agricultural Government Total Acres % of Total Land Minimum Lot Size (1,000 Sq Ft) Maximum Density (Units per Acre) Maximum Height (Ft)* Minimum Living Area (Sq Ft) Minimum Back Setback (Ft) Minimum Side Setback (Ft) Minimum Front Setback (Ft) Maximum Lot Coverage (% of Lot) Minimum Lot Width 1,245.8 6.4% 40 1.1 35 750 10 10 40 25 200 1,187.3 6.1% 30 1.5 35 750 10 10 40 25 150 18.9 0.1% 30 3.3 35 700 10 10 40 25 150 55.3 0.3% 15 8.7 35 15 10 40 25 748.6 3.8% 30 2.9 35 15 10 40 25 150 95.0 0.5% 30 35 15 10 40 50 100 78.9 0.4% 60 35 15 10 40 50 200 16,124.3 82.4% 30 35 10 10 40 25 150 12.0 0.1% 0.1 700 35 Blank = Not Applicable; *Maximum building height restrictions apply to properties designed for human occupancy. *Maximum building height restrictions apply to properties designed for human occupancy. Chapter 7 ••• 75 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Opportunities for Zoning Changes In order to remain consistent with the community’s vision for the future of Cleveland Township as identified in this Master Plan, a number of zoning ordinance amendments may be necessary. The Action Steps identified in Chapter 6 highlight several opportunities where the Township zoning ordinance could be amended to be more consistent with the goals and vision set forth in this Master Plan. Chapter 7 ••• 76 Future Land Use and Zoning Plans �CLEVELAND TOWNSHIP MASTER PLAN Appendix A. Public Meeting Summaries OPPORTUNITIES FOR PUBLIC INVOLVEMENT Many residents, landowners, and community leaders participated in the Cleveland Township Master Planning process. Residents were invited to participate through a number of communication tools including:  A project webpage, with background information, a comment form, and a newsletter signup  Announcements of public meetings on the Cleveland Township website  Printed announcements of public meetings in the Leelanau Enterprise  A community planning survey (see Appendix B), mailed to every address in the Township  Printed flyers posted at local establishments  A project e-newsletter The Master Planning process included four public meetings: a kickoff meeting on June 23, 2016, a visioning meeting on August 25, 2016, an environmental workshop on February 23, 2017 and a public open house in March 2017. In addition, the Cleveland Township Planning Commission discussed the Master Plan project at each of its regular public meetings from April 2016 through February 2017. PUBLIC KICKOFF – JUNE 23, 2016 The public kickoff meeting was an opportunity for the community to learn more about key issues and help to inform the Master Plan process. About 35 residents and community leaders gathered at the Township Hall to learn about issues ranging from water quality to broadband internet accessibility. Each speaker gave a short presentation and allowed for a question-and-answer period. Participants used interactive “clickers” to answer trivia and give opinions throughout the meeting. The agenda included:  Steve Strassburger Cleveland Township Planning Commission Chair Welcome  Katie Moss Sieb Land Information Access Association Introduction, What is a Master Plan?  Tom Ulrich National Park Service NPS Mission Statement and Overview of Current Activities  Sarah Lucas Networks Northwest Aging Trends in Leelanau County  Yarrow Brown Leelanau Conservancy The Good Harbor Bay Watershed Protection Plan, Leelanau Conservancy Projects Tom Stephenson Connect Michigan Broadband Accessibility in Leelanau County  Tim Stein Cleveland Township Supervisor Updates on the Township Appendix A ••• 77 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN VISIONING MEETING – AUGUST 25, 2016 The public visioning meeting was held on Thursday, August 25, 2016, at the Cleveland Township Hall. In total, 31 residents and interested parties attended the meeting. The purpose of the meeting was to capture the opinions of Township residents in hopes of creating a Master Plan that reflects the community’s vision for the future. The event was structured with the following agenda: - Welcome and Introduction - Steve Strassburger, Cleveland Township Planning Commission Chair - Explanation of the evening’s activities - Katie Sieb, LIAA - Self-guided station activities The bulk of the meeting consisted of six separate “stations,” each with a short activity focusing on one important element of the plan. Five of the six stations were facilitated by a planning commissioner, giving attendees an opportunity to interact with their community leaders. Additionally, posters were displayed to share the results of the community planning survey. The following summarizes each station’s activity and results. Sta on One: Asset Lis ng The asset listing station asked participants to write down one thing they love about Cleveland Township on a speech bubble board. The responses are included in this image which was created on Tagul.com. Sta on Two: Visioning Ques ons At this station, participants were asked to write their answers to two questions on flip charts. Below are the questions and the responses. Repeated comments are indicated by the number appearing next to an item. Appendix A ••• 78 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN In 20 years, how do you see Cleveland Township? - About the same or no change. (3) - Keep the Township quiet, with clean water and air. - Whatever happens to Sugar Loaf, keep the lights off! - Could Sugar Loaf become part of the Sleeping Bear Dunes National Park? - Pedestrian road shoulders. - Clean water, protected ridgelines, and undeveloped open space. (2) - Multi-use housing and commerce at Sugar Loaf. (2) - Eco-Village in Maple City area near Co. Rd. 667 with housing, health care, food, eldercare, and childcare. (2) What would improve Cleveland Township? Housing-related responses - Reduced minimum square footage requirements to allow for tiny homes. (2) - Senior housing. (2) - Apartments to bring workers into the area. (2) Transportation-related responses - Infrastructure needs to accommodate increasing tourism and traffic. The National Park Service should share in the costs. - Improve M-22 road surface and shoulders. (7) - Bike shoulders and pedestrian shoulders. Environment-related responses - Clout on pressing environmental issues. - Work with the National Park Service to prevent development of farms in Port Oneida. No more asphalt parking lots. - A noise ordinance that is enforced. (3) - New culvert on Traverse Lake Road. - Improve the Township Park on Little Traverse Lake. (2) - Concern about water quality. - Capable planning and action with regard to climate-related challenges, supported by citizen involvement and objective communication. - Sustainable energy such as solar. Economic-related responses - Encourage year-round businesses. - Open Sugar Loaf to its original state. (2) - Make Sugar Loaf a four-season resort with skiing, hiking, public access, and quality housing. Responses pertaining to the Sleeping Bear Heritage Trail expansion - Finish the trail along Little Traverse Lake Road. (3) Appendix A ••• 79 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN - No bike trail on North Traverse Lake. - Stop the trail at Co. Rd. 669 to preserve wetlands, trees, and protected dunes. Sta on Three: Environment This station had two activities, a goal statement exercise and an open-ended question. Goal Statement Exercise Participants were asked to read the 2009 Master Plan’s goal statement for the environment and think about how they might change it to better reflect their opinion. Participants were invited to edit the goal statement by adding or crossing out language on the goal statement. The 2009 goal statement for the environment is: Protect important natural resources including ground water, wetlands, water bodies, native vegetation, wildlife, dunes, and shoreline through Township policies and requirements. Protect the Township’s dark skies and air quality and protect residents from noise pollution. In general, most participants did not want to make drastic changes to the goal statement, but may want to see greater emphasis on particular resources in the Master Plan. The following is a list of responses. Repeated comments are indicated by the number appearing next to an item. - No change. (4) - Emphasize dark skies. (3) - Emphasize air quality, and noise pollution. (2) - Add correct culvert inadequacy on Little Traverse Lake and support restoration of Shalda Creek to natural flow. - Delete “important” so statement reads, “Protect [all] natural resources…” - Add bolded words so statement reads, “Protect natural resources including…the diversity of native vegetation and wildlife…” - Emphasize native vegetation, wildlife, dunes, and shoreline. Open-Ended Question Also at the environment station, participants were invited to respond to an open-ended question: What environmental issues are you most concerned about in Cleveland Township? The following is a list of responses. Repeated comments are indicated by the number appearing next to an item. The Heritage Trail Expansion - Declining condition of the Township Park if the Heritage Trail goes down Little Traverse Lake Road. - Damage to the area of Traverse Lake Road if the Heritage Trail goes down Little Traverse Lake Road including sand hills, the tunnel of trees along the road, swampy areas, and the wealth of Lady Slipper Orchids along the road. - Completing the Heritage Trail in a cooperative way with the National Park Service. Appendix A ••• 80 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Inland Lakes - High lake levels may be having an impact on water quality, both through flooding and from septic systems that may now be compromised. - Protection of our wetlands and water. (2) - Write lake guardian best practices into the Master Plan, like Lake Charlevoix and Glen Lake. - [Create a] swimmer’s itch program. Invasive Species Removal - Invasive species on land and in lakes. (2) Growth and Development - Growth in the Township. - Township should remain rural, natural, quiet, and peaceful. (2) - The removal and clear-cutting of trees for residential homes. Other Concerns - Climate change and its impacts on stormwater, flooding, and washouts. - The increasing number of tourists visiting the National Park Service. - The declining condition of Sugar Loaf Mountain Resort. - A lake of “safe” shoulders on M-22, Co. Rd. 667, and Co. Rd. 669 for pedestrians and bicycles. - Fracking. - Air quality. Sta on Four: Housing At this station, participants looked at photos of a number of new housing developments and placed a green sticker on the type of housing that they most supported being built in Cleveland Township. Participants were reminded that local government in Michigan cannot exclude certain housing types, such as mobile homes, but can use zoning and other policies to encourage particular housing types. In general, participants most strongly support senior homes, senior neighborhood housing, and summer cottages being built in the Township in the future. Participants least support mobile homes, medium-density subdivisions, and duplexes. The list below ranks the most preferred housing types participants would like to see in the Township. The number of green stickers each housing type received is also included. - Senior Apartments (11) - Senior Neighborhood Housing (11) - Summer Cottages (10) - Low-Density Homes (7) - Apartments (6) - Mixed-Use Buildings (6) - Duplexes (3) Appendix A ••• 81 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN - Medium-Density Subdivisions (2) - Mobile Homes (1) - Housing of any type (1) Sta on Five: Economy At this station, participants were given 12 pennies and asked to distribute them as they wish among six cups placed on the table. Each cup represented an economic area where the Township could direct effort (not necessarily spending) that has an impact on the local economy. Participants could put all 12 pennies into one cup, or spread them around however they preferred. Listed below are the number of coins each cup received: - New resort facilities and vacation rentals (16) - The redevelopment of Sugar Loaf (99) - Continued support of agricultural operations (77) - Greater broadband internet speed and/or accessibility (66) - None, existing economic opportunities are adequate (0) - None, it is not the Township’s role to support economic development (0) Participants would most like to see the Township support the redevelopment of Sugar Loaf, followed by agricultural operations and greater speed and/or access to broadband internet. Sta on Six: Land Use At this station, participants were asked to identify areas where they would like to see land use change in the future. Participants were asked to place stickers on the map to represent four different uses:  Agricultural and Forestry – This category includes uses related to farming and forestry such as sawmills, maple syrup production, nurseries, and commercial riding stables. Single-family homes would be permitted in this district with certain restrictions.  Business – This category includes commercial, resort, and business uses such as retail shops, restaurants, light manufacturing, warehouses, and other similar uses.  Recreation – This category includes recreational facilities for skiing and golfing, with some residential uses permitted. This category may also include private clubs, motels or hotels, multiple-family dwellings, and office space.  Residential – There are three residential categories: o Residential 1 (R1) refers to single-family homes at a low density. In R1, homes must be situated on large lots that are at least 200 feet wide and exceed 40,000 square feet. o Residential 2 (R2) refers to single-family homes permitted at a relatively greater density than the R1 use. In this district, homes must be situated on lots that are at least 150 feet wide and exceed 30,000 square feet. This use might also include schools, churches, or health facilities. o Residential 3 (R3) includes all the provisions of R2 with the addition of multiple-family dwellings such as townhomes or apartments. In general, participants felt that the land should remain in its current use classification with the exception of the Sugar Loaf Resort Area and the southern part of the Township near Co. Rd. 667. Concern for housing young families and seasonal workers was commonly discussed throughout the activity. Appendix A ••• 82 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Sugar Loaf Resort Area A number of participants indicated that the Sugar Loaf area just west and east of Townhouse Road could support additional densities of homes. Stickers for both R1 and R3 were placed in this area. Others felt that this same area should be used as recreational lands. Southern Areas in Cleveland Township Several participants indicated that nearby Maple City, while outside of Cleveland Township’s borders, should grow to include higher densities of homes. Several stickers for R3 were placed on the map to indicate this. Others felt that the southern areas of the Township near Co. Rd. 667 could support R3 densities. ENVIRONMENTAL WORKSHOP- FEBRUARY 23, 2017 The Cleveland Township Planning Commission invited the public to attend an in-depth discussion about the Master Plan’s proposed environmental goals on Thursday, February 23, 2017. The meeting materials and facilitation were provided by the Land Information Access Association with grant assistance from Michigan’s Coastal Zone Management Program in order to enhance the Master Plan’s focus on resiliency and environmental sustainability. Local experts were also invited to share insight on proposed policies and join in the discussion. About 35 people participated in the meeting. While the meeting did not result in substantive changes to the Draft Master Plan, it did create buy-in for some of the environmental policies introduced in the Plan. The main takeaways from the public discussion include: - While the character and quality of the lake has remained largely desirable, it is important to guarantee the future conditions of Lime and Little Traverse Lakes through proactive zoning and programs. The vision for the future of the lakes include: o Swimmable, fishable waters o Healthy and clean/clear water o No flooding on nearby properties o Valuable homes along the lakeshore - Severe flooding near Little Traverse Lake’s outlet into Shalda Creek is caused by a number of factors such as undersized culverts, the presence of beavers, and road design. Improving the culvert is a less ideal solution than removing the road altogether and creating a bridge. While this would a significant capital project, it would likely alleviate flooding and allow the stream to return its natural course. - Education around inland lake water quality is a key need. Residents discussed the difficulties in reaching seasonal residents with information on ways to improve water quality. Possible ideas include a Township mailing, a voluntary signed compact for property owners to sign a pledge to protect the lake, and a lake guardian program similar to Glen Lake Association’s program. - Keyholing is a key challenge around a number of Michigan lakes, though a full ban on keyhole development is likely challengeable in court. However, the community would like to see as much restriction on keyhole development as possible. - Septic inspections, while adding some cost and burden on property owners, is a popular idea with residents. The Township would bear little burden in implementing this policy, as damaged systems would need to be brought into compliance with the County Health Department, not any local code. In addition, programs such as cooperative cost-sharing models to improve infrastructure are desired. - Wetlands, while largely regulated by MDEQ, have some ability to be regulated by the Township. Enforcement is a key challenge with any local ordinance to regulate develop in and near small wetlands. Another key challenge Appendix A ••• 83 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN regarding a local wetlands ordinance is the need for collaborative and responsive relationships with MDEQ staff and local zoning administrators. In light of these challenges, public acquisition of important wetlands may be a more favorable approach. PUBLIC OPEN HOUSE – MARCH 25, 2017 The public open house was held after the annual township meeting on Saturday, March 25, 2017, at the Cleveland Township Hall. About 38 residents and interested parties attended the meeting. The open house provided an opportunity to provide input on the proposed master plan. In addition, participants were asked to provide direct feedback at four specific “stations”. The first station provided information about some of the key finding or trends (demographic and land use related) of the Township. The second station provided an opportunity for participants to prioritize the goals, objectives and actions steps using sticky dots. In addition, participants were asked to list “possible partners” that would help implement each goal, objective and action step. The third station provided an opportunity for participants to review and comment on the proposed future land sue plan. The fourth station asked participants to fill out a short survey about the plan and opportunities for participation. The following summaries the results of each station (note; no comments were provided for station one and three). Station Two: HOUSING GOAL: A mixture of housing opportunities in the Township to serve residents while maintaining a high quality of life for existing and future residents. OBJECTIVE 1: Increase the housing supply appropriate for younger families and those that may require more affordable options. 