242 24 26018 https://digitalcollections.library.gvsu.edu/files/original/3df6e18bd27a950835d854f1aeb9efb2.pdf f5f04aa3f09349a3811aa6bf31bb2f0a PDF Text Text • • / ' • / ALiiMAARSCH.E EDITIE, DllGB,llD VOOR • Deze courant verschijnt dagelijb. Abonnementsprijs per 3 maanden bij voo1 uitbetaling voor Alkmaar .f 2.10; fran co door het gebeele Rijk / 2.63. Losse llt1.1JUDers 5 cents.' · Tel. Administratie (abonn., adver t.) 3320, Redactie 3330. Prijs der gewone advertentlën ; / 0-10 per m.M" minimum 14 m.M. 1.40, elke 31/• m.M. meer J 0.35. î al'ieve11 op aanvrage. Brieven aan de Uitg. N.V. Boek- en Handelsdrukkerij v/h. Her ms, Coster & Zoon, Voordam . 9, Alkmaa,r, postgir o 37060. NOORD-HOLLAND -:-::-:--:----:::--:--:-:---------.;.__--__,;,----------------,------------- 1ftfte Jaargang No. 168 % pagina's Geme~nschappelijkheid in front en doel. ACHTERVOLGING DER SOVJETS,- IN VÓLLEN GANG. r/ . :Bolsjewistische colonnes bij Rostof I vernietig~, \ • ' " Redevoeringen van Haupt• dienstleiter Schmidt en van Geel.k erken. Strijd tegen den sluikhandel. ( Pant,entrijdkrachten ln Egypte bult~n \.gevJcht gesteld. Spoorwegdoelen bij Moskou aang eva Il en. ( Duitsch legel'bericht. HOOFDKWARTIER VAN DEN ~'UHRER, 20 -uuli (,D.N.B.) Het opperb~vel der weermacht maakt bekend: In het Zuiden van het Oostelijk ~front zijn de achtervolgingsge, vechten in z. en o. richting weer in vollen gang, na er een eind is gekomell' aan den regenval. Formaties gevechts- en slagvliegtuigen hebben vijandelijke colonnes ten 0. van Rostof vernietigd, belangrijke etappe-verbindingen van den vijand bij den mond van denDon vernield en de achtervolgingsgevechten in de bocht van den Don doeltreffend gesteund .. De vijand heeft ook gisteren met sterke strijdkrachten het bruggehoofd Woronesj · aangevallen. Alle pogingen tot herovering van de stad werden in zware gevechten afgeslagen, ten deele in tegenaanvallen met succesvollen steun van de luEh~acht. Hierbij werden van 60 aanvallende tan1's 36 vernietigd. . · In de omgeving van Moskou zijn ove1·dag en 's nachts spoorwegdoelen met vernietigende uitwerking aangevallen. Ten Z. van het 11.menmeer mislukten plaatselijke aanvallen van den vijand. Bij deze gevechten ~e_rd eei\ bolsjewistische groep vermetlgd en 19 vijandelijke tanks werden kapotgeschoten. Het ~avengebied van Mq,ermansk werd gisteren met bijzonder succes gebombardeerd. In haveninstallaties: autoparken en benzineopslagplaatseri ontstonden groote branden. Jachtvlie~t1.tigen schoten hierbij boven de ba_ai van Kola 17 ,vijandelijke v licgttagen neer. Dinsdag 21 Juli 1942 Hoofdredacteur!\, R. JONKER, Alkmaar In Noord-Afrika wederzijdsche gevechtsbedrijvigheid- van plaatselijke beteekenls. Ten N.O. van Londen heeft een gevechtsvliegtuigen overdag voltreffers geplaatst op een belangrijke wapenfabriek. In h et Duitsch-Nederlandsche grensgebied heeft een Britsch vliegtuig gisteren enkele bommen laten vallen op woonwijken. Het vliegtui~ werd omlaaggesèhoten. De Britsche luchtmacht heeft 's nachts met vrij zwakke , strijdkrachten 'n aanval gedaan op enkele plaatsen aan de Duitsche bocht, vooral de steden Bremen en Oldenburg. De burgerbevolking leed verliezen. Drie vijandelijke vliegtuigen werden neergeschoten. _ Bij de succesvolle afweergevechten op het bruggehoofd Woronesj heeft een Silezische divisie. infanterie zich bijzonder onderscheiden. Het jachteskader Udet heeft zijn 2500ste overwinning in de lucht behaald. Italiaansch legerbericht. ROME, 20 Juli (Stefani.) Het Italiaansche wcennachtbericht luidt als volgt: VijandelijJ,e aanvalspogingen zijn afgeslagen j,1 den N. en Centralen sector van onze stellingen aan het Egyptische front. Ecnige gepantseràe strijdmiddelen · van den v~jand werden vernield. Duitsche jagers hebben een krachtige formatie Hmricanes aangtwallen en er 7 van neergeschotc1,. Slechts atmosferische omstandigheden beperkten de operaties tegen het eiland Malta,' waar desondanks ('Cnjgc belangrijke doelen werden getroffen. t Timosjenko's nederlaag. . Prov. Kantoor van den Landstand 1n N oord~l1olland. neu worden. Alles, wat de La.ndOfficieele opening door den sta11d tot nog toe deed, was slechts boerenleider Roskam. een voorbereiding, om de geheele Een goed geontillee1·d gebouw, waa,r in allen, ongeacht hun gezindheid, die de boereneer willen verdedigen, en voor het boerenrecht willen opkomen, de v1·iendcnhand 1v-0nlt gereikt. leiding, van de voedselvoorziening te kunnen overnemen. In kamcraadschappeJjjken g·eest. RO'I'TERDAM, 20 Juli. Wanneer 1 Vóór de officieele· opening hield de politieke leiders der N. S. D. A.P. de stafleider, de heer A. A. Roze11en N. S. B. iederen Zondag, nu eens daal een rede, waarin hij betoogde, 1 in deze, dan in gene plaats in Nedat diegenen, die de toegestok~ derland, elkander in g"roote schohand nog steeds afwijzen, wel onder lingsdemonstraties ontmoeten, dan Gister(Maandag)middag werd. het zware narcose moeten staan, want komt daarin de gemeenschappelijke doelstelling van hun strijd, vooral gebouw van den Ned. Landstand in het ls onbegrijpelijk, dat zij nog met hel oog op de groote taken, tai Noordholla.nd, dat gevestigd is in steeds niet tot de ontdekking zijn uitdrukking, dte uit ~ groot-Ger- het voormalige Alkm;Jarsche burge• gekomen, dat de Landstand er niet maansche gemeenschap reeds thans, meestershuis aan den K ennemer- is om hen dwars te zitten, maar en vooréd in de toekomst, voort- straatweg 23, officieel geopend, in gaarne bereid is, ondan!i:s alle µiis-vloeien. De grootheid van die laak tegenwoordig'heid van den Presse- kennihg, die zij totnç,gtoe ondervormt de hechte en onverwoestbare referent voor Noordh1Jlland, Eggert, vond, op kameraadschappelijke wijbasis van vastberaden nationaal- den Landwirtschaftrat Ufer, den ze ook met hen den nieuwen opbot1,w socialistischen wil. Op den voo}·- boerenleider Roskam, den prov. boe- ter hand te nemen. BlijKbaar wachgrond staat daarbij de beveiliging renleider J. Saal, de lundbouw-, vee- ten zij op het oogenblik, dat hun van de Europeesche ruimte tegen de teelt- .en tuinbouwconsulenten, de overwinning komt en Wij, ·aldus :.pr., (Polygoon-ZeylemakerJvernielende krachten van het bolsje- leden van den próv. raad en dé lei- onze matjes kunn~n oprollen. Ik kan ders ,van de bedrijfsgroepen. Ter DE VERJAARDAG VAN DEN wisme en de beveiligin_g . van. hei eere van deze feestelijkheid w.1pper- hen echter de / verzekering geven, Westen tege11 democratie en rmpe- tiè een aantal Landstandvlaggen mat dat zij dit oogenblik niet zullen be- \ leven en dat het niet zoo heel lang RI.T"KSCOi\T..\llSSARIS . rialisme. Onbegrijpelijk is het derdaarboven de Oranje-Blanje-Bleu- meer zal duren, vóór zij tot d e Zijn levensloop. halve, dat er _nog steeds vel~ . mei:i- vlag van den gevel. scl1Tikbarende ontdekking komen, Op 22 Juli _ den verjaardag va•l schen, zijn, die ~e noodzakel!J~~eid De officieele ope_ning ges_chiedde dat wij in den tijd, waarin· zij slieden Rijkscommissaris _ worden in v~. dezen gei:neenschap_J?.ehJken door den boerenleider, hoofd van pen, onzen plicht hebben gedaan en breéden kring beschouwingen aan str1Jd vo9rgeve1'. m et t~ - begriJpen of den Nederlandschen Landstand, den een werk tot stand zullen hebben diens persoonlij kheid en iobpbain ook werkeliJk met beguJpen. ,heer Roskam, die betoogde, dat d_e <>ewijd l • Nadat des ochtends de plaatsver- internationale wereldmacht vanuit gebracht, waarvan zij versteld zullen staan. Spr. gaf den boerenleider 0 Dr. Seyss-Inquarl woonde in zijr vangende s~h~l~gsleider Kullmann Londen .e n New-York, die ons boe- en den provincialen leider de verzejongensjaren in het oude marktdmu en de vormmgsleider der N. S. B., rendom liet zuchten onder de macht kering. dat de staf van het bt1Ieau Stannern in het Duitsche bevd-- van Gen~chten, gesproken. hadden van grootkapitaal en wereldtnist, Alkmaar bereid is, zich voor de volle kingseiland Iglau over de idee van het natio~aal-so- voor goed voorbij is. 100 pct. voor dit werk in te z~tten _'.-['oen de wereldoorlog uitbrak Wil$ cialisme, nam in de vergadering de_~ Op het oog,enblik hcerscht maar en dat zij onder alle omstandighe-< hJJ student in de rechten. Hij onder- middags h~t eerst de -plaatsve1 één wet voor het economische leven den, op dezen staf iullen kunnen re~~·ak_zifn studie en stond als keizer- vangend~ leider der N. S. B.. van en wel deze: de oorlog; moet gewor~- kenen. Spr. verzekerde, ervoor te hJk Jager aan het Isonzo-fronl en ~-~ Geelkerken, het woord. zullen waken, dat de geest op het è!en 001:log v~ltooide hij zijn studie Als een roode draad liep de nabureau er eene van kameraadschap ~n vestigde zich vervolgens als adnadruk op de gemenschappelijke de Duitsche legers ouk door dit ge- zal blijven. ,-ocaat te Weenen. , t •·d 1· ht· d • d' bied tegen het imperialisme fan het Rede boere~leider. Hij interesseerde!" zich dadelijk s l'IJ verp ic mg oor iens Westen strijdend moesten aantreden. Het leven van den boer, aldus cle sterk voor het politieke leven en rede heen . Hau}ltdienstleiter Schmidt boerenleider Roskam, wordt genam de~~ aan de. oprichting van den Waarover echter debatieeri men adeld door arbeid en stl'ijd. In strijd OostennJksch-Duit schen volksbond. in Nederland: s prak vervolgens ove1· de beveivindt de rechtgeaarde boer de ver.,.1 welke een Z?O nauw mogelijkcll 1. Wat gebeurt er met Nederland liging van d~ levensmiddelen vulling van zijn leven. De Landband rnet , Du1tschland beoogde. na den oorlog'/ voorziening in Nedel'land en . stand is gekomen, om de boeren er~P. 16 Febr. 1938 begon zijn gro·ote '2. Behouden wij onze diplon1aten kondig·de den a!Jerscherpsten van te 'doordringen dat allee11 de da• politieke laak toen hij benoem<l en wat e1ebeurt er met de geëmigeli,jksc11e strijd ons recht op cei1 werd tot bondsminister_ ':'an _Binnen- greerde ~egeering? sh'ijd tegen den sluikhandel t·echtvaardig aandeel kan verschaffe~ l~ndsche Zaken en Veiligheid. Kort Op de eerste vraag kan gezegd aan. op de goederen der aarde; want W~J aaarop. trachtte Sehusclmigg een worden : W~i nationaal-socialisten Zich keerende· tot de Duilsche telen niet voor ons zelf, maar voo1· staatsgreep te ondernem?n! waarna vragen niet, maar handelen. 12.0~0 partijgenooten zeide hij: Gij zijt, ons ~olk. En ~oot_ zijn de machten Dr. Seyss-Inquart de leidmg nam onzer kameraden staan met de. Duit- zooais gij uit den mond van den in dat volk, ~_1e zich keeren tege11 van het lot der_ Ostmark door ah sche soldaten aan het Oosteli.jk front Rijkscommissaris vernomen hebt, •de den boer_ en z~1n re~ht._ Z?O was ~et 1 h~ofd __van de nieuwe Oos~~mijksc:h, · en strijden tegen he\ b~lsje":'isme. ~è~·lenging van zijn arm. K~i,kt ,d:-~: f ~~'" dien ,,l:b~,:a~l-~(a_pi~~.~::~;c~;~) -~d; ~~g~~u~t.• t;0 ;~e~,:?: ~,V. :":fZ_'Vt~\'.-_'ê\~'l!er deze striid ten emde is. zal ?.~ I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_NWS_1942-07-21-NH-Dagblad Creator An entity primarily responsible for making the resource Daglad voor Noord-Holland Date A point or period of time associated with an event in the lifecycle of the resource 1942-07-21 Title A name given to the resource Daglad voor Noord-Holland Description An account of the resource Front page, above the fold of the daily newspaper of Noord-Holland, Netherlands of Tuesday, 21 July 1942. In Dutch Subject The topic of the resource Dutch World War, 1939-1945 -- Netherlands World War, 1939-1945--Occupied territories Netherlands--History--German occupation, 1940-1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource nl 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/4d60f6a4a26d054225de2696f4872cbb.mp4 67a82aa8f7df39fc812e6cadd27de972 https://digitalcollections.library.gvsu.edu/files/original/657d7614ad54fd0d3e6db113db6ed194.pdf 9891caf345f4bf376c4fe20404ce1b80 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Dahleen Menning Date: 1984 Part: 1 of 2 [Menning] Okay, it's hard for me to think back succinctly over almost nine years since we began, since I came. I came, I think, the second year of William James. Actually, it was the third technical year, but the first-year faculty weren't teaching and I was hired the second year that faculty were teaching. So, I saw it pretty much from the time it was a tiny, very tiny college to right up to the end. It kind of went through a growth period and then had loss some students. And seemed like that even though at the beginning we were struggling with so many things: places to have classes, all kind of very basic functions of just getting the teaching job done. There was a real excitement at that point to the students and the kinds of interactions between the different individuals, the faculty and the students, and all the parts that go into to making a college, that didn't sustain itself all the way to the end, after nine / ten years. The memorable things from that early time, besides having my office in a tiny basement, squalid place, was the real independence and assertiveness of the students that would come to you and say I want to do XYZ and here's how I'd like to do it and they had a plan. They thought it all through. They were able to pretty much assess what they would need to learn and how they would go about affecting this whole thing in their lives and could see down the road and it was a very exciting thing to see that kind of independent thinking. Now we had good dialogues and some bad dialogue. I remember with students that used to argue, just for the sake of being argumentative, about their projects, their particular work, their process, but most of the time it was a really exciting, stimulating dialogue of growing and sharing, and those are the times that I remember best with the most affection I think. There was an exploring feeling amongst the faculty, as exploring feeling my student and even when things didn't go well bureaucratically for some students, often times they get hung up in the records office over procedures, those things didn't seem to bother them. We'd roll with the punches, we'd go over and straighten it out and sometimes even it was even funny and a bit humorous and we all enjoyed that. It was part of the reaching out and exploring. The students that I remember most clearly from that particular group were really wonderful creative artists that I had in class, that in spite of the fact we didn't have a traditional art program at that time, they seemed to grasp the necessary things that were necessary to the art world, and they put them together and integrated in with everything that was happening at William James and they wanted to be part of the whole thing, and yet they could retain their independence as artists and I found that very exciting and very mature and that is what I thought was the ideal and I thought we lost that about sixth, seventh year, toward the very end. �We didn't see students that exhibited that kind of independence. One that usually sticks out in my mind took us through the whole art therapy program deal because that was initiated by student who came into my office and planted her feet and said: "I want to be our therapist and I think I can do it here. Can I do it here? Here's how I'm going to do it." And I took a deep breath and said, “Well, it looks like you can probably do it here. Let’s see if we can.” [Menning] And we actually put together an art therapy program for her that involved internships and involve psychology courses, the art courses that she needed, she had to take a few things over in the College of Arts and Sciences, but by in large she put together a very strong personal program to study art therapy with the resources that we had in the college. And that was my first real introduction to internships because my particular persuasion in the arts is not an internship related thing. In the fine arts there's not much you can do. You can't really understand the painter. So, I had to go out and generate internship placements and this student went out and she and I found them. We persuaded people to let her try. It was a very ticklish situation because it involved working with people in a clinical setting and she lived up to the promise. She was very mature, she handled herself beautifully, and she set the pace and then right after her and I have no idea how students seem to hear about it but they came out of the woodwork and they found out that we were doing something with it and they want to do it too and it wasn't very exciting thing and integrated the coursework from the social sciences and from the fine arts and seem to be what the college was about and that represented I think one of the nicest ideals. And we had a group of students that went through, in the art therapy program, we didn't really have one, but they devised their own programs, more or less, and most of the students that I've kept track of have gone on to graduate school one way or another. Some by taking time off to work locally in various social service agencies around town, some of them rose to administrative positions in social service agencies and went on to graduate school, some went right away. But they all seem to make something of themselves and they all seem to use initially what they decided they wanted to do in the context of William James College. And that seem to be one of the shining examples for me and out of that discussion with a student came the class that I was the most excited about in the end, as an integrated thing, and that was the developmental art course that I taught initially, I think with Willard Bradfield, and then I taught it on my own, changing and developing and actually integrating practicum into that, plus studio experience, plus theory and it was a very involved kind of course and the students came through that course were clearly changed in their approach to things in life. And that was what was really exciting to me. That that one course made a major difference in those students in their entire life. They saw things differently, they saw how they could affect change and people even if they were never going to do it quite that way, even if they were never going to be in the classroom or if they were never going to do art therapy, in particular. They all saw that there �were methods for taking theory and then applying them and that if you learn something and used it you could make something else happen and it was a very powerful thing for me to see that happen, I think I learned a lot, and I change a lot of my own teaching philosophy from that. It was a give and take situation with me and the students. [Menning] They wanted something, ask if we can provide it, I was one of the providers, I learned, developed my teaching ideas, developed a course to suit their needs, they responded to the course they went on to do other work that was a companion to that course and went on and graduated and did something important. And that seemed to be a whole example of what the college was supposed to be about. Then later on we tried to deal with this art therapy and make it a "program" and we tried to pin it down because people got nervous about it. People, you know, college, and people across campus because it had clinical associations nervous that we wouldn't do it right or we'd damage somebody and so on. And the whole thing got rather tight and everybody got into it and then got out of it, and then we dropped it. But there were I guess three, four years there where it seemed that we really were able to do something important with students with the nucleus of the few classes, and a few faculty, and a few student working together and learning and teaching each other. Now that was one of the most memorable experiences that happened over a process of several years. There were others I think that we're maybe a little less outstanding in there William Jamesian-ness. There were students and classes in just the art courses portion of the arts and media programs that I saw do actually marvelous things and brought to class a personal integration of what they were learning in the college but didn't have such a strong identification with any one group of things and there were individual students that classes from other individual faculty and have very good dialogues with those faculty and with me and that we knew each other and had and shared that but it didn't happen in such a programmatic way. [Barbara] Then what happened? That happened a lot and then what happened? [Menning] Well, it seem to me that about the fifth, sixth year the students changed quite a bit in their independence, and they became less assertive and less self-directed and didn't seem to want to struggle with why am I doing these things this way and answering questions for themselves and they became more interested in the how should I do it and their focus and classes changed radically. I felt a real difference in their need for different teaching styles. Much more emphasis on what needed to be done coming from the teacher. Much less willingness to explore a personal route. More willingness to work hard sometimes I think, an eager beaver attitude toward let's get the work done but you tell me what the work is and the students initially were more interested in defining what the work was. And so, my teaching style changed quite a bit. I noticed that my, well first of �all, I start writing syllabi for courses, finally. Some of them are fairly loose syllabi. Certainly, wouldn't pass muster to some of the things that end up writing now. But nevertheless, I had to make a plan and follow through. I started to have to have rules about attendance. One of the other things that happen I think was we got a lot of bureaucratic nonsense laid on us that had to do with money. We had to have more students in our classes. [Menning] And all of a sudden confronting thirty students in a studio class changed the dynamics from when we have fifteen or eighteen. And it made a huge difference in how you approach them as individuals. You couldn't talk to them at length and so you had to treat them as groups. So that may have changed. And I think the times changed. There wasn't as much interest in sympathy toward an independent way of thinking and striking out on your own is there was initially. So probably a whole bunch of influences put together changed it radically for me and I found my interest the last two to three years, particularly the last two, it was very hard to sustain my own interest in that the teaching became so different that I started reverting back to more of a disciplinary approach in my own field more of an art approach that sustained my independent interest because I had lost that feeling of group. I think the faculty got a little large; was hard to maintain that cohesiveness amongst faculty. Then we did lose some faculty as programs were cut. But it seemed a little big at the end and I think maybe we outgrew what was possible to do in that same sense. [Barbara] Okay, we are rolling. [Menning] Alright, as I've put a little bit of distance between the close of William James and my own life, a number of things have passed through my mind as they have everybody, I'm sure. But there were obviously more than one group within the college, amongst the faculty, because there were different people coming from different kinds of backgrounds that had different experiences and they tended to cluster somewhat because it's only natural that you speak and commiserate with people and have a similar background and a basic understanding in the same way. And so, there were a group obviously that were centered around somewhat the arts, or at least a more applied way of doing things, and sometimes they were technological way, sometimes there are simply practical ways of getting things done. And then there were people who did a lot of the thinking and the reading and sometimes we didn't always agree and we tend to find a schism I think between two point of view very often and how to approach different issues within the college. And those are always interesting times for me, all the way through to college, but in hindsight as I look back on that; I've thought about the fact that I learned an enormous amount being a faculty member and this kind of college, perhaps more than I contributed, although that isn't the right way to say it. [Menning] But I had to stretch and reached to learn from the frame of reference of others �where they were coming from. I had to read some other books I had to look for the philosophy and understanding of what we were about, and I didn't have a similar thing to contribute in a way that seem to fit the discipline of the arts is kind of a singular process and as I tried to enter that world again, the one thing that has struck me and sometimes with a certain amount of anger and resentment and then sometimes the feeling well we choose a life course and it takes is on a route and then we accept what we getting and then we change back again sort of a live and let live attitude. I oscillate between being somewhat angry and its okay type of attitude that the growth that I experienced didn't take me down my professional path very much. It took me in a sideways way where I learned an awful lot of things. I read a lot of books, learn how to work with people that were very different from myself, learn how to appreciate their values and what they had to contribute. I'm not sure it was always mutual, and it took a ten-year hunk out of my professional life in terms of my own growth as an artist. And now that I'm reentering that world again, I find that frustrating, and sometimes threatening, and the anger builds because I didn't maintain the contact with my field that I wish I hadn't done in hindsight. It didn't seem important in the first few years. The rush of building a college was very strong. The excitement of integrating the need to talk a lot with other people and why we were going to do it this way and that way and work out some systems and build these classes seemed so all consuming that I lost personal side of my own goals. And then I began to find them again, but I didn't have an easy access route to affecting those. I didn't have a studio space. There was no academic support in the college for me to do my thing. I noticed that in particular when it was time for me to take my sabbatical, there was no money for me and the excuse was that I hadn't been doing my thing and therefore I didn't get to have money to do my thing. It was sort of like they haves got and the have nots didn't get, you know. And I felt somewhat cheated because I had done all these things for the college, for William James, the greater good, thousands of hours of countless committee work. And yet there wasn't fifty dollars in the budget for my own artwork based on the ground that I had and stay current. And I've thought about that and I thought that was unfair to this day, but I wish that I had stayed current and in hindsight I would have tried to find a way and maybe insisted on it. If there had been any other way to do the college I think that would be the major thing I would like to see change, would be to have some way that would insist that the faculty stayed current part of their own field so that they didn't lose that. And that might have retained the excitement for me, to bring that back into the college and into the mix. Maybe I went dry. Maybe we all went dry. The times were definitely different toward the end. But the initial excitement was lost, and when I came to the college I was fresh from a large body of work, my own personal was high, I wanted to share all that wonderful stuff with everybody. But then I wasn't doing it and after four, five years of not doing it there's nothing left to share. [Menning] I think I had given all that was inside of me and then it got kind of flat and I really �had to work to sustain it, and I guess that's for my teaching changed. The students were changing. We were all changing and the times are changing. But I would like to have done more with my