2 sticky dots (Sticky Note: “Be interested in working on housing issues – Carol Waters ph. 228-6591) Action Step 1: Review the Cleveland Township Zoning Ordinance to determine where additional housing growth should be focused. Areas such as the former Sugarloaf Resort area and the southern portion of the Township near CR-667 could support additional homes. Nothing Action Step 2: Support regional efforts to supply affordable housing in the villages of Leelanau County. 2 sticky dots Action Step 3: Lower the minimum square footage of residential units in the Township to allow for micro-housing, or “tiny homes”. 5 sticky dots Action Step 4: Continue to support and market the Township’s property tax assistance program for low-income households. 1 sticky dot Appendix A ••• 84 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Action Step 5: Research the potential impacts of allowing Accessory Dwelling Units to be constructed in certain residential districts, such as R-1, with regulations that would ensure units be used as long-term rentals. Nothing OBJECTIVE 2: Accommodate the changing housing and financial needs of aging residents to maintain quality of life. Nothing Action Step 1: Research the potential impacts of zoning ordinances and other Township policies and make necessary changes to encourage and support additional senior residential development, such as assisted living facilities and retirement communities. Nothing Action Step 2: Research offering Elderly Homestead Exemptions to create additional property tax relief for low-income senior homeowners. This could exempt all, or a portion, of the assessed value of a senior’s property from school, state, or county taxes. 6 sticky dots Action Step 3: Research accessibility standards that could be included in new construction. Zero step entrances and extra safety features are two examples of age-friendly housing. Nothing OBJECTIVE 3: Maintain high standards for residential development to protect and preserve rural character and quality of life. Nothing Action Step 1: Research appropriate opportunities and create a Township noise, public safety, and/or nuisance regulation. 1 sticky dot Action Step 2: Identify opportunities to strengthen blight regulations and code enforcement. Nothing OBJECTIVE 4: Balance support and encouragement of short term rentals with the need to retain overall affordability and rural character. 1 sticky dot Action Step 1: Research and consider opportunities to regulate short-term rental properties (e.g., choose to require permits, limit the number of permits available). 1 sticky dot Appendix A ••• 85 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Action Step 2: Continue to support the creation of additional resort and lodging accommodations in appropriate zoning districts, such as the Commercial Resort and Recreational zoning districts. Nothing ENVIRONMENT (PART 1 OF 2) GOAL 1: Protected natural features that make Cleveland Township a special place to live. OBJECTIVE 1: Contribute to overall watershed health and the health of the Great Lakes through Township-wide policies. Nothing Action Step 1: Adopt and enforce a time of transfer inspection ordinance that requires a septic system to be inspected for leakage and damage before a home can be sold with notice to the County Health Department. 3 sticky dots (Sticky Note: “Lake level vs septic compromise and leaching  High lake levels threaten WQ as septics installed before the 48” isolation distance are submerged  LTL is at an ambient level ~ 30” above historic  We need to research elevations of systems and test shoreline locations for septic influences  Phos levels have risen nearly 300% and Ammonia nearly 600% in some locations” Action Step 2: Work to adopt appropriate recommendations from the Good Harbor Bay Watershed Management Plan with support from lake associations and other organizations. Nothing OBJECTIVE 2: Adopt water quality standards and regulations specific to waterfront properties. Action Step 1: Research the following and other best management practices to determine appropriate standards and regulations: Nothing Increase the setback from the water’s edge to 100 feet, especially in areas with steep slopes. Nothing Require a formal Site Plan Review for any waterfront development. Nothing Amend the Site Plan Review process to be outcome-based, requiring that new developments increase or maintain existing vegetation, do not increase erosion risk, and maintain rainwater retention. Nothing Appendix A ••• 86 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Develop frontage-based minimums or other lot division standards to prohibit future shared-frontage developments or “funnel” developments, where more than one household shares access to a body of water. Nothing Require proof of a greenbelt near the water’s edge during the Site Plan Review process. Nothing Require and enforce landscaping regulations when property owners seek to significantly alter vegetation near the water’s edge. Nothing Establish a maximum impervious surface lot coverage requirement for waterfront properties. Nothing Limit the number and use of docks on waterfront parcels. Nothing Establish boat washing stations on Lime and Little Traverse Lakes. Nothing Ban the use of harmful fertilizers and pesticides near water bodies. 2 Sticky Dots NOTE FOR 10 OF THE ABOVE BULLETED ITEMS IN THIS ACTION STEP #1 “Agree with all but 100’ setback – 75’ is fine” OBJECTIVE 3: Educate residents about water quality trends and proactive measures private property owners can take to reduce water quality concerns. Action Step 1: Support the creation of educational materials for shoreline property owners, agricultural property owners, and large land owners in the Township on topics like water quality, invasive species, landscaping, and woody debris. Nothing Action Step 2: Host educational events with the Township’s lake associations and regional environmental groups to train area landscapers and homeowners about additional landscaping and greenbelt requirements. Nothing Action Step 3: Disseminate data on water quality in the Township through the Township website, at the annual meeting, and in other venues as appropriate. 1 Sticky Dot (Sticky Note: “Leelanau clean water does this now – it is important) Appendix A ••• 87 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN OBJECTIVE 4: Continue to protect the dark skies in the Township to preserve the health of plants and animals and for the general enjoyment of the night sky. Action Step 1: Continue to limit light pollution and identify ways to strengthen the Township’s Outdoor Lighting Ordinance. 2 Sticky Dots Action Step 2: Increase awareness and enforcement of the Township’s Outdoor Lighting Ordinance. Nothing Action Step 3: Support the efforts of the Sleeping Bear Dune National Lakeshore to become a Dark Sky Park. Nothing OBJECTIVE 5: Protect and enhance the many benefits that wetlands provide to people, infrastructure, and the environment. Action Step 1: Adopt a local wetlands ordinance to allow Cleveland Township the ability to regulate development near small wetlands that MDEQ does not oversee. 1 Sticky Dot Action Step 2: Work with research groups, conservancies, and lake associations to identify ongoing threats to existing wetlands and opportunities to restore wetlands. Nothing ENVIRONMENT (PART 2 OF 2) GOAL 1: Protected natural features that make Cleveland Township a special place to live. OBJECTIVE 6: Protect the natural environment from the negative impacts of human activities including air quality, shoreline activities, soil erosion, vibration, and other negative impacts. Nothing Action Step 1: Assure that the regulations and policies of associated agencies are upheld in the Township including the Department of Environmental Quality, Soil Erosion Control, the County Health Department, and the County Building Department. Nothing Action Step 2: Limit the visual pollution of billboards, dumping, and nonmaintained properties in the Township through code enforcement. 4 Sticky Dots Action Step 3: Expand the Township’s noise ordinances to include additional manmade noises beyond fireworks (see Housing for more on noise regulation). 3 Sticky Dots Appendix A ••• 88 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Action Step 4: Evaluate the size and capacity of culverts in the Township to determine areas where culverts may be impeding fish migration or damaging habitat. 4 Sticky Dots Sticky Note #1: “Huge issue! Restore Shalda Creek – enlarge TL culvert” Sticky Note #2: “Would help with organizing a committee focused on clean water issues – Carol Waters ph. 228-6591” Action Step 5: Encourage developers to designate open spaces linked to existing natural areas to prevent habitat fragmentation and preserve species migration. 1 Sticky Dot OBJECTIVE 7: Review opportunities to protect the Township’s many scenic views from the negative impacts of development. Action Step 1: Review opportunities to further restrict the ability of a landowner to clear-cut a lot designated for residential development. 1 Sticky Dot Action Step 2: Identify barren ridges and other important viewsheds in the Township and provide guidelines or adopt ordinances to ensure development has a minimal impact to these areas. 1 Sticky Dot Action Step 3: Craft open space requirements that balance goals of protecting significant resource lands and viewsheds with a goal of providing balanced growth with no net loss of tax base. Nothing OBJECTIVE 8: Work to protect water quality, the environment, and development from the damaging effects of flooding in residential areas. Action Step 1: Continue to work collaboratively to address existing flooding concerns around Little Traverse Lake. 4 Sticky Dots Action Step 2: Review opportunities to require homes near bodies of water or in flood-prone areas be built according to standards that would reduce flooding damages. 1 Sticky Dot Sticky Note #1: “Proactively correct storm drainage problems which will cause significant property damage and waterway pollution with new climate deluges.” Sticky Note #2: “Township/County needs to be capable of acting on storm water control. Road Commission will only act when roads are threatened – not lakes or property” Appendix A ••• 89 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Action Step 3: Work with FEMA to obtain revised floodplain maps as available and continue to ensure that Site Plan Review is conducted for development within the floodplain. Nothing Appendix A ••• 90 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN ECONOMY GOAL: Reasonable economic opportunity and return for Township residents. OBJECTIVE 1: Support the ability of property owners to use land for reasonable economic benefit. 1 Sticky Dot Action Step 1: Continue to support new and existing home businesses that meet the standards for use. 1 Sticky Dot Action Step 2: Continue to support and encourage sustainable forestry. 1 Sticky Dot OBJECTIVE 2: Protect opportunities for economic development within the Township, including opportunities for employment and access to resources. Action Step 1: Support County and regional efforts to sell Sugarloaf Resort for redevelopment by a private or public entity that supports the local economy and ideally provides access and recreational opportunities to the public. 5 Sticky Dots Action Step 2: Balance support of economic development with the fiscal health of the Township government and its ability to provide appropriate levels of services. Nothing Action Step 3: Permit commercial services at a scale, character, and location that will not take away from the residential quality and character of the area. 1 Sticky Dot BROADBAND GOAL: Better High Speed Internet services in the Township. OBJECTIVE 1: Pursue opportunities to ensure Township residents have greater access to High Speed Internet and cable services. 4 Sticky Dots Sticky Note: “My #1 Most important issue in Cleveland Township” Action Step 1: Partner with Leelanau County, the Leelanau Peninsula Economic Foundation’s Technology Committee, and other groups as necessary to better understand gaps in the Township’s existing coverage and increase access to better services. 1 Sticky Dot Appendix A ••• 91 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Action Step 2: Send a representative of Cleveland Township to the Leelanau Peninsula Economic Foundation’s Technology Committee as it seeks to create a Broadband Action Plan for the region. 1 Sticky Dot Action Step 3: Educate community leaders and the public on the economic, social, and educational benefits High Speed Internet provides. Action Step 4: Designate a portion of Township funds to addressing inadequate broadband through capital investments, cooperative cost sharing models, and other funding mechanisms. 1 Sticky Dot AGRICULTURE GOAL: Protected agricultural lands and an enhanced rural character in Cleveland Township. OBJECTIVE 1: Support agricultural operations and lands in the Township. Nothing Action Step 1: Retain restrictions on residential uses in the agricultural areas such that agricultural pursuits are not compromised and reasonable use of the land is not denied to the property owner. Nothing Action Step 2: Continue to allow agricultural lands to benefit from tourism and reduce barriers to further opportunities as appropriate provided they do not adversely affect neighbors or the serene rural nature of the area. 1 Sticky Dot Action Step 3: Support the continued success of agricultural operations in the Township through local policies and regulations. Nothing Action Step 4: Retain agricultural lands in the Township by retaining a strong commitment to the areas currently zoned for agricultural use. 2 Sticky Dots Action Step 5: Research the requirements farmers must meet to qualify for aid and/or programs that strive to preserve farmland and work to ensure Township regulations would not prevent a person from qualifying. Nothing PUBLIC SERVICES AND INFRASTRUCTURE GOAL: High-quality services and infrastructure for Township residents. Nothing Appendix A ••• 92 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN OBJECTIVE 1: Enter into multi-jurisdictional planning and service arrangements wherever appropriate to lower costs and improve efficiency. 1 Sticky Dot Action Step 1: Continue to support the Cedar Area Fire and Rescue Department and support additional capital improvements in the future. 2 Sticky Dots OBJECTIVE 2: Look for opportunities to improve the safety, reliability, and accessibility of transportation in the Township. Nothing Action Step 1: Look for opportunities to include bike shoulders and bike lanes in the community through grant funding and partnerships with the Leelanau County Road Commission and the Michigan Department of Transportation. 1 Sticky Dot Action Step 2: Advocate for increased fixed-route access to public transit from the Bay Area Transportation Authority. Nothing Action Step 3: Work with the Township board and elected leaders to budget future Township expenditures through a Capital Improvement Plan. Nothing OBJECTIVE 3: Continue to provide access to high-quality recreational amenities within and near the Township. 1 Sticky Dot Action Step 1: Explore opportunities to upgrade the Township Park to include an improved dock or other amenities. Nothing Action Step 2: Continue to work with the National Park Service to maintain access points to Lake Michigan and the National Lakeshore. Nothing Action Step 3: Support the expansion of recreational opportunities as appropriate and as desired by the 2016 planning survey and other public input. Nothing Action Step 4: Support the development of a Recreational Master Plan for Cleveland Township that identifies grant opportunities to upgrade recreational facilities as appropriate. Nothing Appendix A ••• 93 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Station Four: Annual Meeting Survey Results (10 surveys handed in) 1. Public Engagement A. Other than today, have you participated in any of the public engagement events for this Master Plan? Yes: 8 No: 2 B. Do you feel you’ve been provided adequate opportunity to be involved in the Master Plan process? Yes: 8 No: 2. Key Issues What concerns do you see as most important in Cleveland Township?  Internet and cell phone problems  Protection of environment  Affordability for families and elderly  Opportunities for small business and agriculture  Sugar Loaf Resort  Water Quality  Housing Affordability  Property tax relief  Maintaining agricultural lands  Sugar Loaf being a viable business or housing  More businesses to Township  Water  Restrict density of residential  Culvert on () Rd./ Stream Restoration  Focus on water quality  Allow smaller dwellings  Septic inspections  Internet Access  Lower square footage requirements  Ignorance about storm water  Capacities and civil engineering  Lake level related pollution  Excessive traffic  Control housing growth 3. Future Land Use How supportive are you of the Future Land Use Map and descriptions? 1 – Totally Opposed: 2: 3: 4: (2) 5 – Very Supportive: (6) Comments: “To be aware of township changes” “Excellent work has gone into these uses by the planning commission” “Great work” Appendix A ••• 94 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN 4. Goals How supportive are you in general of the proposed goals, objectives and action steps? 