work. I wish that the college had then sustained our own professional work now. They arrange for studio spaces for the College of Arts and Sciences Art faculty. That should have been done for the Arts and Media faculty. That we should have been given studio spaces. The adequate funding, recognition for work. That should've been done for everyone. We should have been encouraged to go to conferences, exhibit our work, retain the professional identity in our field. And that maybe would have made a major difference. It might've been the difference between the college closing and I don't know, there's so many intangibles there, but it certainly I think would have given me a sense of self-worth that was starting to wane toward the end because ourselves got so entangled up in the whole that was hard to find us. I had a hard time finding me in the end. And I guess that's why my own interest started to lag and that I started to seek way to find me again, which was to naturally revert back to where I felt strong in the beginning was in my own field. And that's both good and bad, you know there's not a clear-cut run answer to that. But now that I'm back there I feel whole again. I still have things to share that I can share with other people and like to do that. But somehow there was no balance at that time. And maybe that was the one failing aspect of the whole endeavor was that we went overboard trying to build this thing and then they maybe ten years wasn't long enough for us to have the bounce back time and then to come back to the middle and level off at some point. We got cut off for whatever reasons maybe a little bit too soon. � 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_16_Menning Creator An entity primarily responsible for making the resource Menning, Dahleen 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 Dahleen Menning interview (1 of 2, video and transcript) Description An account of the resource Interview with Dahleen Menning 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. Dahleen Menning was a faculty member of William James College who taught studio art and developmental art. In this interview, Dahleen discusses her overall experience being a part of the William James community and her most memorable moments including teaching a developmental art course and the growing student interest in Art Therapy within the Arts and Media concentration. This interview is part 1 of 2 for Dahleen Menning. 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 Alternative education Art Study and teaching Art therapy 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/7962b21f3a15519a3b68f8f811286896.mp4 5d202f75883c15c76b0e22bcbebad4dc https://digitalcollections.library.gvsu.edu/files/original/c285beec6f8420828ed242015cf83a9e.pdf e25b52bb7f9e3ed342ed743fa74286c2 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Dahleen Menning Date: 1984 Part: 2 of 2 [Barbara] We are rolling. So nice. Such a nice shot. Anyway, we are rolling [Inaudible]. [Menning] Okay, I thought a lot about whether or not we gave the students a quality education. And I think we gave a lot of them very good education. I think we get a lot of them a minimum education. But I'm not sure that that's different from any other kind of college. And that’s the thing that I keep coming back to. And I think about what we gave our students and I think about what I got from a very important major university traditional education, although I didn't have a liberal arts education, I had a very specialized art education but I had their traditional distribution stuff. I also learned some intangible things from my university situation that weren't planned, that taught me more than the things that were planned. And I thought about that many times, that the things that had happened to me, particularly as a graduate student, that were not supposed to be part of the program but taught me coping skills that made it possible maybe for me to even teach at a place like William James. And I think that we gave students a lot of coping skills that were kind of side by side to coursework that they probably drew and maybe continue to draw on more in some ways because life is like that and the real world isn’t [?] a place as a university or campus settings. And so, I think of students struggling to help organize the college, and early on particularly struggling to fight for a course they wanted, struggling to argue their program through, in some instances, and try to defend why it was worthwhile for them. Those probably were good experiences for students. I think that we let some through that were non-thinkers. But they get through every place, even Harvard has some of those, I think, there's people I guess with a minimum they can do, and manage to, you know, pass things at the minimum level. So, every place has students that can do the least possible. We certainly had some. But I think that we were a challenge to students, particularly when they came to graduate. I are used to tease them, and still do, there's a few that are still finishing up this last year, that just to get out was the real test. If they can get their program approved and they can write about it intelligently that in spite of all. And that was sort of an extracurricular academic activity. It wasn't part of a regular course in spite of the fact we tried those various courses about building your program. I can't remember what they're called now, so that obviously didn't stick in my mind that well. But we did try to make students write something about their program and the ones who really struggled with that I think learn some things that were intangible that probably serve them well. And the fact that they had to get out there and maybe generate their own internship, or they actually were part of �council and that they learned how to argue a point and present their case and hold their own against some fairly strong voices that were articulate. They learned coping skills and how to work with people that were different from themselves. And when I take a look at some of those former graduates, I think, "Wow!" [Menning] Those people are doing well in the world and what is an education? And then we start to talk about deep philosophical things. Is it a mere smattering in a smorgasbord way of a certain amount of history, philosophy, English, all of those things? Or is it really learning how to learn, and enjoying what you're learning, and then in life you get around to it in turn as you begin to discover what you want to learn. Which was part of the initial goal of the college was that you would learn what you needed to learn. Well, we never really quite had time for that in four years. It didn't seem that it was time to learn something and then discover that what you needed to go forward you had to go back and learn this. That most students needed to progress through much more quickly and in a more orderly fashion. But that's how life is and that we all continue to learn things that seem important to us because of what we bring to it at that time and I think that a lot of those students that we graduated learned that. They learned that learning was fun, that there was an exhilaration to learning, that it had work attached to it, on occasion, for some people. And that was the value. And I think that because the systems were very loose there were a lot of people who escaped. And we let them escape and sometimes we had a few good arguments about some of them, and there were tears in the hall, and a few loud voices and things over a few of them. But those seem to be the exceptions. I think that by and large we gave a good education to the majority of our students. I would say probably seventy percent got probably a more personal considered education by teachers who cared about them in person, rather than them as a group, who knew their names personally, who can call their name in the hall when they met them going down a hall, and they had a more personal interaction with all of your faculty than they probably would have had in almost any other setting I can think of, other than a few similar alternative colleges around the country, on our campus, and elsewhere. That they had to maybe even confront the fact that we did know who they were in class. They couldn't hide behind a number, or seat, or an alphabet alphabetized row. That they were responsible and even though they didn't do well sometimes and they knew they weren't doing well, they knew that we knew it. It wasn't something they can escape exactly, so they had to own up. There was a certain honesty and fessing up for what was accomplished or what wasn't accomplished. And I think that was good. Even when we didn't somehow strike the right number with the right personal time, because we didn't, clearly. And toward the end I thought that the students, in general while they wanted to learn, they had a different attitude about what learning was about. And the whole thing changed quite radically there. Not just in the courses and in my own teaching, but in my opinion, in the advertising and in the way that we set up the programs. We �started to really pin the stuff down. What they had to study, some of which was good and some of which wasn't. And I think in some cases it was good because students needed that and in other cases it probably damaged a few. And so, I think on both sides there were good things and bad things. [Menning] But I think certainly the education, in my opinion, would measure up to almost anywhere, particularly for the student who grasped it for themselves took hold. [Barbara] If you had to sum up what made James in just a sentence or so…? [Menning] [Laughter] If I have to do anything in a sentence or so I'm sunk. When I think about uniqueness, as a college, I guess independence is the word that keeps reoccurring in my mind. Of all the good things that happened, the best thing happened when people took things into their own hands and then did it. Now both on the part of students and on the part of faculty that occasionally caused some abrasion and some fireworks but things got done for that individual. And the independence and then generated on the part of everyone built a better person, in my opinion, and I keep thinking about that. Integration was another one of the buzzwords that flew around a lot. But I like the idea that people took initiative, and they did things on their own and they didn't always ask first if they could, they just assumed that it was alright, and they went ahead and they tried things. That wasn't a sentence or two but that's… I think that's what sticks. [Barbara] Okay [Inaudible]. [Menning] I think one of the exhilarating things for me personally that I think contributed to a good education to students and to all of the good things that came out of William James was for me and my life was the first time that I had ever encountered a whole batch, a lot, more than one or two professional women altogether contributing to the whole in a way that really made a profound difference. In all of my undergraduate years as I thought back, I had only encountered three women faculty in the entire time none of which had a profound effect on my life. I didn't happen to study under them because of their discipline wasn't my choice. So, I only have them as a cursory experience. And I had never experienced a place where women were major part of anything, and all of a sudden, and perhaps this is where I got caught up for myself to, was a chance to actually do something and believe that I could do it, and that no one else bothered to tell me I couldn't, and nobody suggested that I couldn't. In fact, everybody said, "Well, of course you can." And that was a very heady time, I think, I had enormous respect for the professional expertise that all of those women faculty brought. And even thought I didn't get to know all them well, some of them left shortly and went on other things, there was a time there where you really felt that it was equal it was a totally egalitarian time where everybody's ideas count equally. It didn't matter who you were and it there was not an "old-boy" network that you somehow have �to plug into first. And that was one of the most exciting times. And I think that contributed to the students. The women students saw role models. [Menning] The men students saw that women were equals in this mix, and so they gave you due respect. And the attitudes were different and I noticed that immediately. And since the end of William James I have noticed a change away from that. Not in my own particular setting as much as I have noticed that around campus and other places, and I can see that that really is a very unusual situation. I think that is one of the exciting things that came out of William James. It had that wonderful sharing. [Barbara] Start take. [Menning] I think probably the one really seriously negative thing that was a thorn in my side all the way through was the tension between the two groups of faculty that I alluded to a little bit earlier. The, I think, the Arts and Media faculty particularly as a group, although didn't include all of them actually, but the people in that group who made things and who are very pragmatically oriented, and then there were other groups of people, the other body of faculty who tended to not make things and didn't have that as their experience, but they read things and wrote things. And we approach life differently. We approached organization differently. We approach things differently. And I never ever felt the kind of respect from the group of faculty that read and wrote things that I felt I should have an artist person who made things. That came out a number of instances different tilts that we had by and large. I think it affected how we resolved things in the college. Those two groups would very often line up on different sides of the issue. We could’ve almost expected to never agree on certain kinds of things. And consequently, may have contributed to the ending of the college or may not have. Tension is dynamic and wonderful in certain instances and then it's just destructive and I think that it had its destructive moments and then it had some dynamic excitement to it at that point. And so, it was both bad and good but we didn't ever resolve how to be different together and I wish we had. � 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_17_Menning Creator An entity primarily responsible for making the resource Menning, Dahleen 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 Dahleen Menning interview (2 of 2, video and transcript) Description An account of the resource Interview with Dahleen Menning 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. Dahleen Menning was a faculty member of William James College who taught studio art and developmental art. In this interview, Dahleen discusses the quality of education students received in William James College, the independent spirit that unified the community, and the personal impact of having strong female representation within the college. This interview is part 2 of 2 for Dahleen Menning. 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 Alternative education Women in higher 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/d7d29ad8e63c33c5ed6d627d4c9635bc.mp4 653ba9d01e1507a49f7f411c2ea85551 https://digitalcollections.library.gvsu.edu/files/original/38485e77f3fe824c8c23fb14ce9c8ce3.pdf 8d8aca7ba9e4e402df61cc0c644b19fe PDF Text Text ORAL HISTORY INTERVIEW RICHARD DAHLEN Born: July 16, 1948 in Minneapolis, Minnesota Resides: New Era, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, September 20, 2012 Interviewer: Mr. Dahlen, let’s start with a little bit of your background, where you were born and where you grew up. I was born on July 16th, 1948 in Minneapolis, Minnesota. I was the oldest of three in the family, and my father was a WWII veteran. He was in the heating and air-conditioning business all of his life, and my mom was stay at home. My grandpa had been a WWI veteran and there was some history there in the family. My childhood was probably quite normal, middle class, out in Mineapolis, lots of friends, lots of outdoor activities and different things, so there was nothing particularly special about that. I had a normal childhood growing up, graduated from high school and headed off to college. After two years I just kind of decided the direction I was heading wasn’t where I wanted to go. 1:03 Interviewer: Where were you going to college at the time? I did a year at the University of Minnesota and was there on a kind of financial aid for track, actually. I didn’t like the size mostly, it was so huge and impersonal, and so I went to a small private college in Grand Rapids for a year. While I was there I just kind of felt this wasn’t the direction I wanted. I just kind of wanted to a little time off and reevaluate. During that time I got married, November 1st of 1968 and, of course, at that point in time if you weren’t in school your draft board got interested in you, which they did. I’d had an 1 �interest in the career of air traffic control, actually I wrote a paper on it in junior high school as a career option. And thought I’d like to give it a try and doing so and the Army was a good way because I only had three years of it and if I didn’t like it, I was done with it, so I decided to enlist for a specific MOS. 2:03 I tested out for that and that’s what I ended up doing in the military. Interviewer: So, did you basically go and enlist then before you got any kind of draft notice? I knew my number was up and I was probably going to be getting a notice within the next month or two, so to circumvent that, I went and enlisted. Interviewer: At that point, how was the army kind of promoting enlistment and recruitment? Can you describe what they were offering you? They were offering me three years with a guaranteed MOS. My training was— Interviewer: What is a MOS? MOS is your Military Occupational Specialty, that’s the job you had in the army. The guarantee, at that point, you did not get any kind of an enlistment bonus or anything like that. Instead of being drafted for two years, you enlisted for three; you were tested out ahead of time and guaranteed training. You were not guaranteed that’s the job you would do once you were out of training. 3:02 So, I was guaranteed that I would be trained as an air traffic controller unless I washed out, and the rates were fairly high, and then it was up to the Army where they wanted to put me, so that was the only guarantee I was given. Interviewer: Describe the process of going into the Army and going through examination and training etc. 2 �Okay, I went through a normal enlistment process, went in and sat down and discussed, with the recruiter, what some of the options were. Then, at that point, they actually tested us out. Air traffic control was one that you had to have very high test scores. It was one of the highest rated in the military. It was at kind of a funny point because Army air traffic controllers had always been trained by the Air Force, but just as I was going in, the army was starting their own school and I, actually, ended up being one of the first classes to go through the army training for air traffic control. 4:02 Interviewer: Did the Army, at this point, have its own airplanes or helicopters? They had their own at that point. Army aviation was growing and this was a point in history where the concept of air mobile troops was conceptualized, but hadn’t been really put into practice. I think the Army, at this point, was looking at expansion of that and trying to see how it would work, so they were transferring a lot of stuff from the Air Force over to their own because it was a little more specialized. There were some different operations than the air force was necessarily doing, so they were just starting that school. I went through the testing and qualified that way for air traffic control, and then I had to, actually, go over to the air force base in Detroit and take my physicals. You had to have flight physicals, special eye exams, and a whole bunch of stuff. 5:01 I had to pass all those prior to my enlistment to make sure I could get into that school. Interviewer: Now, a flight physical, does that mean healthy enough to be in a plane? A controller wouldn’t be a pilot? You don’t have to be a pilot, but even in the civilian sector you have to pass what is called a class two flight physical. There are actually three classes of them. As a private pilot I only have to have a third class, as a commercial pilot you have to have a first. In 3 �between there’s another one that fits with some pilots that aren’t commercial and are flying, for instance, for companies that own their own planes etc., that are doing a lot of IFR, or smaller commuters, and for air traffic control you have to have a class two. So, you have to have a fairly high level physical with a lot of eye, hearing etc. I had to have that the whole time I was in the army and through my civilian career in air traffic. Interviewer: So, they test you out in Detroit, and what do you do next? 6:01 I just waited for the results and then, of course, and in August of 1969 I was inducted, so I was taken back down in the Detroit area, given the final physicals, which you always hear about the twenty guys in a room, that was kind of the last straw, loaded on a bus and taken down to Fort Knox. We got there late in the evening, of course we’re greeted by the DI’s, the drill instructors, and at that time they still used a lot of harassment and intimidation. They came on the bus and started screaming at you, calling you names, and giving you fifteen seconds to get all hundred guys off of the bus and lined up out front. Then I noticed, kind of walking around in little groups meeting, and it seemed to me they were evaluating people, you know, in your first little get together—“This one’s good, this one isn’t, keep an eye him”, seemed to be what was going on. We were taken into a barracks, kind of, for your first night. Went to bed and the next morning, of course, we got up, turned in our civilian clothes, got uniforms, got our heads shaved, and were actually assigned to our companies for our basic training. 7:11 Interviewer: At this point, are the people you’re in there with heading to a bunch of different specializations, so they don’t have your group together? Yes, they got—they do have people from all over the place. It wasn’t just my group from Michigan. We were divided up, so I had guys from Michigan in my basic training outfit, 4 �but also, guys from Kentucky, Tennessee, all over the place, and they were going every direction. Some of them knew what they were going to be doing at that point, but a lot of them didn’t. I was fortunate in a way, I was placed in kind of an experimental basic training company. Everybody in there had two, or more, years of college, so we were a little bit older, most of us at least into our twenties, rather than be seventeen, eighteen, nineteen year olds. We did a lot more classroom stuff and a lot less physical stuff. We still had to pass all the physical things etc., but it was a little bit different going through basic, than a lot of people experienced because of that. 8:10 I got leave a couple of weekends and I was home in the Detroit area one weekend, I happened to call my Dad and he about went crazy because assumed I’d gone over the wire. It took me a long time to convince him that they had actually given me leave and it was okay for me to be home that week-end. When he went through basic, you never got anything like that. Interviewer: Did you have any indication if the guys doing regular training were getting the same opportunities? Was the Army kind of now, being a little bit nicer? They weren’t nice, no, I think the experimentation was to see if we have these people that have done some college, perhaps are slightly more motivated. I think we might have had more that enlisted, than were drafted, if you could handle them a little bit differently, but I didn’t see where we were treated any different than the other people. 9:01 We still had the hundred push-ups, scrubbing the bathroom floors with a toothbrush, dry shaving in the morning and if they found a whisker out of place, and all of the inspections, we still had all of that. What we didn’t have was as much of the physical training, we still did a lot of marching, close order drill, and we did have more classroom. One of them I remember was when they came and got a bunch of us from the company and took us into 5 �a special meeting, and a Captain, as I recall, got up there and talked to us for about an hour, “We need guys of your caliber”, and all of this and that and the other thing. Well, it was signing up for explosive ordnance demolition, and he tried to get us to volunteer for that. I think one hundred percent of us were smart enough to say no that particular day, and we walked out. It was just interesting that we got hit pretty frequently with those types of things. Interviewer: How long does basic training go on? Basic training, at that point, was eight weeks, and at the end of it, of course, we had to pass our physical training test, we had written tests that had to be taken, and we got our orders for training. 10:10 From there I was actually sent down to Mississippi, to the Air Force base, because the Army was just phasing out, and some of the people that went earlier than I did, had not had their physicals and so, they wanted qualified people down there to fill up the last couple of classes if any of these people washed out on their physicals. So, I was down there for about two weeks, in Biloxi, Mississippi, shortly after a hurricane, by the way, which made it extra interesting, and from there I was shipped up to Fort Rucker, Alabama, which is where the home of Army aviation was and that’s where our school was started. We arrived there and we were taken to the company area and hauled over to our barracks. We had to take the condemned signs off of the doors in order to open up our barracks to move in. They were old WWII barracks, way on the backside of the post down there. 11:03 They had coal furnaces, which meant some od us didn’t get Christmas off. Made them unique for living because upstairs, they were two story, the upstairs was so hot you could hardly breath and on the lower floor the butt cans would freeze at night it was so cold, so they were very inefficient, old places, but we did 6 �have a brand new program, some excellent labs, and civilian instructors on the aircraft control field, and I felt an excellent school, done really great job, and when we came out of there we knew our stuff and, of course, with all the training down there of the pilots as well, we had a lot satellite bases we went out to for our hands on training after the classroom, and that gave us some very, very good experience before being shipped out. Interviewer: So, you were actually getting to go out and doing the work that you do as a controller, so you can track the planes on the radar and stuff like that? 12:00 Exactly, yes Interviewer: So, what sort of hands on stuff, that you might actually use, were you getting? Well actually I was trained—there were actually three separate parts of army air traffic control. There was the air traffic control tower, which is what most people are familiar with at airports all over the country. There was also, what’s called an en route portion, which was, basically, between airports controlling airplanes, and then there’s ground controlled approach, which is what I was trained in. The GCA portion is actually a type of radar that when it’s in the search mode looks like normal radar, but when you put it into the mode for taking an aircraft on an approach the antenna that normally sweeps, simply goes back and forth and there’s a second antenna next to it that just goes up and down and they just wiggle like that. What it does is on the radar scope it puts two lines, cursers, one of them is the extended runway center line, and the other is a glide path. 13:07 It’s going at a preset angle out from the airport up, basically, to infinity. So, the purpose of GCA is by using heading and varying the rate of decent and getting an aircraft centered on the course line and the glide path, and you can bring them right down to the 7 �end of the runway and into a safe landing. It is mostly used, of course, when the weather is bad and they’re not able to see the airport. So, In GCA we had first of all , if I recall, about eight weeks of classroom training, and we had to pass the FAA written exams for government air traffic controllers. We had about two weeks of lab, where we were in a simulated radar environment. There was somebody behind the wall putting inputs into what then were very huge computers, and that all came up, so they followed our instructions and made it happen on our radar scopes. 