1 – Totally Opposed: 2: 3: 4: (3) 5 – Very Supportive: (5) 5. General Comments for the Planning Commission “Guess I need to look into this as I have not been active for many reasons” “Thank you. Applause for getting the help of LIAA to work on Master Plan” “Subcommittees to reach the action objectives” “Thank You” Appendix A ••• 95 Public Meeting Summaries �CLEVELAND TOWNSHIP MASTER PLAN Appendix B. Detailed Survey Results This appendix offers detailed results of the community planning survey mailed to Township residents in the summer of 2016. The survey results were used throughout the planning process and helped support the goals and recommendations of the Master Plan. This appendix shows the survey results per question, with a number of tables representing different subgroups of the survey respondents. The first table in each topic shows the survey responses as a whole, while additional tables may show responses from a particular subgroup, such as those who live near an inland lake or some other category. A “blank” survey is included at the end of this appendix for reference. ABOUT THE SURVEY The 2016 Cleveland Township Community Planning Survey was mailed to every address in the Township in July 2016. Surveys were mailed to property address, and in some cases owner addresses, in an attempt to include as many homeowners and residents as possible. The survey was also able to be completed electronically on the project website. Surveys were anonymous but included a unique random number identifier to ensure that each property only completed one survey. In total, 974 surveys were mailed out and 312 surveys were completed either by mail or online. CLEVELAND TOWNSHIP’S CHARACTER Table B1 shows the results of Question 1 on the survey for all 312 survey respondents. In general, a large percentage of survey respondents identified clean water (92%), scenic views (72%), quiet (67%), and forested hills and ridges (66%) as a very important quality of the Township. Access to hunting and fishing opportunities was ranked as the least important characteristic of the Township, with 21% of respondents stating this was not important to them. 1. Please help us identify the most important qualities of Cleveland Township’s character. What are the most important qualities of Cleveland Township? Please choose one option that most closely matches your opinion for each item. Appendix B ••• 96 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN Table B1. Question 1 for All Respondents 22% 10% Not Important 21% 9% Response Rate 94% 96% 20% 6% 5% 96% Forested Hills and Ridges 92% 18% 48% 44% 47% 66% 5% 29% 20% 33% 37% 23% 0% 34% 14% 15% 10% 5% 0% 12% 13% 4% 2% 1% 97% 92% 95% 95% 95% 95% Low Amount of Traffic 54% 31% 8% 2% 95% Quiet Scenic Views (including high hills and ridgelines) Seeing Lots of Wildlife 67% 72% 54% 26% 18% 32% 3% 6% 8% 0% 1% 2% 97% 97% 97% Wetlands 49% 30% 14% 5% 97% Access to Hunting and Fishing Opportunities Access to Inland Lakes (e.g., Lime, Little Traverse) Access to the Sleeping Bear Dunes National Lakeshore Clean Water Gravel and Unimproved Roads Existing Bicycling and Walking Paths Farm Houses and Working Farms Farms and Open Fields Very Important 27% 52% 24% 25% 65% CURRENT CONDITIONS IN THE TOWNSHIP Table B2 shows the results of Question 2 on the survey for all 312 respondents. Several key results from the survey are listed below.  Over half (54%) of respondents disagree or strongly disagree that the Township is growing too quickly.  Over half (53%) of respondents disagree or strongly disagree that there are not enough short-term rental accommodations in the Township.  Over 60% of respondents disagree or strongly disagree that there are not enough commercial services in the Township.  Over half (55%) of respondents agree or strongly agree that the Township is experiencing a loss of farmland and/or orchards.  Survey respondents are divided on whether housing opportunities meet the needs of existing residents. Respondents are equally divided on whether more affordable housing or more senior/assisted housing is needed in the Township. Appendix B ••• 97 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN 2. Listed below are statements about Cleveland Township’s current conditions. Please choose one option that most closely matches your opinion for each item. Table BX. Question 2 for All Respondents. Strongly Agree 9% Cleveland Township is growing too quickly. 51% Strongly Disagree 3% Response Rate 91% Agree Disagree 29% There are not enough short-term rental accommodations in Cleveland Township. 9% 26% 39% 14% 89% There are not enough commercial services in the Township. 6% 24% 46% 17% 92% Cleveland Township is experiencing a loss of farmland/orchards. 14% 41% 30% 3% 88% The housing opportunities do not meet the needs of the community residents. 11% 33% 36% 8% 89% More affordable housing is needed in Cleveland Township. 13% 33% 30% 15% 90% More Senior/Assisted housing is needed in Cleveland Township. 9% 33% 34% 10% 86% Table B3.1 shows the results of Question 3 for all survey respondents. In general, the majority of respondents identified utilities, fire protection, police service, rescue services, road maintenance, and snow plowing as either “good” or “fair.” However, 42% of respondents identified Cable TV as “poor,” while 51% identified Broadband/High Speed Internet as “poor.” 3. How would you rate the following services and amenities in Cleveland Township? Please choose one option that most closely matches your opinion for each item. Table BX. Question 3 for All Respondents. Utilities Fire Protection Police Services Rescue Services Road Maintenance Snow Plowing Recreational Facilities Cable TV Broadband/High Speed Internet Appendix B Good Fair Poor Never Used Response Rate 52% 47% 52% 46% 50% 66% 54% 12% 10% 31% 18% 18% 18% 35% 20% 29% 23% 21% 7% 3% 1% 2% 9% 3% 5% 42% 51% 5% 26% 25% 29% 3% 7% 7% 20% 14% 96% 95% 96% 94% 96% 96% 96% 96% 96% ••• 98 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN Table B3.2 shows how survey respondents under the age of 50 categorized Broadband/High Speed Internet in the Township. A greater percentage of those aged 50 or younger identified Broadband/High Speed Internet as poor (61% compared to 51% of all respondents). Table BX. Broadband/High Speed Internet, Respondents 50 years old or younger Broadband/High Speed Internet Good Fair Poor 3% 16% 61% Never Used 16% THE FUTURE OF CLEVELAND TOWNSHIP Table B4 shows the survey results to Question 4 for all respondents. The results help identify how respondents feel about future development in the Township. Most survey respondents (at least 50%) agree that:  New residential development should not be located along M-22, near the National Lakeshore borders, in agricultural or forested areas, or “almost anywhere” in the Township.  New residential development should be located along major roads such as 667 and 669, in the southern part of the Township around 667 [near Maple City], or concentrated in the Sugar Loaf area.  Cleveland Township has adequate areas zoned for residential purposes.  Business development should be located in compact areas similar to business parks.  Residential and business development should be located near similar land uses. Appendix B ••• 99 Detailed Survey Results Response Rate 100% �CLEVELAND TOWNSHIP MASTER PLAN 4. The next two questions help us identify what you’d like to see in the future development of Cleveland Township. The following statements are about future homes and businesses in the Township. Please choose one option that most closely matches your opinion for each of the following statements. Table BX. Question 4 for All Respondents. I Strongly Agree New residential development in Cleveland Township should be… Agree Disagree Strongly Disagree Response Rate 4% 21% 39% 26% 90% 5% 46% 20% 17% 88% …...located at or near major intersections 4% 37% 32% 13% 87% …...permitted near national lakeshore borders …...located in the southern part of the Township around Co Rd 667 3% 21% 28% 39% 92% 7% 46% 20% 12% 85% …...permitted in agricultural areas 3% 21% 40% 26% 90% …...permitted in forested areas 3% 22% 35% 29% 89% …...concentrated in the Sugar Loaf area 17% 36% 22% 14% 90% .......permitted almost anywhere in the Township 4% 20% 31% 37% 91% .......permitted almost anywhere in the Township provided that clustering is required to set aside open space 7% 41% 24% 20% 92% 15% 53% 10% 3% 80% 21% 50% 14% 5% 90% 18% 58% 9% 4% 89% .......located along M-22 …...located along major roads such as Co Rd 667 & Co 669 Cleveland Township has adequate areas zoned for r residential purposes I Business Development should be located in compact areas similar to business parks Residential and Business Development should be located near similar land uses Table B5 shows the results from Question 5 for all respondents. The results of this question help identify the types of new or additional housing survey respondents most support in the Township. In general, a majority of survey respondents favor or completely favor single-family homes on large lots (65%), on very large lots (60%), or in compact neighborhoods (52%). Senior housing also received support from survey respondents (64%). Respondents either opposed or totally opposed duplex housing units (56%), conversion of single-family housing to multi-family housing (69%), and mobile home parks (85%). Appendix B ••• 100 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN 5. What types of new or additional residential housing should Cleveland Township encourage in the future? Please choose one option that most closely matches your opinion for each item. Table BX. Question 5 for All Respondents Completely In Favor Totally Opposed Response Rate Single Family Homes on Large Lots (over 1 Acre) 35% 30% 13% 13% 91% Single Family Homes on Very Large Lots (over 5 Acres) 32% 28% 16% 15% 91% Single Family Homes in Compact Neighborhoods 21% 31% 22% 17% 92% Duplex (Two Family) Housing Units Conversion of Single Family Housing to Multi-Family Housing 9% 26% 27% 29% 91% 5% 16% 25% 44% 90% Mobile Home Parks 2% 5% 12% 73% 93% Senior Housing 19% 45% 19% 9% 91% WATER QUALITY IN CLEVELAND TOWNSHIP Table B6 shows that the vast majority (96%) of all survey respondents believe it is important to protect the water quality of the lakes, streams, and groundwater of Cleveland Township. A majority of respondents (at least 50%) support each intervention listed on Table B7, while three interventions are supported by at least 80% of respondents. These include: require that septic systems be inspected before a home can be sold (89%), prohibit the use of pesticides, herbicides, and fertilizers within 50 feet of an inland lake or stream (86%), and require that the amount of impervious (paved) surfaces on waterfront lot not exceed 15% of the lot’s size (83%). 6. Do you believe it is important to protect the water quality of the lakes, streams, and groundwater of Cleveland Township? Please check one. Table BX. Question 6 for All Respondents Yes 96% No 0% Response Rate 96% 7. Which of the following actions would you support to protect the water quality of lakes, streams, and groundwater in Cleveland Township? Please choose one option that most closely matches your opinion for each item. Appendix B ••• 101 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN Table BX. Question 7 for All Respondents Completely In Favor Totally Opposed Response Rate Require that the amount of impervious (paved) surfaces on a waterfront lot not exceed 15% of the lot’s size. 61% 22% 4% 4% 92% Forbid keyhole development along inland lakes. Keyhole development is where multiple homes are clustered around a single access point to the water. 50% 19% 13% 11% 94% Require a strip of vegetation (not grass) along the shore of inland lakes. Homeowners will be permitted a path to the water. 39% 25% 20% 9% 93% Prohibit the use of pesticides, herbicides, and fertilizers within 50 feet of an inland lake or stream. 74% 12% 5% 4% 95% Require septic systems to be inspected before a home can be sold. 70% 19% 4% 4% 96% Sugar Loaf Resort Area Table B8 shows the results of Question 8. In general, most respondents feel that Sugar Loaf should be used as a multi-use resort (85%), while there was also broad support for Sugar Loaf being used for recreational purposes (69%) and as a public viewing area (69%). The results of this question suggest that there is an overall preference by respondents for Sugar Loaf to be used for economic development with some opportunity for public enjoyment. 8. This question is about the future of the Sugar Loaf Resort Area. Please choose one option that most closely matches your opinion for each item. Table BX. Question 8 for All Respondents Completely In Favor Sugar Loaf should be used for recreational purposes, such as a youth-family sports and fitness complex. Sugar Loaf should be used as a multi-use, year-round resort for skiing, biking, swimming, and golf. Sugar Loaf should be returned to its natural landscape and all buildings/structures should be removed from the hilltop. Sugar Loaf should be used for sustainable energy creation including wind and solar power. Sugar Loaf should be used for agricultural purposes such as crops, grapes, and cherries. Whatever happens with the Sugar Loaf area, the public should be able to access the hilltop to enjoy the view. Sugar Loaf should be redeveloped to support a higher density of homes. Appendix B ••• 102 Totally Opposed Response Rate 39% 30% 13% 9% 91% 63% 22% 4% 5% 95% 19% 16% 27% 29% 91% 13% 23% 20% 36% 92% 12% 24% 28% 29% 93% 43% 26% 13% 11% 92% 8% 16% 22% 46% 93% Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN RECREATION IN CLEVELAND TOWNSHIP Table B9.1 shows the survey responses to Question 9. In general, most respondents agree that the Township has access to a number of important recreational opportunities including the Sleeping Bear Dunes National Lakeshore, the Sleeping Bear Heritage Trail and its proposed expansion, and the Township’s many inland lakes. Most respondents feel that the Township park on Little Traverse Lake is appropriately maintained and offers the right facilities and amenities. Table B9.2 shows how respondents who live or own land in the Little Traverse Lake Area feel about the proposed expansion of the Sleeping Bear Dunes Heritage Trail. The responses are divided, with 48% agreeing with the trail expansion, and another 48% disagreeing. When compared to all respondents, a greater percentage of those selfidentified as living near or owning land in the Little Traverse Lake area disagree that the trail expansion will be a positive addition to the community. 9. THIS QUESTION IS ABOUT THE RECREATIONAL OPPORTUNITIES IN CLEVELAND TOWNSHIP. PLEASE CHOOSE ONE OPTION THAT MOST CLOSELY MATCHES YOUR OPINION FOR EACH ITEM. Table BX. Question 9 for All Respondents Strongly Agree Agree Disagree Strongly Disagree Response Rate The Sleeping Bear Dunes National Lakeshore provides important recreational opportunities to residents of Cleveland Township. 76% 15% 3% 2% 95% The inland lakes (e.g., Little Traverse, Lime, School) provide important recreational opportunities to residents of Cleveland Township. 63% 28% 4% 1% 95% 24% 47% 7% 3% 81% 21% 44% 13% 3% 81% 54% 23% 6% 9% 92% 52% 14% 7% 19% 92% The Cleveland Township park on Little Traverse Lake is adequately maintained. The Cleveland Township park on Little Traverse Lake offers the right facilities and amenities. The newly constructed section of the Sleeping Bear Dunes Heritage Trail is a positive addition to the Township. The proposed expansion of the Sleeping Bear Dunes Heritage Trail from County Road 669 east around and beyond Little Traverse Lake will be a positive addition to the Township. Table B9.2 Question 9 for Little Traverse Lake Area Residents Strongly Agree The proposed expansion of the Sleeping Bear Dunes Heritage Trail from County Road 669 east around and 34% beyond Little Traverse Lake will be a positive addition to the Township. Appendix B ••• 103 Agree Disagree Strongly Disagree Response Rate 14% 8% 40% 92% Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN TRANSPORTATION IN CLEVELAND TOWNSHIP Table B10 shows how survey respondents feel about transportation corridors in the Township. Most residents (at least 55%) felt there were no serious problems with Maple City Road or Bohemian Road. Over one-third of respondents feel that M-22 has excessive speeds (33%) and needs surface improvements (37%). The response rate for M-22 is over 100%, meaning that many respondents noted more than one condition (excessive traffic, excessive speeds, etc.) applies to M-22. 10. This question is about the traffic and road conditions along the major roads in the Township. In your opinion, are any of the following occurring in any of the following road corridors? Check any boxes that apply. Table BX. Question 10 for All Respondents M-22 Maple City Road Bohemian Road Excessive Traffic Excessive Speeds Dangerous Blind Curves Road Surface Needs Improvement No Serious Problems Seasonal Problem Only Response Rate 22% 33% 10% 37% 20% 25% 146% 6% 17% 4% 8% 55% 10% 100% 3% 9% 2% 12% 56% 11% 93% DEMOGRAPHIC INFORMATION The remaining tables summarize the demographic information of the survey takers. The majority (73%) of the survey respondents live in Cleveland Township, with 51% living in the Township full-time. Half of the survey respondents are registered to vote in the Township. An overwhelming majority (89%) of survey respondents are over the age of 50. The various areas in the Township were well represented, with no single part of the Township comprising the majority of respondents. The majority of the respondents have a household income of over $60,000 a year. Nearly half of respondents (46%) are retired, and just 12% have children under 18 years old living at home. 11. Do you live in Cleveland Township? Table B11. Question 11 for All Respondents Yes No Response Rate Appendix B 73% 25% 98% ••• 104 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN 12. Do you consider yourself a part-time or full-time resident of Cleveland Township? Table B12. Question 12 for All Respondents Part-Time Full-Time Response Rate 13. 43% 51% 98% Are you registered to vote in Cleveland Township? Table B13. Question 13 for All Respondents Yes No Response Rate 14. 50% 48% 94% What is your age group? Table B14. Question 14 for All Respondents Under 18 18-25 26-35 36-50 51-65 Over 65 Response Rate 15. 0% 0% 1% 8% 44% 45% 98% In what part(s) of the Township do you live/own land? Check all that apply. Table B15. Question 15 for All Respondents Little Traverse Lake Area Lime Lake Area Sugar Loaf Area Bohemian Valley Area Maple City Area Wheeler Road Area Other Response Rate Appendix B 28% 29% 29% 6% 8% 8% 3 111% ••• 105 Detailed Survey Results �CLEVELAND TOWNSHIP MASTER PLAN 16. What is your household income? Table B16. Question 16 for All Respondents Under $20,000 $20,000-$39,999 $40,000-$59,999 $60,000 over above Response Rate 17. 2% 8% 18% 60% 89% What is your employment status? Table B17. Question 17 for All Respondents Employed (not self-employed) Self-employed Unemployed Retired Response Rate 18. 