14:05 Once we had passed that, then we were sent out to the airfields all around the Fort Rucker area, where the pilots in training would go out and do their exercises. So, we would be in a small radar building there and actually doing the GCA approaches for student pilots, so both of us were learning the process. We went through that, as I recall, for about two weeks. Interviewer: Were there accidents, or near misses, while you were doing that? No there weren’t, and the students were, basically, only training on VFR days, which means good weather. You can be out there and be seen and there were just a few at a time. They would come throughout the day, but only a few at a time at each little airfield, so it wasn’t any kind of congested activity. Interviewer: So, what’s your next stage of training once you complete that work? Once we finished the lab work we graduated. 15:01 We were sent off on our assignments and most of us were assigned to Vietnam, so at that point I got thirty days leave and then reported to Oakland, California and flew over to Vietnam. I landed at Bien Hoa Air Force Base just outside of Saigon. I waited about two days to get me orders to Cu Chi. 8 �Interviewer: Now, when they’re flying you at this point, are they flying you in military aircraft as opposed to civilian ones? We flew commercially, it was civilian aircraft and we kind of did a hop from California to Hawaii. On ours going over, we got in a holding pattern about two o’clock in the morning going into Honolulu, and we’re scratching our heads and the pilots trying to convince us that it was traffic issues, and no, we don’t think so. We found out later one of the gear lights wasn’t working and they weren’t sure that the landing gear was down, so when we got in we had a bit of a layover while they repaired that problem. We flew on to Manila and from Manila over to Saigon. 16:02 Interviewer: What was your impression, or experience, getting off the plane in Saigon? Oh man, it was very early in the morning, as I recall, one or two o’clock. What I remember most is that as you step through the door of the airplane to the outside, the odor and the heat. They both just kind of hit you like a hammer. It was just such a contrast from the air conditioning comfort of the airplane to the hot humid miserable weather of Vietnam, kind of in that one step just struck you as “wow”. Interviewer: What sort of odor was there? Well, the river that flows through Saigon, if you ever saw it from the air, was this dark brown, there were piles of garbage that went down from the banks of the city to the river, and a lot of the city’s waste was dumped right in there as well. 17:02 Plus the fact, on our bases where we were, most of the human waste was burned. The outhouses had split fifty-five gallon drums in them and everyday a popasan would come and take those out, fill them with diesel fuel and light them, and replace them with the barrels from the day 9 �before. So, on a base camp like Cu Chi, which was the home of the 25th Infantry Division, so it was a fairly large camp, there was a lot of that going on and throughout the entire country, so there was always a certain odor in the air that accompanied that. Interviewer: Ok, you get off the plane with that particular greeting, and what did you do next? Well, we went inside this huge building; I believe it was an old hangar, and we simply sat down and waited, which of course the military is famous for. All of our baggage was taken off the plane, kind of thrown in a corner and after a while some officer came in and welcomed us to Vietnam and told us to go find our stuff. 18:07 Because it was so early in the morning, we were again escorted to a barracks area just for that night, and actually weren’t processed into the country until the next morning, about eight or eight thirty in the morning. We still waited another day before we got orders, and at that point I was assigned to the 1st Aviation Brigade and then the 341st Aviation Detachment Divisional, which was out of Cu Chi. Interviewer: Where is Cu Chi relative to Saigon? Cu Chi was about fifty miles northwest of Saigon, right up the highway, about midway between Saigon and Tay Ninh, which was very close to the Cambodian border. Interviewer: Do you remember anything about the trip up there and how did you get there first of all? Just got there on a UH1, nothing spectacular, just kind of wondering what you were getting into. 19:02 It was really a fairly short flight, as I recall, about twenty minutes by helicopter. Just king of seeing the countryside for the first time and what was out there. The area that I was in had been part of the “iron triangle”, the Bola Woods, which during 10 �Tet, was a very hot area. It had been pretty much defoliated by the time I got there, so the countryside was changed a lot, but you were seeing the rice paddies and the people out working those, and scattered little hamlets, totally different than what you see here when you fly from point A to point B. it wasn’t my first helicopter ride, but it was my first one where I had a gunner on each side behind me, and where you’re actually concerned about what’s happening on the ground, so it was kind from interesting from that standpoint. Interviewer: What had you been told about conditions in Vietnam or this kind of assignment before you got there? Did anyone tell you anything? Not really a whole lot, we did have some NCO’s in the company, down at Fort Rucker, that had been in Vietnam. 20:08 They didn’t really talk a lot. There was such a difference between say I Corps and III Corps where I was, going from mountainous terrain up there near the DMZ. Which was, of course, a lot harder than the area I was in down at the III Corps area where it was mostly flat, hotter, and much wetter, so it depended on where you were going, and so really you didn’t have a whole lot of information as far as what you were getting into. Interviewer: What did you see when you got to Cu Chi? When I got out to Cu Chi I saw a fairly good sized base camp, and it looked fairly civilized. Of course you flew in, over the wire, with the guard towers all around. The airport was fair size and it had just one runway, but we had a myriad of heliports just all around the base, being the 25th Infantry headquarters. 21:01 It was a very, very busy airfield and I don’t know how many people we on, but I know the commanding General of the 25th was there with his staff. A lot of the 25th Infantry, the entire 25th aviation was 11 �on the base camp, so it was a large camp. Our particular company area was right on the burb, we were—it was us, a small road and then the wire going out into the wild country. We were a unique company in that we had not only the air traffic controllers, but also, the refuelers and the rearmament people, which was a little bit unusual, so we had a wide variety of people. Most of the POL and rearm guys were kind of trouble makers that other companies wanted to get rid of and shuttled them over there, so we got along well, and worked well together, but there was quite a contrast on the two sides of the company area, as far as the personnel were concerned. 22:00 The people I worked with, you know, great people, I enjoyed the time with them, very professional in how they did their jobs, and just did a conscientious job and excellent jobs. It was a good place to be, I think, from the standpoint of security, although we did get mortar attacks and, of course, now we know about the Cu Chi tunnels, and some of them, actually, came right under the base. We use to wonder how some of them got on the camp, and they would roam around at night and cause trouble, but now we know some of that. Interviewer: Continue here by describing, sort of, some of the typical thing you had to do in the job. Okay, Cu Chi was a very busy tactical airfield; it was one of the two busiest in country, and theirs some argument about which was the busiest. 23:06 We were twenty-four hours a day, seven days a week, so basically we got one day off every two weeks. Both the tower and the dushea were staffed twenty four hours a day. Starting out, of course, it was a matter of learning about the area, what surrounded the base camp, what kind of terrain you were dealing with, what kind of weather we had to deal with, and getting use to running the approaches into our airport with the different types of aircraft we had 12 �around there. So, that was just about a month long training cycle before you were sent off to work on your own. I chose, after I was certified in GCA to cross train over to the tower, just to get that experience, and to enjoy a little bit of diversity. So, actually, after that I worked both. I worked GCA far more and worked tower just enough to stay certified and got current working that. 24:03 But, at Cu Chi, we averaged about fifty eight thousand operations a month, and an operation is either a takeoff or a landing. As I said, we had the one runway, then we had the POL and rearm area, and there were helipads all over the base camp, so you actually be running simultaneous operations going or coming from different directions into different locations on the base camp. The GCA, all you could run them to is the runway, because that’s where we were set up to get them, but from the tower, I remember a lot of walking around and you just—you’re there, you’re going there, you’re there, you’re going there, you’re going out that way, you’re doing this—and as long as you didn’t point two places in a row you were okay. Most everybody kind of worked that way, because, especially during daylight hours, it was relatively hectic. We did get up, during the Cambodian time, when we had several additional helicopter companies on the base camp, to around eighty thousand operations a month. 25:08 One of the things I brought up before was the professionalism, you think these were twenty one, twenty two year old guys controlling twenty one, twenty two, twenty three year old pilots, and in the time the 341st was there, there was never an incident attributable to any of the guys that were air traffic controllers, and I think that’s a pretty good record for a bunch of young hot shots doing a job like that. Interviewer: How much of your business, at least in the tower, had to do with controlling the helicopters? There were a lot more of them than of the other planes. 13 �The vast majority of it on an army base was helicopters. We had companies with what they called the Loaches, the OH-6 and OH-58, which were smaller observational helicopters. They weren’t really gunships or attack helicopters. Of course, a lot of the UH1 Huey was probably the helicopter most associated with Vietnam, and we had loads of those, as well as CH-47 Chinooks, which you still see around today, they’re the ones with the two big rotors, one in the front and one in back. 26:09 We’d get a few Skycranes in there, the CH-54. We didn’t have a station there, but they would come in now and then, but the vast majority, I would say probably seventy to seventy five percent of our operations were helicopters. We did have a company of O-1 Bird Dogs, which was a small tandem two seat aircraft assigned there, as well as a company of Air Force OV-10, which was a twin engine observation aircraft. They generally went out and ran spotting for like F4 drops and things like that. We got a lot of army and air force C-7, C123’s and C-130’s, which were larger cargo aircraft. On occasion, just for grins, we’d get some fighters that would come in and do a little approaches and stuff, and I did a few GCA’s with them. 27:00 That generally upset the General though, because they liked to hit their afterburners and make a loud noise when they went over, and most of the senior staff didn’t like that too much though. We tried to do a minimum of that, but it was a wide variety of aircraft that we worked with, but the majority was helicopters. Interviewer: Were there any problems concerning the approaches to the base with anti-aircraft fire or that sort of thing? A lot of the advisories that we had to give and vectoring that we gave dealt a lot with artillery. We had an artillery company right behind our barracks that shot out, almost straight out the approach to the runway and we had them all around the base camp. 14 �When they were firing, or artillery from other areas going over us, it was up to us to keep the aircraft out of those firing lanes so they weren’t in danger of being hit. Another one too, would be approaches if we knew anyone was out there, quite often the approaches would change to a very high approach and almost dive at the airfield as they came in to land. 28:05 Interviewer: Anyone out there, would that be the Viet Cong or somebody like that might have a—did they have things like shoulder fired anti-aircraft missiles or that kind of equipment? They didn’t have that at that time; there was nothing in the shoulder fire. Once they got low enough—and I had a couple of friends that were actually severely injured, and, of course, we had a number killed by small arms fire, because a lot of what the helicopters did was low level. I used to do flying on my days off just because there wasn’t much else to do, so I would go over to one of the companies, since we knew a lot of the pilots, and just give their gunner or their crew chief the day off and fly. You got use to tree top level and if you got into an open area and they could see you coming, you were a pretty open target and some of the missions I went on were the low level sniffer missions, which they actually had a thing in the aircraft that sensed residual heat, a collector that almost looked kind of like a vacuum cleaner hanging out the side of the aircraft, and that had to be low level, so you were down and you were very susceptible to small arms. 29:15 Interviewer: Did you have much occasion to get off the base or did you basically stay there through your tour? I tried to get off as much as I could. Like I say, after you’ve been there for a while you’ve kind of seen it all and done it all, so I would go flying on my days off. I did a 15 �couple of road trips, one to Tay Ninh, which was a very beautiful and interesting area I went one time with a chaplain up there and we went down this road and suddenly he stopped and said, “Get out and keep your weapons with you”, and he pointed up to a line of trees maybe a hundred yards away from us and said, “That’s Cambodia”, and the first words out of my mouth were ,”What are we doing here?” I mean, we were alone, way out there. 30:06 I did get down to the Saigon area on occasion and Saigon city itself was off limits a lot, during the time I was there, simply because so many soldiers were getting into a lot of trouble. I was able to over fly it on numerous occasions and get a lot of pictures and things of the area, so I got to know it a little bit. Interviewer: What did they do to keep the soldiers and people occupied and entertained, at that point, if they’re not sending them into the city? Not much, we did have movies, and we had kind of a club in our company area, and, you know, unfortunately one of the favorite pastimes was to drink when you were off, because there wasn’t much else to do. We did get movies in there, and on occasion we got shows. A lot of them were Korean rock groups that came through. Some of them were pretty good, and some of them not. 31:01 In December of 1970 they had actually—this was during a time when we were taking a lot of the troops out of Vietnam. The 25th Infantry Division had left and Cu Chi was closed. I was transferred, for just a few weeks, down to Bien Hoa, the Tan Son Nhut Air Force Base. I joked about it a little bit because being there was kind of like being in civilization again, but they wanted to reopen the airfield at Cu Chi, so myself and another fellow, who had been a controller, were sent out there to train new troops and reopen the airfield. On Christmas day of 1970 we sent all the new guys down to Saigon to see the Bob Hope show, while we set 16 �up the tower and got everything working. We were both short, we each only had about two months left and figured, “They deserve it, they got a year left”, and we stayed behind and did that while they got to go down and spend Christmas Day down there. Once in a while, Thanksgiving, they did a turkey dinner, and tried to make the meal as special as they could, although it was unique because I think Vietnam’s the only been where the cooks could take bread hot out of the oven and it was already stale. 32:13 So, to call the meal special, that was kind of a relative thing. Christmas, they generally tried to do something special, so there were things they tried to do to make it a little better. It didn’t much matter, you still had to work and do the job, because for the most part, it was just another day. Interviewer: You had mentioned the Vietnamese had infiltrated into the base etc. What were you aware of, or what kind of stuff was going on like that? Well, on several occasions we caught some of the mamasans, who were our hooch maids, pacing off distances between buildings, or between the buildings and the wire. There were several occasions where the papasans that were barbers during the day were back at night with razors and they actually went into some company areas and tried to slit throats and do damage like that. 33:06 So, there were things that went on. We never had any frontal attacks like they used to, and we never had any mass attacks, but of course mortars, but that’s an impersonal—I mean that’s just lobbing something in there and hoping for the best. But most of it was just those little irritating things that caused minor damage, but still, always made you wonder. Interviewer: What sort of Vietnamese presence was there, actually, on the base during the day? 17 �There was quite a bit, actually, a lot of the workers, the papasans that were handling the barber issues, and the human waste issues, and things. We did have a lot of hooch maids that were actually in charge of keeping our hooches clean, doing the laundry, things of that nature. They worked in our kitchen, and the various maintenance issues around the camp, so there was, actually, quite a strong Vietnamese presence on the base camp. 34:03 Interviewer: Did you have any contact with the South Vietnamese Army or Air Force people at all? Yes, we did, we had some South Vietnamese Army troops based at the camp and, of course, as controllers, we did work with the VNAF. That was always a thrill because; although they kind of spoke English and you could almost understand them, I think most of the time they didn’t understand, so when they were coming into the airfield, they kind of did whatever was expedient no matter what you told them to do, so I had several occasions where I had an aircraft, military, coming in from this side, and a VNAF all of a sudden decides he’s going to come in from the other way and their landing head on, or taking off into one coming in, so it made for some real interesting times working with them. When we went back and opened Cu Chi, in December of 1970, we had a company of O1 U.S. pilots there, but everybody else that worked was VNAF. 35:07 Interviewer: What sense did you have, at that point, of the morale, or the attitude of the Vietnamese troops that you were dealing with? At that point it seemed to be good. You get into a funny area here because I guess I always felt that I knew, and I just recently saw a really neat T-shirt that I’ve got to get one of. It shows the Vietnam Service Medal and it says, “When I left we were winning”, 18 �and I think that’s true all the way up to 1972 when the last troops pulled out. At that point in time, by late 1970, even when the Americans were pulling out, things were going well. Because of our support, the South Vietnamese Army was doing pretty well, they were coming on strong, and I think the Easter Offensive, even in 1973, I believe it was, when we gave air support to the South Vietnamese Army, they did okay. Interviewer: It was 1972 36:00 1972, yes, okay—at that point, I think they felt good about themselves, and we felt fairly good about them. And I think they were capable of doing the job, they did not have enough stuff to do the job, and of course, I think that was our promise to them, “We’ll provide the stuff, and you take over the business at hand”. I felt they were capable in a lot of ways. I’d maybe liked to have some Vietnamese controllers with us to kind of deal with some of the issues, but we didn’t have that luxury, so we just dealt with them ourselves the best we could, but I think overall in working, they seemed committed to what they were doing, they seemed to be fairly well trained and I felt we’re doing a good job. Interviewer: Did you wonder what motivated the people that were sneaking around on the base and made trouble for you? No, I don’t think I wondered about it. The thing most of the troops seemed to wonder about—I don’t know that the questions were answered sufficiently for me until within the last few years being able to look back in hindsight and read the writings of some of the people involved. 37:08 Our questions were, “Why exactly are we here? And what difference is it going to make to these people?” I mean, as you traveled around Vietnam and you see these little farming villages and rice paddies and very little civilization as we 19 �would consider it. The question was, “What difference is anything ever going to make?” I think after it fell we realized it made a big difference and still is today. The reasons we were there, at that point, as I say, I don’t think were sufficiently explained for us to ever answer that question while we were there. To do a job, we did our job, I think we did it honorably, that was my feeling the whole time, at least the people I worked with and the vets I know, but we never really understood why. I think today I understand that basically we drew a line in the sand and said, “You’re not expanding any farther”. 38:05 But I don’t think that was ever sufficiently explained to the soldiers or the country at large, at that point in time to understand why. Interviewer: How long was your tour? My tour ended up being eleven and a half months. It was supposed to be a year, but with the drawdown, at that point they were giving people a two week early come home, which was a nice gift at the end of the tour., your short timer calendar all of a sudden got a little shorter and that was nice. Interviewer: You were in for a three year hitch at the point, so how much time did you have left on that? I had a year and a half left after that, so when I returned to the states I had a thirty day leave and then I was assigned to Fritzsche Army Airfield out at Fort Ord in California. Interviewer: What were you doing there? The same, I was a GCA controller and then I cross trained up in the tower there, when I got done. A whole different deal there—kind of the nice thing is we were only a short distance from the Navy base at Salinas and they did not have a GCA facility. 39:05 We got a lot of the Navy aircraft coming over to train with us otherwise it was really, really 20 �slow compared to Vietnam. At that point, actually, I began taking my own flying lessons at a little club there at the airport, so I would go out a lot of times, when we were having a hard time making the numbers we needed to stay current, and I would fly GCA approaches for the other controllers to help them stay current, which was enjoyable for me. It gave me a few hours and it gives you a different perspective being on the other side of the process. Interviewer: What was Fort Ord like at that time? Fort Ord was still a training facility, and that was unique in that I got tapped once to go to PT tests for recruits. Before we could do that we had to take a four hour test in how you relate to the troops. We were doing the PT tests and by that time they had transitioned to the volunteer army, so there were a lot of things that had been done to us in basic training that were no longer allowed. 40:18 Calling them names of certain types, yelling and screaming and a lot of the things, but we were actually trained in what we could and could not do while we were grading the PT tests. I went out and did that. Fort Ord also had a couple of infantry companies and a rather large MP presence there. At that point it was a very big base, but now it’s been closed down completely, but when I was there it was quite different. Interviewer: What options did you have for entertainment there? Well, of course, we made some trips up to San Francisco, that was a fairly short drive and you had a lot of the great scenic places, Carmel, Big Sur, seventeen mile drive and things right in the local area. 41:00 On the camp, not a whole lot, and the airfield was actually kind of separate from the base camp, so we didn’t even have a lot of contact with the base camp. Those that lived on base lived there, but being married, I lived off post, so I was 21 �very rarely on the base camp, but they did have the usual theater, some museums, PX, of course, and commissary. We went on camp for those kinds of things, but otherwise I didn’t have, really, a whole lot to do with it. Interviewer: Did you have kids at that point? No I didn’t Interviewer: What was your wife doing while you were off in Vietnam? She was back home, and she stayed with her parents in the Detroit area and was working at one of the local banks there as a teller, and when we were out at Fort Ord, she also got a job there at a local bank. Interviewer: What did you do, finally, when your three years were up? At the end of my three years the army actually had a program called Project Transition, which was to take soldiers and train them for leaving the military and having a civilian occupation. 42:06 So, I actually went for about six weeks and worked at the Monterey tower, at the civilian airport there in Monterey. At the time, the tower chief tried to get me to get the FAA to hire me and keep me there, which I actually didn’t want. I’d been a year in Vietnam and a year in California and honestly, I missed the seasons. I wanted to get back here and fortunately, at the time, the FAA wasn’t hiring, so that didn’t come through, but then we made—kind of secured this route home. I visited one of my CO’s from Vietnam, who at that time was the commander of the National Guard in Montana, and I stopped and visited my brother in law, and his wife, up at the air force base up in Minot, North Dakota on the way home. Headed back and visited my parents and, actually, in a matter of days found a job, so we moved to Minneapolis and lived there for 22 �several years before moving to Alaska for a little bit, and then down here to West Michigan. 