28% 18% 0% 46% 93% Do you have children under 18 years old living in your household? Table B18. Question 18 for All Respondents Yes No Response Rate Appendix B 12% 85% 97% ••• 106 Detailed Survey Results � 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 Cleveland-Twp_Master-Plan_2017 Creator An entity primarily responsible for making the resource Cleveland Township Planning Commission, Cleveland Township, Leelanau County, Michigan Land Information Access Association Date A point or period of time associated with an event in the lifecycle of the resource 2017-10 Title A name given to the resource Cleveland Township Master Plan Description An account of the resource The Cleveland Township Master Plan was prepared by the Cleveland Township Planning Commission and the Land Information Access Association in October 2017. Subject The topic of the resource Master plan reports Cleveland Township (Mich.) Leelanau 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/0af0527e421f10b2e7ea753910d7c8d7.mp4 0562173539c4fa0dd5b6710833511c89 https://digitalcollections.library.gvsu.edu/files/original/05ede121339cff1f60241d7b11b60fc4.pdf 90de3536df8f5176615f327ba24dee6d PDF Text Text Living with PFAS Interviewee: Lance Climie Interviewer: Dani DeVasto Date: May 14, 2021 DD: I’m Dani DeVasto, and today, May 14th, I have the pleasure of chatting with Lance Climie. Lance, can you tell me about where you’re from and where you currently live? LC: I currently live in Plainfield Township, in Plainfield Township water system. Northeast set of Deenly, in that area. I have lived probably within 5 miles of that location the majority of my life. My family has been in 4 Mile and Beltline area since the 1870’s. So, long time in the area. DD: And how long have you been in Plainfield Township, specific? LC: Since I was born? DD: Okay, so yeah. LC: I have lived– I have worked away from Plainfield Township, but I’ve always said you got us working– but our primary residence was here, so. DD: Okay, alright. Lance, can you tell me a story about your experience with PFAS or with PFAS in your community? LC: Well, it’s kind of interesting ‘cause our family, we were fruit farmers, and I remember my grandfather talking about Wolverine’s offer to come spread “sludge,” free fertilizer, on your fields. Come to find out, this is how they are disposing a lot of the PFAS residue, was by offering to spread it free as fertilizer on farmer’s fields. They offered it in a sincere manner. A lot of people took them up on that, and my grandfather thought they were quite out of their minds, not knowing what they’re putting into the ground. So, little flashbacks like that, it’s- Or the fact that my father was- is a retired Plainfield Township employee. He was the original Parks Department person there. He’s been deceased, here, about 8 years but– being at the dinner table with him, and he starts just kinda huffing and, you know, upset with people at work because they’re going to let people build houses up on House Street dump. They were going to change the zoning, and a lot of people would go build up there on the ravines and the dump around the dump. Why would you let people do that? So, those are- I guess I got a couple of different recollections of that year. It’s been around a long time, and there’s always been whispers of it, and you’ve seen signs of it. Then you see things like a dump at the old Bell dump on the Beltline, and there were precursors of PFAS that should have been warning signs, but sometimes it costs governments and businesses too much 1 �money to really look at what’s really happening with what might happen, versus what they just got paid for. DD: And with your family’s history with being fruit farmers, were you- did you- did your family take up the offer for the sludge or anything like that? LC: No. As a matter of fact, I remember my grandfather talking to some of the other farmers, and said, “don’t you let them put that stuff on your ground.” Just not– but he did. He was against- I remember he was railing against DDT [Dichlorodiphenyltrichloroethane] when it first came out, think it was just [?]. He was an advocate of using very little in the way of chemicals, natural fertilizers– Organic farmer before his time, just because it was the common sense way to do it. It was a good environment. He was- So we were definitely connected to the land, andAnd again, long ago, the county tried to take some of the farm to expand the dump that existed on the East Beltline a long time, too. That was a family fight, as well, too, that went through courts before we kept them away from taking the farm. So it was a– Some different stories, I guess. I kind of come at it from a different perspective. More of a family history perspective than- you know, a lot of people moved into Plainfield township and they moved into area, and had they known, they probably would not have done that. But, like I said, something was building for a long time. You know, I want to say that it’s unfortunate, and hopefully we’re able to rectify the situation, but this is a bad deal what’s happening right now, and it’s not going to get better unfortunately. DD: Is your connection with PFAS, then, mostly kinda through your family history and just being in the area for a long time? LC: I’ve also fished the Rogue River in 6 different decades now. So I’m a very– I’m an avid trout fisher and I’ve been involved with trying to limit it for a long time. We put- We are sorta affiliated with an organization that’s put close to 3 million dollars in working the watershed, just in the Rogue River, here, in the last 7 years. So we’ve been very aggressive in working to maintain that river and to improve it, not only for the common sense environmental aspects of it. It’s an economic engine, as well. So having a clean, chemical free trout stream [mumbling] within 10 miles of the major metropolitan area is a rare jewel in itself. DD: What concerns do you have about PFAS contamination moving forward? LC: That it’s going to continue to spread, and we have no idea where it’s going to go. We do not have detailed mapping [of] the geomorphology in layers below us. We don’t know where it’s going to end up. All we know is it’s going to keep spreading. We got plumes, now that we have an idea of where they’re coming from, but we don’t really have a specific idea- you know, a specific detail or facts to back any of that up, and the will to drill all those wells in all those locations at all those depths is– it’s an economic obstacle. So I don’t really find a way to address it. We are just trying to remediate the best we can at multiple spots. And the rest is just going 2 �to continue to evolve, and in a way, we don’t know what’s going to happen, nor do we really have the power to stop it at this point. Unfortunately. DD: (chuckles) Yeah. It doesn’t feel really good. LC: Well, but things like this have been occurring at different levels for a long time. That’s- You know, like I said, our family has been fighting ground water pollution since the early 60’s without much success. ButDD: How does that- I was going to say, how does that impact your perspective? [laughs] LC: Well, first off, I think it taught me that an individual does have some power in the world to try to effect change, and it’s our obligation to take that responsibility. I mean, it’s our world. Got generations coming after me and I don’t want it to be a worse place, I want it to be a better place. So, it’s really pretty simple. Make the place better for my kids and their kids and their kids. DD: Yeah. LC: Basic premises. DD: You make it sound simple. [laughs] LC: Well, sometimes it is. The problem is the real world is not simple. It’s not black and white. It’s all shades of gray and it’s a jumbled mess. DD: Well, seems like if you can hold on to that simple truth it might help a little bit. LC: Well, it- Yeah- When I get to hold onto my grandkids it makes it pretty clear. SoDD: Yeah, absolutely. I bet it does. Before we wrap up, is there anything else that you would want to add to that we haven’t touched on today, or anything you would want to go back to expand on. LC: Well, yeah, I’m not going to go into any hindsight at this point, but I think that it’s important for us as a community action group to try to make sure that Wolverine stays on their toes regarding their mediation that was promised at the tannery site, and to properly make sure that the House Street location is secured as best we can at this point, and that doesn’t include planting 10,000 trees on top. DD: You’re not a fan of the current proposal. [laughs] 3 �LC: No, actually. I read science. I understand science and I can read it and understand that- No, the hocus pocus doesn’t work, so– ‘Cause trees, they will actually accelerate movement of materials not slow it down. DD: And aren’t there currently quite a few trees on the site? LC: Yes, it is. Look at it right now. So, [laughter] I listen. You know, we weigh in. We want to do the right thing, so. DD: Yeah. LC: It’s best as it was recorded in the settlement. DD: Yeah. LC: So hold them to it. DD: I hope we can. LC: I do too, I do too. But like I said, it’s been– Over the decades, it’s been pretty inspiring to see the work that’s been done within the Rogue River watershed and in Plainfield Township, regarding the improvement of the river itself. I mean, it’s gone slow, but year by year it getsthe river improves and it’s getting better, and there’s more people getting involved in that work. So there’s definitely hope down the road, too. DD: What are some of the improvements that you’ve seen happening? LC: Well, I can tell you one specifically, actually- there’s two things specifically that our [?] limited chapter worked on– was first taking out the Rogue Creek dam, specifically behind the school there in the east side of town. And second where Reds on the River near used to sit, there was little Blakeslee Creek, and it used to run in when it came the river in 2011 and 2012. With all of the developments that were up above it and all the higher elevations, it would be solid mud coming down. And it took us a few years ,but there were 3 small cofferdams that we got taken out and we actually regraded it and actually reseeded it and got a lot of irrigationexcuse me, the erosion takes care of. So it’s no longer a huge mud source in the river. Again, the- what came from the tannery not going into the rivers is a blessing, and what used to come from the papermill in Childsdale not being in the rivers is a blessing as well, so it’s- those are a couple of the major things but it’s get- you know, and it’s individual property owner, you know? Somebody lives on the river and makes sure they got a setback of 20 feet from the river and not mowing all the way to the river. Simple things like that, not using the types- use a chemical that’s natural- use something that’s going to be beneficial to the river, not derogatory. Some– a lot of what people put on their lawns, it all ends up in the watershed. So it’s important for us as individuals to look at what we are doing to our lawns. I mean, you know what? And a 4 �few weeds are okay. You know, it’s not going to– and as a matter of fact a few dandelions are good for the bees really here. DD: Yeah. LC: So, there’s again, from a farming aspect, you can’t- to me, my yard is sterile. It’s a monoculture. It’s negative, it’s contrary to what nature wants to do and it’s artificially manufactured through the use of chemicals in most cases. So, I mean golf courses. Golf courses are highly manicured fields of weeds done in specific manners with specific chemicals. So. DD: Yeah. LC: But I think there’s still hope, let’s just- I would like to say the chemicals are not going to continue to spread but I think we are going to continue to discover that it continues to go wider and wider and hopefully the- we can impact the [?], at least, by knowing about it, we can hopefully prevent some people from tapping into that as they have not done, and past people weren’t so lucky to know what was there. But now at least we know it’s there and can make sure they’re not going to be pulling the drinking water from the groundwater there so that’s an improvement as well. DD: Yeah absolutely. Well, thank you so much Lance for taking the time to shareLC: Thanks. DD: your story todayLC: Good luck with the project. I think I’m- I know I’m [?] the archives in the school because I used to write for the [?] back in the day. DD: OhLC: I’m on record in there someplace. So. DD: Oh that’s great [laughs] LC: But thanks a lot. 5 � 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 Living with PFAS Interviews Creator An entity primarily responsible for making the resource Devasto, Danielle Description An account of the resource Beginning in 2021, the Living with PFAS interviews were recorded to gather the personal stories of individuals impacted by PFAS contamination. PFAS, or per- and polyflourinated substances, are a large group of human-made chemicals used widely since the 1940s to make coatings and products resistant to heat, oil, stains, grease, and water. They can be found in countless household items, including food packaging, non-stick cookware, stain-resistant furniture, and water-resistant clothing. These chemicals are often called “forever chemicals” because they do not break down easily, can move through soils and contaminate drinking water sources, and build up in animals, plants, and people. PFAS have been linked to increased incidences of various cancers, increased cholesterol, decreased fertility, birth defects, kidney and liver disease, and immune system suppression, and thyroid dysfunction. It is estimated that PFAS are in the drinking water of more than 200 million Americans (Andrews & Naidenko, 2020). In Michigan alone, over 280 sites have PFAS contamination exceeding maximum contamination levels for groundwater (MPART, 2024). Date A point or period of time associated with an event in the lifecycle of the resource 2021 Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource In copyright Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution 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-11 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf audio/mp3 Type The nature or genre of the resource Motion Picture Text Sound Language A language of the resource eng 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 PFAS0005 Creator An entity primarily responsible for making the resource Climie, Lance Date A point or period of time associated with an event in the lifecycle of the resource 2021-05-14 Title A name given to the resource Lance Climie, 2021 (Interview video and transcript) Description An account of the resource Lance Climie has lived in Plainfield Township, near Deenly, Michigan for nearly all his life. In his interview, he discusses his family history as fruit farmers and how Wolverien offered to spread free fertilizer, or "sludge" on the fields. Only recenlty have people realized that this sludge contained PFAS residue. Climie shares other stories about his grandfather and other farmers' knowledge of other chemical contaminants in the environment, as well as his own perspective from fishing on the Rogue River. Contributor An entity responsible for making contributions to the resource DeVasto, Danielle (interviewer) Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng 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/c93a7175bcbfca7c6c02f983a29c342b.mp4 e0056c23aebeeb82bea88737067b8134 https://digitalcollections.library.gvsu.edu/files/original/6f2d9702cae3f1fa324d54fac55be7cb.pdf 5fd54e33924b9c37c10d9f709b416796 PDF Text Text Grand Valley State University Veteran's History Project Marine Corps Ken Clisso Total Time (00:38:25) Introduction (00:00:10)  Ken Clisso was born May 27th, 1959; he served in the United States Marine Corps from 1982 til 1989 and achieved the rank of Sergeant of the Guard (00:00:21)  Ken went to University of Texas for two years then graduated from Kansas State University (00:01:14)  He had a few friends and neighbors that had been in the Marine Corps; financial reasons pushed him towards the Marine Corps as well- he joined the Marine Corps at the age of 23 (00:02:14) ◦ Ken had multiple family members enter the Marine Corps as well as other branches of service (00:02:47) ◦ The Chief of Detectives in his local police department, Roger Larue, had the biggest impact on why Ken joined the military as he lived across the street from him (00:04:06) ◦ His parents were upset that he decided to choose the military and didn't want him to go in (00:04:57) ▪ Ken entered boot camp on August 18th, 1982 and finished around the 15th of November later that year (00:06:24) ▪ The training consisted of first aid, hand to hand combat, pushups, physical training, swim qualification and equipment training as well (00:07:45) ▪ Ken got to come home for about a week after boot camp and went to Camp Pendleton in California for six weeks of infantry training (00:10:07)  Within six weeks Ken went from PFC to Lance Corporal meritoriously (00:11:35)  He ended up going to Twentynine Palms in the Mojave Desert in California after Camp Pendleton (00:13:00)  Ken went to San Diego for a month and a half for water safety survival instructor training (00:14:27) ◦ The WWII battleship Iowa was being recommissioned and Marines were on board for nuclear security; Ken was hand selected for having done well while in the Marine Corps (00:18:44) ◦ Ken and a few others went through the recommissioning of the Iowa in Pascagoula, Mississippi around April of 1984 (00:19:29) ◦ He got to be involved with a recommissioning ceremony along with George H.W. Bush and Barbara Bush (00:20:03) ▪ The first deployment of the Iowa was to the Gulf of Mexico (00:20:55) ▪ The main job was to cruise around the world and show the flag Ken mentions (00:22:00) ▪ Ken mentions all of the places all around the world he has been up until this point in the interview (00:24:16)  Ken said he was pretty well crushed when they got an opportunity to tour the beaches of Normandy (00:26:30)  In the fall of 1984, Ken mentions an instance where four marines were gun downed while in San Salvador, El Salvador; the Iowa was on the � pacific side of Panama- six of the men on the Iowa including Ken were loaded up to stand guard at the embassy (00:31:54) He never imagined he would have to be a part of something like that but mentions that was part of their duty if it ever came up (00:33:11) ◦ To keep in touch, Ken wrote letters to his family while in boot camp (00:33:33) ◦ While overseas, he mainly wrote letters as calling was too expensive (00:34:46) ◦ Sometimes you could go up to three or four weeks without receiving mail but sometimes he would receive up to 25 letters or so at once (00:37:52) � 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 