43:05 Interviewer: What then are you doing in West Michigan? Well, right now I work as a mortgage consultant in this area. When we first moved down here I was on staff at a little camp in the upper Silver Lake, Hart area, actually, and I have been in that area ever since. So, for about fifteen years we have been down here, kind of done a variety of things, and right now working in the mortgage industry. Interviewer: So, did you do any air traffic controlling work after you left the military? I did, when I first left the military the FAA was not hiring, so I worked for several years in the finance area and ended up working as a loan officer in a bank. After about three and a half years the FAA began hiring, so I went and tested and was hired in at Minneapolis Center and worked there as an air traffic controller for eight years. Interviewer: How did you wind up in Alaska? Well, after the big air traffic control strike, which I was a part of, was out working and actually heard about a radio station up there, it was a missionary endeavor, and they were looking for announcers and I ended up there as the station manager and kind of the morning guy for five years. 44:14 Interviewer: Ok, so that’s sort of an interesting hop there and so forth. Did you find the period you were going through the service, and so forth, that your faith helped to keep you on a reasonably straight line or deal with some of the stuff that came up? 23 �Absolutely, yeah, it definitely helped and I think it gives you a calmness of mind sometimes that the others might not have. You can relate to some of the things that happen a little bit differently. Being married, I think, kept me out of trouble in some areas as well, because there were a lot of things going around over there that you didn’t want to catch and it kept you from doing some of those things that cause those. Interviewer: How do you think your time in the military, generally, has affected you? How you view things, or what you do in your life? 45:03 I probably think the biggest, and foremost, is appreciation of this country. When you get over to some of those places and realize how blessed we are in this country. We can complain a lot, but my goodness, we’ve got stuff that those people don’t even dream of , so it’s given you just a huge appreciation of all the wonderful things we have here. And appreciation for the people of this country, I think over there, not that you didn’t appreciate them, but life was so different and their struggling for every little thing, it makes you look at life with a whole different eye. I think probably politics made me more conservative, because as I look at things I see signs around that say, “War is not the Answer”, and I think, “It’s not the answer to what?” Sometimes it’s necessary, there’s no two ways about it, it needs to be done. 46:07 I think one of the neat quotes I’ve read recently was Colin Powell was asked one time when we first went to Iraq if this was American expansionism again, and he said, “You know, America sent thousands of men and women around the world for the cause of freedom, and the only ground we’ve ever asked for was to bury those that didn’t come home”. I think that’s true, it’s not for expansionism, it’s been for a principled reason that we’ve done this, and I think at least when I was in Vietnam we felt that and not known exactly what it was, but at least we 24 �felt, “There’s a principle here and a reason for this although I don’t know what it is, I’m here to fulfill whatever that is. My country’s asked me to do this, I’m doing it for that reason” and, like I say, it was honorable service. At lot of times I look back now and I read things and I still hear things about Vietnam that—it’s hard to deal with, and for a long time I didn’t really let people know I’d been in Vietnam, and it was just one of those things that you didn’t talk about. 47:08 It’s really only been in the last three years that I’ve said, “You know something, I can be proud of this and what I did”, but it keeps me on a more conservative plain. I think the whole experience of having been there, it changes your life and I don’t know if it’s easy to say how, but you come back different, you know that. When my daughters unit came back I had sent some communications there and said, “You are not the same person you were when you left”. You change and a lot of people had a hard time living with that, a lot of families had a hard time dealing with it. Fortunately, my wife was good enough to go through that process with me , and probably kept me from having to deal with some of the stronger things. I have some friends who were infantry or Marine people and they had some struggles, and I don’t blame them. 48:02 Some of the things they saw and experienced were difficult. I didn’t go through a lot of those things, but you still come back and your life is affected, and the whole rest of your life is. Sometimes I don’t know that I can exactly say, “This and this”, but I know it made me a different person. Interviewer: You said you did your best to not let people even know that you had been in Vietnam. On occasion some people did find out you had been there and so forth, what kind of response, or reaction, did you get? 25 �Well, it was interesting—a few years ago when I really sat down and started reviewing Vietnam, finding some of the guys that I had served with over there, I got to thinking about when I got home. When I left the base in California after turning in my jungle gear and getting my stateside, I flew to Detroit, in uniform, carrying a duffle bag, and from the airport I took a limousine out to where my wife was living, to a little restaurant, went inside and called her to have her come and pick me up and then waited outside of that restaurant. 49:08 I can only remember two people talking to me. That’s the person that sold me the airline ticket and the person that sold me the ticket on the limousine. Nobody on the limousine, nobody on the airplane, nobody, as I waited outside the restaurant, said a word. I didn’t realize that at the time, I don’t think, but as I thought backwards, I thought, “That’s kind of strange”. Friends that had not been in the service weren’t antagonistic, but it was kind of like they almost didn’t know how to treat you and what to do, so there was a distance. There was a bit of a wall that was there. I don’t know if they were dealing with, “Is this stuff we’re hearing about these guys true”, or if it was just, “You’ve been through something that caused that to be there”. Like I say, I know I wasn’t the same when I came home, but there was something there for a long time, it was just different. 50:08 Most people that you talk to kind of treat you with indifference, even until today I make it a point when I see a guy with a veterans hat, I’ll walk up and say, “Thanks”. If it’s a Vietnam veteran I always say, “Welcome home”, and it’s like old home week. I don’t care where they served, what they did or anything else, it’s like two buddies just got together. The general public, I think they’re still just—there’s something about Vietnam that they don’t know how to deal with. I think there’s a history that—boy, a lot of what’s out there is not true. It’s hard to understand because it’s the first was that 26 �was not a frontal kind of war, the enemy wasn’t there and us here, it was all around you, so how you dealt with that, how the war was fought, some of the results of things were different. 51:03 Unfortunately a lot of the news that came into people’s homes, that was the first one where you were really hearing kind of instantaneous news, and a lot of it was just plain inaccurate. A lot of the commentators, you know, when they tried to make sense of it, were just plain wrong. I’m sorry, but all you can say. A lot of the information that’s been out there for thirty plus years is incorrect and the people—the Vietnam vets haven’t done a good job of changing it, I don’t think. We haven’t communicated well, and so a lot of people just don’t know the difference. I think they still don’t know how to react. I think the country realizes they treated us wrong and their trying to make that up to the current soldier, but they still don’t know what to do about us. Interviewer: Maybe part of what you got going on is that there was always a political dimension to Vietnam and reasons why we were there. There was a lot of stuff going on at a political level that was, in some cases, willfully deceitful and in many ways embarrassing in retrospect. 52:10 There were also a lot of issues that sort of doubted the validity of the South Vietnamese government and how it treated its own people. A lot of the political negativity, a lot of the negativity, really, that is kind of still there in the post era culture, kind of looks at that. If you go to the military side and find, on the whole, military performance rather better than they’ve had credit for, and they were accomplishing with what they had, but there were political issues beyond that, that were not things under their control. Where the politics get into it, into the outsider in these other area, which may have 27 �something to do with it, but what people lose track of is in order to form a democracy in a country, you have to go and do that and how to figure—I think they are trying, and maybe remembering better now, that some of the baggage that you’re carrying is somebody else’s. 53:10 Exactly, and I think another one of the problems that hasn’t been completely corrected, although I think they’re better, is that the government, along with the shenanigans and things that were going on, also had their nose too much in the military side of the war. They were not letting the military fight the war; they were dictating how it was to be fought, which also created some issues that hurt the military and it hurt our relationship with the public. Perhaps the perception was there, “Well you’re just taking this and carrying it out”, well I sat in briefings with soldiers when I flew sometimes where they were told, “You can’t shoot until you’ve been shot at”, which was a directive that came down from congress. Nonsense, you know—well, of course, what was reported back here, “Troops refuse to go out and fight” , well of course you did, who’s going to do that under that, you know, but most of the troops didn’t refuse to go out and fight. 54:06 When you’re told you’re going to be court marshaled if you pull the trigger first, and I saw a soldier ask a question, “You mean to tell me if I see a guy right over there aiming at my chest, I’ve got to wait until he shoots?” And he was told, “Yes’, well bologna. Number one, that’s no way to fight a war, I mean you’re in it or you’re not, and these were some of the thing—well by then we were pulling out. I mean, things were so confusing and so chaotic sometimes that it was hard to know. Then I read an article last week that they were-- some in the main stream media were hoping that Haditha would be the final atrocity of Iraq like My Lai was of Vietnam. I sat there and looked at that and 28 �thought, “Why is an entire war defined by an atrocity?” That’s incorrect, that’s looking for the wrong thing, but I think Vietnam was looked at that way, in a lot of ways , and still is, so there’s just a discomfort and I think what’s happening is the vets are saying, “We’ll just take care of ourselves then”. 55:12 I hope that it doesn’t get to the point where we say, “To heck with the public, we don’t care what you think”. I’d like to see history corrected and the honor given to the two million plus that were over there that they deserve. Interviewer: One other thing I’d like to touch on before we close—something we talked about before we started the interview and that’s this whole pattern of how they rotated the soldiers in and out of the service. How did that work and what sort of effect do you think that had on the people going through it? Boy, when I see what they’re doing today, and I’ve got some firsthand experience because my daughter’s in the National Guard and has been to Iraq. I went over alone; I didn’t know any of the guys on the airplane with me when I flew over. I didn’t know any of them when I came home. When I got there I was a new guy thrust in with a bunch of people I didn’t know. 56:04 I went through my training and once I was certified, I went through my year, and at the end of that year I came home. You knew that was coming up, in fact, the entire time you were there you were checking off days. If you compare it to WWII it really breaks up continuity. You don’t really get proficient in the job I did, probably, in six months or so--where you’re really good, and by then you’re starting to say, “I’m on the downhill side here, I’m heading out, and I’m going to be a little more careful”. When you go up in the tower and look at the bullet holes in the walls, because it was the highest thing around, you start getting this attitude, “Maybe I don’t like being 29 �here so much”. There was a disconnect between the troops, I think, and the new people a lot of times felt like new people. They were outsiders for a period of time, almost like you kind of had to prove yourself a little bit to get into the in crowd. 57:07 Then I kind of had my group of friends and new people that came in had a hard time. They were almost forming another group, and so there was a constant disconnect, a constant outflow of experience and inflow of inexperience that was taking place at all levels, and it was the same with the commanding officers. I had three commanding officers in the year that I was in Vietnam. One of them was there for only two months because his assignment coming into Vietnam was supposed to be something else, and we knew he was temporary when he came in. But, you’ve got that going on at all levels, from the officers to the staff people, to the controllers, to the POL, and even the pilots you’re working with. They got to know you and trust you and work well with you and then they leave, and so there was just a constant state of flux. 58:03 How it affects the outcome, I don’t know if it would have changed anything, but it certainly created tension thought the time you were there. Interviewer: Because you do kind of hear from people coming back from Iraq, and so forth, what keeps them going and how they do it? One thing that develops is the buddies or the people you are with and you have that. The later stages of WWII you had some replacements going to combat units and you got kind of the same thing, but for the most part, until the very end of the war, you were also in for the duration, so if you survived you got along. I think we kind of pulled this together pretty well and at the end we’re running out of tape at the same time. Thank you very much for talking to us. Thank you for having me. 58:45 30 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dahlen, Richard (Interview transcript and video), 2007 Creator An entity primarily responsible for making the resource Dahlen, Richard Description An account of the resource Richard Dahlen served in Army between 1969 and 1972, and spent about a year as an air traffic controller for the Army at Cu Chi in Vietnam. He discusses his specialized training for his assignment, his work at Cu Chi, and his impressions of both the American operations that he was involved in and the Vietnamese people he worked with and observed on the base. He also discusses his views of the war itself and comments on common misperceptions of the war and the men who fought it. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Vietnam War, 1961-1975--Personal narratives, American United States. Army Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-10-22 Identifier An unambiguous reference to the resource within a given context DahlenR 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/ebbb36ad0adfcc4fc4ef2ee0b4762800.mp4 f376c9a2a90faff5e89a5856e17a04da https://digitalcollections.library.gvsu.edu/files/original/3607f4b10456e21f6f72472296815f9c.pdf 1a79337874e4a7d7fcf5fd74cfa55400 PDF Text Text GVSU Veteran’s History Project Vietnam War Gregory Dahlke Interview Total Time: 50:16  (00:05) Born March 12th, 1948  (00:08) Served in the army during the Vietnam conflict Highest rank achieved was an E5 (00:53) Enlisted in the US Army in 1967 o Training at Ft. Knox o AIT at Ft. Leonard Wood, learned to be an equipment operator (1:13) March 1968, assigned to 20th Engineer Brigade and 588th Engineer Battalion attached to the 25th Infantry Division (1:35) Enlisted because lots of guys that were drafted ended up in the infantry, Mr. Dahlke wanted to choose his job and pursue it as a civilian (2:09) His first tour in Vietnam was in the Tay Ninh Province o War Zone C, 50 miles NW of Saigon (2:40) Because of the influx later, had an option of being transferred to another outfit or extending their tours in Vietnam by 1 month o Extended his tour o Ended up going up north o Spent 9 months in the division that went north (3:40) After his tour was done, he was reassigned to Germany o Didn’t have a job assignment, and got permission to go back to Vietnam (4:25) As an engineer, he worked as a heavy equipment operator o Bulldozers o Lane-clearing, bunker construction, road repair, mines weeps, etc. (5:22) Saw firefights often o Engineers worked strictly in the field (6:30) Met several good friends in the army (8:00) Recalls when a truck ran over a mine (9:16) Wrote letters to family and friends while overseas (10:30) Spent most of the time working in the field; even worked overnight o Guard duty included (11:30) They ate C-rations and similar meals o They couldn’t have alcohol in the field but sometimes they did anyway (12:45) Says that certain wars can be won, and others can’t o               �Believes Vietnam was one of the wars that couldn’t be won; had been going on too long o He says he and the others he served with were aware of this; just “going through the motions” (15:02) Says some of the war movies made about Vietnam were realistic, while others weren’t o Platoon was realistic to him, as well as some parts of Apocalypse Now (16:25) LZ Sunday Punch, a large firebase o Lots of artillery, 100 infantry o He was here for 30-40 days o Recalls a time with the colonel was displeased with how long everyone’s hair had gotten  Sent several barbers over o Mortar rounds hit shortly after the helicopters arrived, the barbers went away (18:10) Senior Heavy Equipment Operator o In charge of 3 bulldozers as an E5 o Didn’t go to E6 because he would be an NCO and couldn’t use bulldozers o Never saw officers; they didn’t come in the field o Often would hear snipers firing while operating heavy equipment (20:50) Recalls a time when he was clearing jungles and saw one of the lights on his bulldozer go out because of sniper rifles o Jumped off the wrong side and almost got shot (21:54) At times it felt like an oven inside of the bulldozer (22:45) It was hard to shower because they didn’t have a lot of access to good water o Sometimes did when the monsoon rains came (23:55) Could get in trouble for missing duty due to sunburn; had to protect themselves (24:15) Mr. Dahlke and the other engineers did their own logistics and called in supplies when needed o Food was limited; hot meals were rare o They couldn’t hunt because the animals were more likely to hunt them o Knew engineers who had snakes fall on their laps o He accidentally knocked over a beehive (27:00) The first time he came back from his first tour was in Ft. Lewis, WA o Didn’t notice any angry protesters o This was in 1971 (29:26) When he came back to the states later, ended up at Ft. Carson, Colorado (31:50) Ended up getting an early release o Went to GRCC for a bit when he returned o            �Got married and worked in a factory (33:30) Says everytime he smells diesel fuel he has a small flashback (34:10) Took a helicopter in Vietnam to go places as often as someone would take a car somewhere (34:20) Talks about other people who reacted to their experience in Vietnam differently (35:56) Learned that they had to do what they had to do, whether or not it was popular with the people (37:00) Shows his father’s uniform o Also showed his own Class A uniform o Logs and journals were shown as well -> situation reports (41:10) Was wounded in the neck; stayed in hospital for several days and went back to the camp o Later their camp was hit by an RPG (43:00) Talked about working with minesweeping teams (44:10) Intended to stay in touch with guys he served with, but it never happened o Says this happened often (46:55) Says he was proud to have served o          � 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 Dahlke, Gregory (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Dahlke, Gregory Description An account of the resource Mr. Dahlke served in the US Army as an engineer during the Vietnam War. He received his basic training at Fort Knox, and AIT at Fort Leonard Wood. This is where he learned to be an equipment operator. Much of his job included operating heavy equipment, like bulldozers. He cleared lanes, built bunkers, repaired roads, and did mine sweeps. In Vietnam, he served with the 588th Engineer Battalion, attached to the 25th Division. Contributor An entity responsible for making contributions to the resource Donker, Jordan (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-05-29 Identifier An unambiguous reference to the resource within a given context DahlkeG0200V 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/69014e97e01d2e8cfe9dd02decd170fd.jpg 3135e8a1ee1690fa53d60d21105aeb84 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DahmJohn_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dahm, John Description An account of the resource John Dahm, Counselor Subject The topic of the resource Grand Valley State University – History Student counselors Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/87b68880a71aa60b0a6bdf50d2179a47.jpg c2c1b1e7e60ce0c6bad4c3a4d61affd0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DahmJohn_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dahm, John Description An account of the resource John Dahm, Counselor Subject The topic of the resource Grand Valley State University – History Student counselors Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f7a35d6891ecece63c2fe05afe3c20aa.mp4 9f1b515908622b2c6ac0ffd0eea5cf44 https://digitalcollections.library.gvsu.edu/files/original/437e8320fe20eec634472279e1ae85ce.pdf f1bac0b33417f469f2e6c316af342e75 PDF Text Text Grand Valley State University Veterans History Project Edward Dailey (00:43:04) (00:17) Introduction: • Born in Hazel Park, Michigan in 1932. • He attended grade school in Rochester, Michigan. • Left school in the eighth grade to work for a cement contractor. • He had five brothers. • He had to walk four and a half miles to school every day. • He would hunt with his brothers frequently. • Grew up on five acres of land. (08:55) Enlistment and Basic Training: • Went to Pontiac, Michigan when he was seventeen years old and joined the service in 1949. • Was shipped from Detroit, Michigan to Fort Riley, Kansas for basic training. • Basic training consisted of 14 weeks of training. (00:10:40) Korea: • He was shipped straight from Korea after basic training. • He was stationed in Korea on his 18th birthday. • Served as a member of an infantry unit. • Shortly after he arrived, a hospital outside of Seoul was bombed. • Dailey and other men had to take out the snipers that were targeting the hospital, making it impossible to rescue those trapped, before any rescue missions could be accomplished. • He shot the nose off of a sniper. • After Seoul, he was shipped to the 38th parallel. • The temperatures would reach –39 degrees at night. • Every morning, while serving on the 38th parallel, there would be frozen bodies everywhere. • The army was under constant fire. • He became a sergeant while serving in Korea. • Most of the time, he carried four guns on him. • He shot seven North Korean soldiers at one point. • He remained on the 38th parallel for most of the time. • He and his friend became lost in enemy territory for ten straight days. They ran out of their supplies, to sustain themselves, he would bark and any other vegetation. When he returned to camp, he remembers only wanting a Budweiser and a bowl of chili. • While in enemy territory, he remembers encountering the enemy quite a few times. �• • He received a twenty-six day furlough after serving on the front line for a year. The last two years of his service was spent at Fort Riley. (19:30) Fort Riley, After Korea: • While still serving in Fort Riley, his job was to go after soldiers who went AWOL. • Remembers spending a week in a “whore house” in Seoul. • He obtained the rank of Buck Sergeant while serving. • Drove to Omaha, Nebraska to pick up a man who went AWOL and ended up in a mental institution. • Locked his company commander in the stockade when he returned to the base drunk. (25:45) Korea Continued: • Remembers the firefights as “scary as hell.” • While on the front line, the men would sleep in tents, and take turns guarding their tents. (27:15) After Fort Riley: • After serving in Fort Riley for two years, he left the service in 1952. • He married after he left the service, in 1953. • He had four children with his wife. • He worked as a truck driver for Marathon Petroleum for 35 years. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dailey, Edward (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Dailey, Edward Description An account of the resource Edward Dailey served in the US Army between 1949 and 1954. He served in Korea as an infantryman. He describes engaging enemy snipers while guarding a hospital in Seoul, as well as combat on the front lines near the 38th parallel. He spent his last two years in the army working at Fort Riley, Kansas. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-01-22 Identifier An unambiguous reference to the resource within a given context DaileyE 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/638e722d114c1d686c2158a0309495e8.jpg 12fe20b0356224764474a9f2eab3d145 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_2_1909-1911_085 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-13 Title A name given to the resource Daisy in eruption Description An account of the resource Black and white photograph of the Daisy Geyser in eruption, Yellowstone National Park. A man is seen walking next to the geyser. Subject The topic of the resource Yellowstone National Park Wyoming Geysers Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e32790486f7770dad960ec68d122c299.pdf 930c9e18e8ffcbddfb9a938caa210791 PDF Text Text Young Lords In Lincoln Park Interviewee: Daisy Jiménez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/16/2012 Biography and Description English Daisy Jiménez, or “La Prieta” as she was called by her father, is one of José “Cha-Cha” Jiménez’s sisters. She was born on the seventh floor of what was the Water Hotel at Superior and La Salle Streets in Chicago, where her family was then living. She grew up in La Clark between Ohio and North Ave., and then in the Lincoln Park area where she helped her mother Eugenia go door to door recruiting Hispanos for Spanish mass and praying rosaries for the Caballeros de San Juan and Damas de María. After living on Claremont and North Ave. for several years the family moved to Aurora, Illinois. There they joined up with grassroots leader Teo Arroyo, who was also from Barrio San Salvador of Caguas, Puerto Rico and was organizing the first Puerto Rican Parade for that city. Daisy entered the contest for Puerto Rican Parade Queen and won. She has raised four children and today lives in Camuy, Puerto Rico with her husband, Israel Rodríguez. Spanish Daisy Jiménez o como la llamaba su padre, “La Prieta”, es una hermana de José “Cha-Cha” Jiménez. Nació en el séptimo piso del Water Hotel en la calle