ClissoK1628V Title A name given to the resource Clisso, Kenneth (Interview outline and video), 2014 Description An account of the resource Ken Clisso was born May 27th, 1959 and served in the United States Marine Corps from 1982 until 1989 and achieved the rank of Sergeant of the Guard. After graduating from Kansas State University Ken joined the Marine Corps for financial reasons and he had a close neighbor who used to serve as well. Ken finished boot camp around the 15th of November of 1982. He went to Camp Pendleton for infantry training and ended up at Twentynine Palms in the Mojave Desert in California afterwards. He was commissioned to the WWII battleship Iowa. Creator An entity primarily responsible for making the resource Clisso, Kenneth Contributor An entity responsible for making contributions to the resource Watson, Liam (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Marine Corps Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-18 Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5760583b925689b2c98d5d980573c065.mp4 6b249415649bc6696649acb6b04500ae https://digitalcollections.library.gvsu.edu/files/original/fd7d786f3cbf7cce24d046644f115567.pdf bdbcedba3ba569a7d63b12f04669892a PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: James Clover Date: 1984 Part: 1 of 2 [Clover] You do edit this, right? [Barbara] Of course, I do edit this one for you. Tell me, sum up in one sentence, you've got one sentence: What is the essence of William James College? [Clover] Interdisciplinary experience. [Barbara] What does that mean? I'm not sure. [Clover] It means that I got to rub shoulders with a whole lot of folks, all headed in different directions, and we exchanged information about our directions. [Barbara] Hi Dallas! [Dallas] [Inaudible] [Clover] And it was- I don't know. It was a willingness of a group of people to come together and try and understand what each other- what we were doing. What each of us were trying to do. That opportunity to talk about it, compromise. [Barbara] Did you come here to be in alternative college? [Clover] Yes, I've been in alternative arts school, but I had no idea what an alternative college would be about. And the first year I was here I stood around with my mouth hanging open. I did! I didn't- I don't know. I guess what William James did for me was it helped to make me listener. [Barbara] What do you mean? [Clover] I was so into being an artist and being an art teacher that it seems to be that art information was what I was primarily dealing with and I found out that I needed outside information to support my ideas. [Barbara] Like what? [Clover] [Laughter] Like what? Like anything. Life. Anything at all. I think when I came here, I was pretty, as far as art information goes, I was pretty burned out and I �needed to make contact with other people, with society as a whole, and the throwing together of many kinds of people in the William James situation gave that to me. [Barbara] What did we do wrong? [Clover] I don't think we did anything wrong. I think that we were, that the people… you mean administratively, what did we do wrong? I think that people didn't understand what we were trying to do. And maybe it was our fault that we didn't communicate it to them, or maybe they just didn't want to know. I don't know if that's a really good answer. What did we do wrong? I think we did… I don't know. Maybe we were in the wrong place [Laughter]. [Barbara] Okay, um- [Clover] You know, I don't know. I mean, I can sit here and talk to you about this and as soon as you get the camera on, I get strange. [Barbara] Well, don't get strange. [Clover] I know, I'm trying try not to. [Barbara] You're doing a good job, you don't look strange. [Clover] Well, I'm trying not to get [Strange Noise], you know. [Barbara] Now, that's strange. [Clover] Okay, well you know what I mean. [Barbara] Don't worry, we'll make it through this. Some people think we weren't doing a quality education for some of the students. Some of the students just slid through and didn't do shit. [Clover] Yeah, but see I think that's alright. I think it's okay to slide through and not do shit. I think that's a choice of the individual you know. If they don't get turned on during the process, tough. I think the same thing happens in the structure that we now operate under. And -it's just a different kind of symbol that's all. There are symbols there that say, you know, you did this, this and this, you then can slip by on C's and everything's just fine. It's really easy to get the C symbol, and we eliminated a symbol. I didn't see any problem with that at all. Because [Noise] you know, the people involved in the structure wanted it made use of it. It was there, they learned how. It was very creative. �[Barbara] So the key to what we were doing that people didn't understand was that we were inter-disciplinary. [Clover] I think so. I think that people never bothered to find out and you know when some kind of attempts were made to find out what we actually did… you can't drop in for thirty minutes and make a judgment on what's going on here. And I think that there should've been an element of trust involved. Just, you know, based on the experience of the group of people that are gathered together in William James they should have trusted us and said: "Hey, you know, they aren't stupid. They must be willing to do something right. I mean why are they here, you know? They're doing something, it was going well." It's a farce actually. I don't know. We were outnumbered, politically. We were never able to establish ourselves because it was a numbers thing, you know, the credibility thing. Thirty against how many? � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng 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 GV016-16_GVSU_18_Clover Creator An entity primarily responsible for making the resource Clover, James Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource James Clover interview (1 of 2, video and transcript) Description An account of the resource Interview with James Clover by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. James Clover was an art instructor of William James College and a renowned sculptor whose work can be seen on Grand Valley State University's campuses, including the "Heaven and Earth" sculpture located in the heart of Great Lakes Plaza. In this interview, James discusses the essence of William James College, his experience transitioning from an alternative arts school to an alternative college, and the misunderstandings surrounding being interdisciplinary. This interview is part 1 of 2 for James Clover. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Art Study and teaching Interdisciplinary approach in education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng 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/0ca6b1b55e7c8698aa271047e7431d64.mp4 0ad93e83685e5d9deb8dd5ad1718d6b2 https://digitalcollections.library.gvsu.edu/files/original/e35e47ad033009e1b411fd9e76c14363.pdf 40175bec014cfd18354f8e456169fb20 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: James Clover Date: 1984 Part: 2 of 2 [Clover] William James was an information exchange for all the people that were involved. And I think that in any disciple that you're pursuing, that you need information and that it was a good way to get it. And I don't know, you know. It was the first time that I had ever been involved with engineers, environmentalists, writers. Did we have musicians? We had some amateur musicians. [Barbara] [Inaudible]. [Clover] Right. We had philosophers, psychologist preachers, historians. All in one place. [Barbara] You know what, that was good. Keep thinking- keep talking. Repeat it to me. What was some… [Inaudible]? [Clover] Not bad. [Barbara] What can't you do now, Jim. I mean, here you are in your studio, it looks like your [?] totally. What can't you do now? Why do you need a structure? [Clover] Now, all I do is go to art faculty meetings and talk about problems that all art faculties have been dealing with since nineteen fifty-six and not getting any answers at all. I go to faculty meetings and no one ever talks about teaching. And I wonder about that and I'm still waiting to meet the first person that says they can't teach. And I don't know. I'm just sort of… I'm in an isolated kind of situation right now. As far as artists use information, by the ton. They need lots of information. More, and more, and more, and more information. I mean they eat it up. Now I have… now I'm having to go elsewhere for my information. I have to… I do, I leave the community. As far as productivity of my art goes, there's a lot more happening because I have to drive to Atlanta to find out what's going on. And I have to go to Chicago. And I keep six or seven shows going so that I remain active as an artist. To get the information I have to read more, which is not fine, I mean, I probably should have reading more anyway. I have to… I find myself seeking out things that were available in the William James situation. I have to find somewhere else, and they're spread all over the place. [Barbara] Did you find being at James absorbed so much of your energy you weren't as active in art as you are now? �[Clover] Yes. My involvement at William James was a much more intense teaching situation than I'm currently involved in. Yes I had found myself using the majority of my energy in the James situation. [Barbara] Do you resent that? [Clover] No, I don't resent that. I consider that a real growth process for me. [Clover] I was genuinely burned out as far as creativity goes, when I came to James and that kind of experience gave me a renewal that I'm using now. [Barbara] Well, it sounds like it worked out alright for you that James closed. [Clover] Pardon? [Barbara] It sounds as though it was opportune that James closed. [Clover] No, I don't think so. I think that I would rather have that and less art involvement. I mean it was very important for me. Or I'd like to have some of each. Or I would like to have the opportunity to jump out of the James experience, be an artist, for a while, and jump back in. Which would have been ideal. [Barbara] Can you see ways that students needed the structure… let’s put it, forget the way I asked that. You said you're isolated. How are the students different under the current structure of James? We've been talking a lot about your feelings at James, but what about the people coming through? [Clover] Well, the students were actively involved in the total process of the evolution of the James experience and through community meetings and interactions with the disciplines there was a lot of student involvement. The difference I think is that there was a more complete… for the James student, it was a more total involvement in what living is all about, rather than jumping from specialty to specialty or from building to building. And there seemed to be a relationship there and interaction that doesn't take place in a traditional education. My students come in for three hours a day and then they run off somewhere else. [Barbara] Goodbye. [Clover] Goodbye. Whereas at James we were involved, you know, ten, twelve hours a day. And I knew what they were doing and I knew who they were. And I knew their joys and I knew their troubles. [Barbara] Therefore could teach them better? �[Clover] Sure. Of course. They knew me. I was willing to tell them about me and they were willing to tell me about them. [Barbara] Why did you ask me if anybody cried? [Clover] I don't know. I have a real sadness about the closing of it because it seemed to be an expanding structure, whereas traditional education expands much more slowly. And it’s very difficult to communicate across disciplines in a college situation. Very hard to get their attention. They don't listen. Seems like, you know, whatever the popular education mode is the time, an example, computers, I mean where the interest goes. And there's a great expense to people who think a liberal education is important because of the jumping around from disciple to disciple. I'm sure in ten years it might be something else. I have no idea what it might be. Who knows. Restaurant Management, Nursing, all career-oriented stuff. I talked to a nursing student the other day in the faculty lunchroom: the Oak Room. Which I swear I'd never go into. Because somehow, I thought that it was better for me to eat with the students because we could interact that way and they would know who I am. Now I go to the Oak Room, my friends go there. This girl was talking to me, she butchered the English language, I corrected her, she was embarrassed. And I asked her what level student she was and she said she was fourth year nursing. And I said Lord girl you need to learn how to speak the English language. And she apologize all over herself. And somehow it leaves a void in me when I run into people like that who are supposedly getting an education and I wonder what happened. How did she miss English 110, how did she miss literature, how did she miss writing? And it's not required for her? I think that she leaves us in ways that will hurt her later on. I think that she could have a better life. I think she could be a better decision-maker by being multi-disciplined. Or at least multi-aware. Aww man. So that what I think William James is about. [Barbara] [Inaudible] of shit. Nobody said that. Not one person has said that. [Clover] It pisses me off, it does. [Barbara] What? [Clover] It pisses me off that people categorize themselves and limit their experience. I can't stand. I don't know any of the philosophy people here. I don't know any of the historians here other than ex-William James people. I don't know any of the English people, other than Robert Mayberry. And Ros. Is Ros in the English department still as an adjunct person? Committed lifelong adjunct. And they never come by, you know. But then again, I never go by either. So, who knows, you know. So, it's just these isolated pockets. I go to all college faculty meeting and the politics are so involved that there is no exchange of information. Pure politics. And it seems to be some kind of, I don't know, I find it really interesting �that for the salaries, for the amount of money that people make in higher education, that they are that cutthroat about their interactions and relationships with others. It all seems to be territory protection. [Barbara] Do you think that happened at William James College? [Clover] I don't know. It was like it was not allowed, or it couldn't happen, or the nucleolus of faculty was all small. And the fact that we were all thrown together dissolved that. And it also… outside pressures forced us to us stick together. And we did, as much as possible. I think we really did. And the, you know, the exchanges of information in the James situation. I mean it's, you know, I'm not trying to make this all sound like it was a glorious, wonderful, la la la la la, whatever. It wasn't. It was intense. Oftentimes unnerving. You know, a willingness… my biggest problem was the willingness to listen to other people and what they really had to say and trying to figure out what they're really saying and then deal with that in a reasonable manner. It's not my nature to do that and I was forced into that, and it was super. And I watched that happen to the students. The place allowed you to shoot your mouth off and make a fool out of yourself and people would still back you. Which was kind of neat. I guess while I was there I didn't feel like I really had to protect myself, career-wise. Or I did not have to be as careful what I say or what I do. Probably in that case, you know, when you have that kind of feeling there's a better exchange of information between you and the people you're dealing with. And I don't know and I also I felt a certain kind of protection. I felt like I could go into a class and say what I and can talk about what I felt I knew at the moment, or what I know, and not have the kind of kick back or reaction that I would have in students who weren't oriented in that way. A lot of misunderstanding and I find myself being more careful in class. I don't swear anymore. I gently tell people… I gently try to tell people what it's like to try and be an artist, rather than, maybe I'm not as pushy or demanding. I don't think. Something happens, you know, something happened there. Yeah, we used to just, I don't know, it seems to me like you know, we used to just really it. Get down on what trying to make a drawing is all about. Or what trying, you know, dealing with design principle, what it's all about. And I guess the students, they intuitively understand that we were trying to help them and did not… whereas in the standard kind of teaching situation, it seems like a lot of people come there to be offended. And they're looking for that, and they're offended easily. And they complain. And you end up in the chairman's office, trying to explain what you were trying to do. And it seems real crazy to me that I should have to justify being what I am or what I'm trying to express. And I think these are real cheap shots of people who do not have much background or who really don't understand, and maybe don't want to. Or at least, I don't know. I don't know if the opportunity is there for them to understand. Seems like the schools are afraid of the students. I mean they're so afraid that they aren't going to have enough, that they are going to fill the classroom. And we're told that, you know, numbers are important and �we keep cramming in more and more numbers and there's less and less interaction between us and the students. And it's kind of sad. And I guess I understand the numbers game, the numbers mean money. [Clover] But maybe that's the wrong way to go about it. Maybe you should risk it and maybe you would have the numbers if the information was flowing correctly. [Barbara] We did in the Media Department. We did. [Clover] Yeah, yeah, yeah. We still do. [Barbara] We still do? [Clover] Yeah, like crazy, you know, which is really neat. And I really feel really bad about that. I feel bad that the Art Department at Grand Valley State College is separate from the Media Program is just absolutely ludicrous to me, and it was a pure policy. It was a numbers game. And some of us who happened to be titled artists lost. And we were thrown into an Art Department. Whereas we really preferred to have the whole thing evolve as a cohesive group, and I certainly hope that could happen. [Barbara] [Inaudible] the sculpture now? [Clover] Sure. [Barbara] Is there anything else you want to say? I think we're near the end of the tape. [Clover] No, I, you know, I miss it. And when I walk, you know, I walk across campus and I see some of ex-faculty members of William James, you know, I kind of feel like, you know, God, I used to really know this guy and feel like I really knew him in a professional way and now I don't, you know, it's slipped away and that's too bad. So, we all… we meet each other shake hands and say how's going it and everybody says is going just fine. And I guess it is, you know. Life goes on and it evolves. So, what? Life's a bitch then there's death. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng 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 GV016-16_GVSU_19_Clover Creator An entity primarily responsible for making the resource Clover, James Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource James Clover interview (2 of 2, video and transcript) Description An account of the resource Interview with James Clover by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. James Clover was an art instructor of William James College and a renowned sculptor whose work can be seen on Grand Valley State University's campuses, including the "Heaven and Earth" sculpture located in the heart of Great Lakes Plaza. In this interview, James discusses how William James College was an "information exchange" for its faculty and students, the importance of working with a community of diverse backgrounds, and the eventual separation of the Arts and Media concentration into two departments at Grand Valley. This interview is part 2 of 2 for James Clover. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Art Study and teaching Interdisciplinary approach in education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng 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/051cd9e279c90a38c4ca01a20184ea77.mp4 a49b19165889169fb330ee6fcd84987b https://digitalcollections.library.gvsu.edu/files/original/bfda7dc14d37aa1b719823874eded6e0.pdf bb1a25e56d4d3fe46233e8195548e016 PDF Text Text Grand Valley State University Veterans History Project Interview William Coan (22:38) (00:15) Showing Pictures of Shells • There were guided missile launchers on the Navy ship that he traveled on • They could all hear the guns very distinctly • He also had pictures of the front launchers that were on the air craft carrier • William still had his sailor cap from the Navy • Men in the Navy wore the same uniform as their officers • The pay in the Navy was not as much as that in the Army • The pay is better now, but it was still worth it to William to get the experience • They only received $300 a month and if they were in combat, they got an extra $60 • He also received $100 a month for his wife and $25/child • American citizens did not respect those in the service (4:50) The Navy Ship • His ship was named the destroyer, a smaller ship • Most ships were at least 500 feet long • Air craft carriers are the largest ships that the Navy has • William trained near the great lakes in Illinois • He accidentally mistook his commander for someone else and knocked him out with the butt of his rifle (7:15) The Mediterranean • The ship was in the Mediterranean doing work for NATO • They were tracking other crafts and following planes �(8:45) The Shores of Viet Nam • They were not able to get that close to shore because the ship was too large • They got to about a half mile from the shore • The ship could shoot within a five mile radius • They could not see well because there was lots of smoke from explosions (10:20) Basic Training • Training was very hard; they had to climb 75 foot towers • He was first stationed in Norfolk, Virginia • Then he went to Philadelphia in 1970 • He had traveled to Cuba, Jamaica, St. Croix, Saint Thomas, Germany, Turkey, Greece, Italy, and Spain (12:00) Ending of Service • He was last in Rhode Island when he was sent to Jacksonville, Florida to end his service • His last memory was of being in the Mediterranean, and they then went to Spain and Germany, and then flew back to New York • He was then in the inactive reserves for two years (14:00) His First Days in the Service • The ship that he traveled on seemed so large; he had never seen anything that big before • All the men got a tour of the ship before they took off • His bunk where he slept was right under a huge gun on the upper level of the ship • They had a Lucky 7 theme song for their ship • There was a rat guard on the ship to keep all the rats away (17:10) Post Viet Nam �• Veterans did not get any respect back in America, especially from all the protesters • It would have been better to join the Air Force because they provide more advanced education • His brother was in the Air Force  � 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 Coan, William (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Coan, William Description An account of the resource William Coan was in the Navy during the war in Vietnam from 1970- 1974. He traveled to Greece, Turkey, Spain, Germany, Italy, Cuba, St. Croix, and St. Thomas. He mentions that he may have received a better education and pay in the Air Force. Contributor An entity responsible for making contributions to the resource Kelly, Chris (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Vietnam War, 1961-1975--Personal narratives, American United States. Navy Veterans Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-04 Identifier An unambiguous reference to the resource within a given context CoanW 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/b54dfe85c031bfe6a3da822b57b4bc6d.m4v 4b63da329409c6cc5756d271708eba4d https://digitalcollections.library.gvsu.edu/files/original/f261a58cede3377f99188d3275e13c9d.pdf 4e70dc35fdd1d98a2b159abd0c8e9c62 PDF Text Text Grand Valley State University Veterans History Project Jack Cole (40:16) (00:12) Background Information • • • • Jack was born August 23, 1948 in Grand Rapids, MI He went to reformed school until he was 16 Was the first of 3 brothers to go to the service; his brothers went into the Marines He wanted to be in the Airborne like his dad but couldn’t because of his hearing, so he went in for trucking (4:25) Training • • • Jack first went to Fort Knox, Kentucky for 8 weeks of basic in June of 1966 He then went to Fort Dix, New Jersey for 6 weeks of light vehicle drivers school He was deployed to the VII Corps in Germany and drove officers around Europe in a car company (6:03) Vietnam • • • • Jack landed at Cam Ranh Bay and drove a truck in a convoy that was brining supplies to a battle in Dac Tho, near the Laotian boarder Entering Dac Tho was like “running a gauntlet” If a truck got hit they would push it off the road to keep the convoy moving out of the kill zone They also drove with gun trucks to protect the convoy (8:25) Relationships • • • • • Jack became desensitized to people dying around him and was not interested in making good friends with the men he was working with The only way to keep in touch with friends and family back home was to write He could send photos and tapes with the letters He felt that they “were never off duty”; they worked from 4:30 am to 8:00 pm and then had to do maintenance on their vehicle They did get 5 days R+R in Da Nang and then Dong Ha which was the 3rd Marine Division base, where he was also able to visit his brother on his time off (14:47) Gun Trucks �• Jack was officially a driver but occasionally he had to ride on a gun truck with a M-60 machine gun or an M-79 grenade launcher, also known as a blooper • The gun trucks had to guard the ammo dump at night (18:15) Injured in an Ambush • • • • Jack hit a trip wire from a bomb in a tree while driving and was hit by shrapnel in his flak jacket and nose He was bleeding all over, but couldn’t stop the truck so he went down the road a ways He went to a Special Forces base for first aid then to the hospital the next day to have the shrapnel removed, then “back to work the next day” The gun trucks improved as the war went on with .50 calibers and mini guns (26:05) War Ends • • • • • • • • Jack returned to the US in November of 1968 They landed in Seattle and were told to take off their uniforms so they wouldn’t get hassled He had to drive a jeep for the army for 6 more months before he was discharged With one month left to go he got in trouble for attempting to elude the police When he returned to the base he got a Article 15, was fined one month pay, and had to pull KPs for the remainder of the time After his discharge Jack became a welder Jack took advantage of the GI bill and retired at 55 He advises people to go into the military because the training will help to earn a higher salary in civilian positions � 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_ColeJ Title A name given to the resource Cole, Jack (Interview outline and video), 2008 Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-22 Description An account of the resource Jack Cole was born on August 23, 1948. He joined the Army as a light vehicle driver and drove trucks in a convoy that traveled and brought supplies to the battle at Dac Tho. Jack occasionally drove the gun trucks while traveling in the convoy. While in Viet Nam, Jack was injured. Creator An entity primarily responsible for making the resource Cole, Jack Contributor An entity responsible for making contributions to the resource Abraham, Blake (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 United States. Army Vietnam War, 1961-1975--Personal narratives, American Video recordings Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/69c213ef8e9727353f366e691c884014.mp4 0610a18580a3e306a38bba85ad044b67 https://digitalcollections.library.gvsu.edu/files/original/ea307eb6abf0b12ebe1302bd33630ccf.pdf d7792ddac78383c4f7fedbdb72f73647 PDF Text Text Grand Valley State University Veterans History Project Keith Cole (1:08:48) Background Information (00:06) • • • • • • • He was born in Muskegon, Michigan, on October 4th 1924 but was raised in Grand Rapids, Michigan. (00:07) Graduated high school in 1942. (00:42) Keith’s father owned a business downtown that sold appliances. (00:50) After Pearl Harbor, his father began selling phonograph records. (1:36) He attended Michigan State University to pursue a degree in the chemical engineering. (2:31) Keith enlisted in the Navy. But he was drafted into the army in fall of 1942 before he could join the Navy. (3:00) He served in the ROTC at college. He was in the coast artillery. (3:50) Basic training (4:43) • • • • • • • • • Keith was first sent to Camp Grant, Illinois, for a short period and then sent by train to Miami Beach in the Army Air Corps. (4:39) The men stayed in overhauled hotels. All amenities were taken out of the hotels. (5:15) There was a lot of marching, physical exercises, and drills. (5:50) His experience in chemical engineering did not lead Keith to be placed in a particular position. (8:00) The men were in Miami Beach for only 21 days. He was then sent to Rantoul, Illinois, where they spent 3 months training. (9:44) Keith was now being trained as an engineer. He was taught sheet metal repair and other mechanical tasks. (10:05) The men worked in shops in hangars for 6 hours a day. The men were on the base all the time. Keith visited Chicago once. (11:00) Next Keith was sent to Kelly Field in Texas and an overseas replacement depot. (11:34) He was then sent to Camp Kilmer New Jersey in September of 1943. (12:39) Voyage Overseas (13:40) • • • • • • • The men sailed to Europe in a convoy. The weather was very poor. Many men were sick. (13:41) The convoy sailed for 11 days. It stormed for all 11. (15:07) The convoy landed in Greenoch, Scotland. (16:40) Keith was then sent to England. There the men had to build their own startle trenches, and get their own water. The men lived in tents. (17:27) He was assigned to the 22nd Anti Submarine Group at this time. But the task was taken over by the Navy so Keith had no job to do. (18:25) There were some aircraft in the field but they were used for training. (19:46) Keith served on the first base for approx. 4 months. There was very little activity there. (20:57) �• • • • He was then transferred to Watton England. The men were waiting for the contraction of the Herington Air Base where the men began functioning as a bomb crew. (22:14) Keith did go into England when he had time or was able. (23:00) The English treated the GIs fairly well. (24:22) Most British men were more sophisticated than the average American GI. (25:46) Service at Herington Air Field (26:42) • • • • • • • • • • • • • • • • • • • • • • His outfit was assigned to the OSS. They were to provide the transportation of their agents as well as supplies. (26:53) Keith served as a dispatcher on a few drops. He ensured that the supplies or men were released from the plane properly. Most of the time he was on the ground doing repairs. (28:38) The men knew very little about what they were doing. (29:05) Communications to the pilots on where to fly was done by handing an envelope to the pilots just before takeoff. (29:45) Supplies were dropped to resistance fighters via canisters which resembled bombs. (30:20) Aircraft coming back with damage was common. 208 crewmen were lost over the course of Keith’s service. (31:35) Before a flight the men were briefed. Once the men were in the air there was no talking. (32:58) Most flights left at 6 PM. (34:00) Keith substituted on his first flight in the spring of 1944. He had no idea where he went or what the mission was for. (34:54) As the 3rd Army moved through Europe Keith’s unit had a decrease in activity and need. (35:55) Keith flew 8 missions. The aircraft did take antiaircraft fire. (36:55) One mission involved dropping prostitutes to sleep with German officers and pick up intelligence. (39:10) Because he was based in England, Keith was able to follow the war closely. (40:00) During late spring of 1944, the unit’s operations did not change despite operations building up for D-day that were occurring. (41:21) Men were not allowed to speak of what they did on base. They were constantly asked why their planes were black. (43:13) After Normandy, when the 3rd Army moved into Belgium [actually northern France] they had outrun their supply line. Keith’s unit was then assigned to drop supplies or the army. (43:55) Lots of planes were lost as a result of the supply run, not because of enemy fire, but because of corrosive gasoline wrecking the gas tanks. (46:50) He recalls when the spies started using a direct line radio wave that made it harder for the spies to be caught from radio on the ground. (49:00) His unit was selected to send a crew to retrieve a dud bomb that was captured. Many of Keith’s stories he found out happened after the war was finished. (52:18) Because he was sent to land mine and booby trap school, Keith was placed in charge of clearing these objects if ever encountered. (53:58) Keith was sent back to the U.S. in the fall of 1945. (55:06) When the men returned from Europe they wanted to be sure that the planes had very well working engines on them. This responsibility fell on Keith. (56:54) Surrender and Voyage Home (57:20) �• • • • • • • • When VE Day occurred, Keith was restricted to his base while the other solders off base were allowed to go around and have fun. (57:21) Keith and his unit were ordered to fly over Europe during the day and see what it looked like. He could tell there was hardly anything left standing. (58:28) He left England in July of 1945. He had stayed there for approx. 2 years. (1:00:05)] The men were scheduled to pick up B-29s and then go to the Pacific. (1:00:20) Keith returned on a plane rather than by boat. It was very cold. (1:00:47) The men were ordered not to take any souvenirs home. (1:01:54) After landing he was given a 30 day leave. When he returned home he was given a month’s pay (400 dollars). During his leave the war in Japan ended. When he returned to service he was then given another 30 days of leave before being discharged. (1:02:36) He was discharged in Carolina. In late summer of 1945. (1:04:06) Life after Service (1:04:37) • • • • • On his way home he stopped in Michigan State University where he began classes. (1:04:50) Keith then began a degree in business. (1:05:45) He had difficulty finding a job after returning from service. (1:06:24) He worked on constructing Michigan’s Medicaid program starting in 1972. (1:07:07) Keith enjoyed his military service and was thankful that he was only 18 at the time of his enlistment. (1:08:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cole, Keith (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Cole, Keith Description An account of the resource Keith Cole, born in Muskegon, Michigan, in 1924, served in the U.S. Army Air Corps from 1942-1945 in England during World War II. After completing his training at Miami Beach, Keith was sent to England in 1943 where he was assigned to the 22nd Anti Submarine Group. Keith was then sent to Herington Air Field where he served as an Engineer on B-24 bombers utilized by the OSS. These aircraft dropped operatives and supplies for the Resistance in France, and were also pressed into service to ferry supplies to American units that had outrun the ground supply system. Keith was sent home soon after VE Day and was discharged in late summer of 1945. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Air Corps World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 Identifier An unambiguous reference to the resource within a given context ColeK1431V 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/85aba223d3b2f92a6e7e791a8c2dd8d4.pdf 659494314d17a742939f4883366da7ef PDF Text Text   God Language: The Deeper Issue Article by Colette Volkema DeNooyer Minister of Faith Development and Richard A. Rhem Minister of Preaching and Theological Inquiry Christ Community Church Spring Lake, Michigan Published in Perspectives A Journal of Reformed Thought March 1993, pp. 18-21 A decade ago, in the early 1980s, Richard Rhem preached a sermon entitled “The Gender of God: The Humanness of Jesus.” The message brought that day pointed to the wonder of the incarnation being not that God had visited us in male flesh but that God had “pitched a tent” in human flesh. Then in 1986, in this journal, Rhem developed that theme further in an article entitled “The Accident of the Incarnation” using accident in its philosophical sense of not belonging to the essence of the matter. Never in the decade of the eighties was there a ripple of consternation from the Christ Community congregation. That the incarnation transcended human gender differentiation seemed apparent to all. That God was not choosing maleness over against femaleness in this revelatory act appeared to stand uncontested. Then in the Epiphany season of 1992, we determined as a ministry team that the community’s commonly held biblical-theological understanding should find bolder and more obvious expression in both our worship experience and our liturgical forms. We had been sensitive to sexist language—using masculine pronouns less and less in prayers, sermons, and hymnody, publishing in bulletins our intention to be an inclusive community. But on a fateful Sunday morning in January we proposed that the community join us in addressing God as “Our Mother/Father who art in heaven...” The reaction from a vocal few was immediate and sharp. We had touched a nerve and discovered that many had not truly understood the implications of our earlier theological conclusions. We had been naive. A good friend, learning of the rumble we had caused and our dismay, chided us gently for failing to see that a little tinkering with language was © Grand Valley State University   �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 2   hardly sufficient to get at the larger issue of male domination in the church, reinforced perhaps by sexist language but hardly caused by it. He wrote, True, we need to change our language. But I am not as hopeful as you seem to be about language changes constructing a new social reality. An emergent reality (a true novum) will forge its own language (as has always happened, from the emergence of Christianity to Marxism), but I am not sure, especially in our age when we play fast and loose with words, that a reformation in language will bring a reformulation of social reality. Rescripting the present “paradigm” merely relieves points of potential rupture and allows the old story to continue. He was alerting us to the painful reality that little real change happens until there is a reduction to chaos. He cites Simone Weil who wrote of the necessity of “decreation.” His final shot was a suggestion that we fully engage the issue, for it might just be time for us all “to chaoticize, deconstruct, decreate.” After such a cogent puncturing of our noble project we were forced to plunge more deeply into the relationship of language and social reality. Our friend is quite right; we are dealing with a paradigm shift of major proportion. In Speaking the Christian God, Janet Martin Soskice cites Rosemary Radford Ruether making the point sharply: We cannot simply add the “mothering” to the “fathering” God, while preserving the same hierarchical patterns of male activity and female passivity. To vindicate the “feminine” in this form is merely to make God the sanctioner of patriarchy in a new form. (“The Female Nature of God,” Speaking the Christian God, 66) Soskice adds, Similarly, tinkering with the language of the liturgy, changing “he” to “he and she,” may be a cosmetic change which, from the feminists’ point of view, conceals a more profound and idolatrous teaching to pray to a male God. (Speaking the Christian God, 86) What this foray into language has revealed is the critical challenge that feminist theology throws out to the classical Trinitarian and Christological creedal formulations that came to expression in the philosophical language and conceptuality of the first five centuries of church history. Such an expression was a proper and necessary translation of the life and ministry of Jesus of Nazareth and the experience of the apostolic community, but it was a culturally conditioned translation fully as much as any contemporary theological formulation in the post-modem paradigm (e.g., liberation, black, or feminist theology). © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 3   Hans Küng contends that, ironically, it was Karl Barth who inaugurated the postmodern paradigm that is so explicitly grounded in human experience (the experience of suffering and oppression). Barth had turned sharply from experience as the ground for knowledge of God. His particular target was Schleiermacher, who grounded faith in God in the “feeling of absolute dependence.” Barth found the Protestant liberalism of the nineteenth century so in tune with European culture that there was no word of judgment or grace to address to the social chaos in the aftermath of the First World War. In his struggle to find a word for preaching, he wrestled with Paul’s “Letter to the Romans.” He found there the God who is “Wholly Other.” His conviction about the deceitfulness of human experience was confirmed when he witnessed his esteemed professors of theology sign on with Hitler’s National Socialism, the movement that led to the Second World War and the horrors of the Holocaust. His whole great theological project was posited on the conviction that only God reveals God; knowledge of God is the gift of God effected by the miracle of the Holy Spirit. Against Brunner he denied that there is anything in the human person that provides a “point of contact” for divine revelation. Such a radical position drew criticism. Bonhoeffer spoke of Barth’s theology as a “house without doors.” There was no way to get in if one were not already in. Bonhoeffer called it “Revelational Positivism.” Paradoxically, from the perspective of the present it is evident that Barth’s theology did not arise apart from his own personal, existential experience; it was precisely in reaction to that experience that his theology took shape! After Barth turned the tide of European theology in the first half of this century, the pendulum began to swing back to the pole of experience. In the revision of his Christian Faith (1985), Hendrikus Berkhof added one entirely new section— paragraph ten—entitled “Revelation and Experience.” The place of experience also played a considerable role in his Introduction to the Study of Dogmatics (1982). He points to some theologians through the centuries who have a special gift for sensing shifts taking place in a given culture and in human perception— people like Augustine, Luther, Wesley, Barth, and Küng, who experience existence very differently from previous generations. In such instances new experience calls forth a new language of faith. In former times such prophetic voices have been labeled heretical. But today there is a growing recognition and acceptance of a plurality of faith formulations. For, as Berkhof writes, “someone may be so driven by a series of experiences that his personal faith and theology affect the very nerve of the tradition of faith.” He speaks of “ahead-of-the-pack” thinking arising in recent decades from unexpected sources: The unheard-of phenomenon of groups of believers, previously not at all part of the dogmatic process, who began to intervene in it. Pacesetting dogmaticians ... giving expression to the faith in a way that was hardly recognizable to those who had learned to read the Bible from the perspective of a very different set of experiences… In their best works they © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 4   give evidence of new discoveries made in Scripture. To the “official” practitioners of dogmatics they pose the question of what unconscious conditioning factors have had their distorting or inspiring effect on them. (26) We have come to recognize that it is not enough to refer to Scripture, the creedal tradition, and the transconfessional dimensions of ecumenicity “as the funding sources of dogmatics.” This becomes evident when these are held in common, yet opposite experiences may make our respective interpretations of the gospel mutually unintelligible. This is, of course, the flash point of contemporary controversy. Berkhof raises the question, “[I]s it our duty radically to exclude the factor of our life experiences?” But he then further asks, “Who can jump over his own shadow?” Of course we cannot. The call for contextual theology has simply made us aware of our own contextuality—the fact that no theology arises out of a cultural vacuum devoid of experience. In reference to the claims of Third World theologians and First World feminist theologians for whom experience is the key to theological understanding, Berkhof contends, We cannot cancel out their bewilderment by proclaiming: “Not what we say is important but what the Scripture says” or the question is, “Who is Christ himself?” All our central words such as “salvation,” “Christ,” “Church,” and “Scripture,” have a much more contextual shape and focus than we are aware of. (71-72) Rosemary Radford Ruether in her seminal work, Sexism and God-Talk (1983), asserts: What have been called the objective sources of theology; scripture and tradition are themselves codified collective human experience. She further declares: Human experience is the starting point and the ending point of the hermeneutical circle. Codified tradition both reaches back to roots in experience and is constantly renewed or discarded through the test of experience. “Experience” includes experience of the divine, experience of oneself, and experience of the community and the world, in an interacting dialectic. Received symbols, formulas, and laws are either authenticated or not through their ability to illuminate and interpret experience. Systems of authority try to reverse this relation and make received symbols dictate what can be experienced as well as the interpretation of that which is experienced. In reality, the relation is the opposite. If a symbol does not © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 5   speak authentically to experience, it becomes dead or must be altered to provide a new meaning. (12-13) What the feminists have uncovered is the sociology of theological knowledge putting the lie to the claim that its ground is an objective, divine, and universal authority apart from human experience. Here, of course, we arrive at a watershed of understanding. With our present knowledge of the development of dogma, our knowledge of that process in the early centuries of creedal formulation with the intervention of emperors and the political motivation of popes and patriarchs, one can hardly deny an historically conditioned understanding of all theological formulation. In Theology for the Third Millennium, Hans Küng reminds us that new prophetic traditions are not born in a cultural vacuum. New paradigms, while incorporating the truth of the old paradigm, break through with new revelatory insight. Then at some point in the process this new insight comes under the control of leaders who institutionalize the inaugurating vision. A series of criteria are imposed to determine the correct interpretive line, and soon the new paradigm begins to ossify. If, however, present experience is sidelined or denied a place in the continued development of theological understanding, those for whom the symbols no longer illumine their experience of being human may well drop out, abandoning the faith of their foremothers and forefathers. Janet Soskice asks, “Does the ‘father God’ have a future?” She answers: If Christianity has a future, then the answer is probably “yes.” But it would be reasonable for a dispassionate student of religions to wonder whether Christianity will survive the rapid changes taking place—around the world, not just in the privileged West—in women’s self-understanding. In my opinion, Christianity now faces a serious challenge, and one that addresses core metaphors, narratives, and ideologies. ... It may be that Christianity will not meet the challenge or will linger on as a pleasing anachronism distant from the life of the cultures it inhabits. You may well think we are watching yet another stage in the death throes of a dinosaur. (Speaking the Christian God, 94) Christian faith need not die unless we cling to symbols and forms that no longer mediate the truth in compelling fashion, idolizing the medium and confusing it for the message itself. In his journal, Morning Light, Jean Sulivan writes, Your certitudes—are you so blind? What are they generally based on? The failure to deepen your knowledge. We rush past questions in order to avoid anxiety.... Some weep for the certitudes of the past. We must preserve, they say, this or that which was beautiful and good. Perhaps that’s true, but those who © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 6   complain like that are weeping for themselves. In the last analysis, we shouldn’t weep but create. Gothic churches were built over Romanesque structures, which were built over pagan fountains and temples. To create is the only important thing, to rediscover the fervor that produced the thing you’re weeping for. (123-24) The legitimate place of experience in theological formulations given voice by Küng, Berkhof, Ruether, and Sulivan among others seems to us beyond refute. But refuted it is. An example is Speaking the Christian God, subtitle: “The Holy Trinity and the Challenge of Feminism,” eighteen essays addressing the question of the use of Father as a designation for God. Covering the spectrum from moderate to strident, the necessity of the Father designation is defended as the sine qua non of classical, Western, Trinitarian theology, indeed of Christian faith. This is an excellent collection of essays for identifying that the stakes in the feminist challenge run deeper than a superficial adjustment of pronouns. What is maintained almost uniformly throughout from various perspectives—language theory, worship, as well as creedal formulation—is that feminist claims must be denied because they undercut cherished creedal paradigms as well as a traditional orthodox reading of Scripture. Without the slightest apology or concession for possible human fallibility, the opinions of Church Fathers and early Christian councils are cited as pronouncements of eternal and divine truth. Present experience of ecumenical councils, popes, bishops and church leaders would seem to alert us to the ever-present political and personal agendas that dog very human leaders. Our contemporary understanding of parliamentary procedures and authorized committee reports should caution us that as Ernest Campbell has noted, “There was a lot of good stuff left on the cutting room floor!” Many of the writers in Speaking the Christian God seem to forget that the distance of centuries removes us from the passionate conviction of the opposition’s arguments as well as votes that at times were almost too close to call. That is precisely the claim of Reuther. And her exegetical work is impressive. It is remarkable that the appeal for preserving the Father designation in Christian usage in Speaking the Christian God is replete with references to the writings of the Church Fathers and the ecumenical councils but wrestles little with biblical material. The defenders of the classic creedal formulations have not gone back far enough! In absolutizing the formulations of the post-apostolic period when the gospel moved out into a Hellenistic world, the writers in Speaking the Christian God attribute an authority to those formulations that failed to recognize that these were already translations of the revelatory events. These formulations pulsated with passionate human experience in a cultural context that supplied the linguistic and philosophical tools by which to bring that experience to expression. But the experience of the post-apostolic age is hardly ours, and the language and philosophical conceptuality are alien to us on the threshold of the third millennium. © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 7   Stephen M. Smith in “Worldview, Language, and Radical Feminism: An Evangelical Appraisal,” (one of the essays in Speaking the Christian God) writes that we live in a time of massive cultural conflict. This conflict, he says, “is in reality a clash of worldviews.” Right! And is it not about time? There was no significant threat to the philosophical worldview within which the classic creedal formulation came to expression until the eighteenth century. But consider what has happened since. Not only have there been revolutionary breakthroughs in our understanding of the physical universe, but even more significant for our present focus, the rise of historical thinking has illumined the process of development of human understanding. Could it be that the classic paradigms, once the Spirit’s medium for the revealing of the living God, must be dismantled to make room for a new paradigm that takes up the truth of the old but makes space for the emergence of the new? One theologian who is seeking to bring to expression a new understanding of God in light of contemporary experience is Sallie McFague. She receives sharp criticism from Smith for holding a monist world view, which she acknowledges, but in the sense of panentheism, which The Oxford Dictionary of the Christum Church defines as “the belief that the Being of God includes and penetrates the whole universe, so that every part of it exists in him, but (as against pantheism) that his Being is more than, and is not exhausted by, the universe.” The issue must not be whether McFague challenges and undercuts the orthodox world view, but whether or not her models of God are able to illumine more adequately our present human experience as she wrestles with the biblical story and the revelation that was en-fleshed in Jesus. In her probings, McFague is engaged in the very process that is the responsibility of every serious theologian—testing the received tradition and bringing it to fresh expression. Otherwise dogmatics becomes fundamentalist, the mere reiteration of formulations that illumined yesterday’s experiences, and that is idolatry. A much more sympathetic reading of McFague comes from James Fowler who writes, She ... makes clear that we require new metaphors if our faith is to enable us to make sense of our contemporary experiences.... In our religious language we are naming ourselves, one another, our world, and our relatedness to God in terms from bygone times. Such anachronistic names, helpful in earlier times, are distorting and hurtful now. (Weaving the New Creation, 61) Brian Wren, a minister in the Reformed Church of England is well known as a writer of meaningful contemporary hymnody. In his book What Language Shall I Borrow? he addresses the concerns and issues that motivated him to write such hymns as “Bring Many Names,” in which he expands our language horizons by referring to God as: © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 8   Strong mother God, working night and day, Planning all the wonders of creation... Warm father God, hugging every child, feeling all the strains of human living... Old aching God, grey with endless care, calmly piercing evil’s new disguises... Young, growing God, eager, on the move, seeing all, and fretting at our blindness ... Great, living God, never fully known, joyful darkness far beyond our seeing ... The poem that opens What Language Shall I Borrow? a poem written by Wren, sums up his understanding that language can be one step in the process of freeing ourselves from idolatrous attachment to earlier faith expressions. The Main Question If every naming of God is a borrowing from human experience, And if language slants and angles our thinking and behavior; And if our society makes qualities labeled “feminine” inferior to qualities labeled “masculine,” forming women and men with identities steeped in those labelings, in structures where men are still dominant though shaken and women still subordinate though seeking emancipation... Then it follows that using only male language (“he,” “king,” “father”) to name and praise God powerfully affects our encounter with God and our thinking and behavior; So that we must then ask © Grand Valley State University �God Language: The Deeper Issue, Colette Volkema DeNooyer & Richard A. Rhem Page 9   whether male dominance and female subordination and seeking God only in male terms are God’s intention or human distortion and sin; For if these things are indeed a deep distortion and sin, So that women and men are called to repent together from domination and subordination, Then how can we name and praise God in ways less idolatrous, more freeing, and more true to the Triune God and the direction of love in the Anointed One, Jesus? His prolific production of hymns for worship is his answer to “The Main Question.” And that brings us back to where we began. The letter from our friend is full of profound insight—a little cosmetic tinkering with the language of worship is not enough. We have to do with a far more profound issue, indeed, with the necessity of a whole new paradigm for our speaking of God. And that will probably come about only through chaos and decreation. But in the meantime it is not unimportant to watch our language as a sign that the Christian community is honestly listening for the ways in which God may be coming to us through the voices of experience. References: Henrikus Berkhof. Introduction to the Study of Dogmatics. Wm. B. Eerdmans Publishing Co., 1985. Rosemary Radford Ruether. Sexism and God-Talk: Toward a Feminist Theology. Beacon Press, 0010 Anniversary edition, 1993. Janet Martin Soskice, “The Female Nature of God” in Speaking the Christian God: Holy Trinity and the Challenge of Feminism. (Editor Alvin F. Kimel). William B. Eerdmans Pub. Co., first edition, 1992. Brian Wren. What Language Shall I Borrow?: God-Talk in Worship: A Male Response to Feminist Theology. First published 1989; Wipf & Stock Pub., 2009. © Grand Valley State University � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf 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. References Hendrikus Berkhof, Introduction to the Study of Dogmatics, 1989, Rosemary R. Ruether, Sexism and God-Talk, 1993, Janet M. Soskice in Speaking the Christian God, 1992, Brian Wren, What Language Shall I Borrow?, 2009 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 RA-4-19930301 Date A point or period of time associated with an event in the lifecycle of the resource 1993-03-01 Type The nature or genre of the resource Text Title A name given to the resource God Language: The Deeper Issue Publisher An entity responsible for making the resource available Perspectives: A Journal of Reformed Thought Creator An entity primarily responsible for making the resource Colette Volkema DeNooyer & Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Description An account of the resource Article created, delivered, or published by Richard A. Rhem (Dick) on March 1, 1993 entitled "God Language: The Deeper Issue", it appeared in Perspectives, pp. 18-21. Tags: Nature of God, Creeds, Historical Thinking, Metaphors for God, Nature of Religious Development, Theological Paradigms. Scripture references: Hendrikus Berkhof, Introduction to the Study of Dogmatics, 1989, Rosemary R. Ruether, Sexism and God-Talk, 1993, Janet M. Soskice in Speaking the Christian God, 1992, Brian Wren, What Language Shall I Borrow?, 2009. Format The file format, physical medium, or dimensions of the resource application/pdf Creeds Historical Thinking Metaphors for God Nature of God Nature of Religious Development Theological Paradigms https://digitalcollections.library.gvsu.edu/files/original/88bacc23364466ef69f212b19755332f.pdf aeee20cf193040f5b5c8fb6a373a98be PDF Text Text Grand Valley State University Veterans' History Project Frank Collins Korean War 7 minutes 27 seconds (00:00:17) Early Life Pt. 1 -Born in Manistee, Michigan -Had to walk to school because no school buses were available -More relaxed time during his youth -Grew up in Manistee -Had three sisters and two brothers -Both brothers served in the Army -Born on July 4, 1933 (00:01:26) Enlisting in the Air Force -Mother died and father moved to California -Departure of parents prompted him to enlist in the Air Force -Note: Dependent on date of enlistment it would have been Army Air Force or Air Force (00:02:00) Training Pt. 1 -Basic training was difficult for him -Wasn't used to taking orders -Had to adjust to that (00:02:28) Early Life Pt. 2 -Worked before enlisting in the Army -Got a job at the company his father worked at (00:03:20) Korean War Pt. 1 -In personnel staff -Kept records during the Korean War -While in Korea he processed North Korean prisoners of war -Recorded and radioed in North Korean train and aircraft movements (00:04:10) Baseball -When he was a boy he wanted to become a professional baseball player -Had a chance to play professional baseball with the Washington Senators -Had no future in baseball beyond that though and the money wasn't good -Played baseball while in the Air Force (00:04:59) Living Conditions in Korea -Rough in Korea -Incredibly cold and lived in pup tents (00:05:21) Training Pt. 2 -Went to Personnel School to learn how to be a record keeper -Learned how to march and take orders in basic training (00:05:45) Korean War Pt. 2 -Didn't see any combat while he was in Korea (00:06:11) Military Career -Stayed in the Air Force for 11 years -From 1952 to 1963 -Also served in the Air National Guard � 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_CollinsF1840V Title A name given to the resource Collins, Frank M (Interview outline), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-26 Description An account of the resource Frank Collins was born in Manistee, Michigan on July 4, 1933. After his mother died and his father moved to California he enlisted in the Air Force in 1952. He received basic training and went to Personnel School. During the Korean War he was deployed to Korea and worked in records. He processed North Korean prisoners of war and also spent a month monitoring the train and aircraft movements of the North Koreans. He stayed in the Air Force until 1963 then went on to serve in the Air National Guard. Creator An entity primarily responsible for making the resource Collins, Frank M. Contributor An entity responsible for making contributions to the resource Richter, Madelyn (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Korean War, 1950-1953--Personal narratives, American United States. Air Force 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 Language A language of the resource eng Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf https://digitalcollections.library.gvsu.edu/files/original/7f028bf984a39f4aa2e5a022f85b42bf.mp4 9628fd79d8fe4d0a03864be1655d1a95 https://digitalcollections.library.gvsu.edu/files/original/5b3a441bdc70e672130b984c0d3b5ecd.pdf 4ab161a334d363e7a3f2537f12d00db9 PDF Text Text Grand Valley State University Veterans History Project Steve Collison (00:41:30) (15:27) Waldlake, Michigan • Born August 3 1961 • St. Joseph Mercy Hospital in Pontiac • Remembers the roads being dirt and having to wait for the cows to cross the road to pass • Walled Lake Junior High School--Steve was on the football team for two years. His mother spent her K-12 in that very school. • (3:30) watched the Vietnam War on television • His mother and father were both divorced three times. She worked in an auto factory. • (5:25) Steve went to Walled Lake High School. He remembers the riots in Detroit and Charles Manson on television. He said drugs were easily accessible on the school grounds (8:30) Enlisted into the Military 1981(thru 1987) • Steve was 18 going on 19 and went in during the Cold War • Steve said there were a lot of issues going on in the military when he got there due to Vietnam and the men that were in the war. He says they were not treated very well. • (12:50) Signed up in his home town for the military • At Fort Sill, Oklahoma, for basic training. He wanted to be field artillery airborne he was told he would be a cook. He didn’t want that. He trained for field artillery in basic training (14:20) Fort Jackson, South Carolina • Went to school to be a cook and passed his tests the first time • Learned the difference between feeding people in the field and in the training camps. He learned utensils, different things to cook. He did a lot of serving for training. • There were a lot of people there on temporary duty. • They still did calisthenics and running before school. • (16:40) The cooks were on rotations so they still fed each other • They had a lot of minority civilians doing KP duty • Steve says that it was pretty segregated still when he was there • (18:30) His KP was a female and most of the civilians and military men got along but there were fights that broke out from time to time • Field cooking: They were in tents, one tent for cooking, other tents for troops to sit in. The serving line was in the cooking tent. They would be cooking for 300400 men per meal. Steve remembers they would make cake even in the field. Everyone was treated like a sergeant in the cooking school. �• • • • • (21:10) The battalion he was in was headquarters for the 18th and 82nd airborne unit and they were the support staff Steve was in the main headquarters that was made up of many companies (between 6-8 companies) Steve had to work for the 2nd headquarters unit that was below them because they didn’t have their own dining hall. Steve was an HHC and worked for an HHD. He did this for 2 years and 8 months (23:10) He says he was Fort Bragg, North Carolina at this time (24:00) Oklahoma • Steve said it was very hot while he was here • He was offered a chance to go to Egypt • He said it was around 155 degrees in the kitchen and was very hard to work because you would sweat a lot • (25:30) The cooks had a swing shift. One shift cooked breakfast and lunch. The next shift served lunch and cooked dinner. The next shift served dinner and came back in for breakfast. • (27:30) They started doing urinalysis tests while he was in the military to check for drugs. They lost a lot of E7’s and E’6’s due to the test. They lost so many they stopped doing the test. (29:10) Fort Bragg, North Carolina • Steve was here when his six years were up and he went home • He wishes he wouldn’t have left the military • Steve would like to go to Iraq right now (31:20) After the service • Steve married after he was out of the service at 27 years old. • He married a veteran of the service and had two children • He has since divorced and is living in the Veterans Home in Grand Rapids, where his children live. • (35:00) Steve has been at the Veterans home for a couple months. His children don’t even know that he is there yet. • He is waiting for hunting and fishing season to start • Steve talks about all the sports and games that the veterans’ home offers � 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 Collison, Steven (Interview outline and video, 1 of 2), 2007 Creator An entity primarily responsible for making the resource Collison, Steven Description An account of the resource Steve Collison was born in 1961 in Pontiac, Michigan and served in the Army starting in 1981. He had a troubled childhood, and joined the Army to get away from home. He served as a cook at bases in North Carolina, South Carolina, and Oklahoma. When he completed 6 years he returned home and married another veteran. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Other veterans & civilians--Personal narratives Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-03-26 Identifier An unambiguous reference to the resource within a given context CollisonS1 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/57e80fb65818e43595f8adef587beb0c.mp4 6f502267cbde06805b0f3e6a4e990777 https://digitalcollections.library.gvsu.edu/files/original/8f9e89c6c5ec0579ad0460f2ff33eeac.pdf 543af095fe2048f27c50b99ade4b9108 PDF Text Text Grand Valley State University Veterans History Project Interview Steven Collison (2nd interview) Total Time: 41:50 Childhood and Pre-enlistment (00:25) • • • • • Born in Pontiac, Michigan, in 1961. Quit high school for a half of a semester, but went back to school. He was the youngest of 3 children. His mother and father split when he was very young, and he lived with his mother. He joined the military because he didn’t like his life and he wanted to get away He joined the Army in 1981. Training (0:14:10) • • • • • He was shipped out of Detroit to Atlanta, Georgia, and then he went to Fort Sill, Oklahoma, where he took basic training. He learned to cook and to do field artillery. Signed up for infantry duty at Fort Benning, Georgia, where he completed basic infantry training. Took Advanced Infantry Training at Fort Jackson, South Carolina. He was then sent to Airborne Training, but did not complete it because the Army found out that he had bad eyesight. He then went through some other training programs, including a leadership course. Active Duty (0:19:50) • Worked for a time as a truck driver, driving ammunition around for the artillery. • Also worked as a cook, and could have been promoted at one point if he was willing to complete his time in the service as a cook, but chose not to. • Worked at Fort Bragg, North Carolina, as a cook there. He was almost sent to Egypt because his unit backed up several airborne divisions. Post-Service (0:25:30) • Worked a number of factory jobs in Michigan and moved around to Florida to find work as well. � 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 Collison, Steven (Interview outline and video, 2 of 2), 2008 Creator An entity primarily responsible for making the resource Collison, Steven Description An account of the resource Steve Collison was born in 1961 in Pontiac, Michigan and served in the Army starting in 1981. He had a troubled childhood, and joined the Army to get away from home. He worked in as both a truck driver and a cook during his time in the service. He also attempted to join the Airborne forces, but was disqualified because of his eyesight. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Other veterans & civilians--Personal narratives Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-03-24 Identifier An unambiguous reference to the resource within a given context CollisonS2 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/dcb14a8baff27068b4eee322efb082da.jpg 4c536419ccdb72b3cebb644114978c4b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection Meathe, Kessler & Associates Johnson, Johnson & Roy 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000028 Title A name given to the resource Architects planning layout of Allendale campus Creator An entity primarily responsible for making the resource Colorama Description An account of the resource Architects from the firm of Meathe, Kessler & Associates planning layout of Grand Valley's campus, ca. 1960. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Architects Architectural rendering Architectural models Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1960 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/9ff89e2cf64cb48b83eb1a83e87c59bb.jpg 70a2ebc06abab82f826c42e67745e25c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000030 Title A name given to the resource Groundbreaking ceremony on the Allendale campus Creator An entity primarily responsible for making the resource Colorama Description An account of the resource Michigan Governor Swainson on the speaker's platform with President Zumberge and L. William Seidman at Grand Valley State College's groundbreaking ceremony, Aug. 28, 1962. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Swainson, John B. (John Burley), 1925-1994 Zumberge, James Herbert Seidman, L. William Universities and colleges College administrators Events College presidents Governors Ground breaking ceremonies Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1962 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/3d146674e68b06dd06a9b06ff8b60307.jpg 02ffaacc4ad478f823ea454ec6160571 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection Pink House 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000034 Title A name given to the resource Pink House. Library Director in the book stacks Creator An entity primarily responsible for making the resource Colorama Description An account of the resource Library Director Stephen Ford (on ladder) with Vice President Potter in the library's temporary facility. The Pink House was used for administrative offices and for processing and cataloging library collections, 1962. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Ford, Stephen Universities and colleges Facilities Libraries Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1962 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/3504514287cd214f7202d852129f8491.jpg a862567977ce3530a5dfc5db2164e80e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection James M. Copeland Living Center Copeland Living Center Copeland Living Center 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000037 Title A name given to the resource Copeland House. Students in dorm room Creator An entity primarily responsible for making the resource Colorama Description An account of the resource Female students share a dorm room in Copeland House, 1966. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Students Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1966 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/4fa0807bbe2c9451bbca148a477e8977.jpg ee9d1ebc04d05276c0c4bc8d0a30f7de Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection James M. Copeland Living Center Copeland Living Center Copeland Living Center 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000039 Title A name given to the resource Copeland House. Male students doing laundry Creator An entity primarily responsible for making the resource Colorama Description An account of the resource Male students doing laundry in Copeland House dorm, 1966. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Students Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1966 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo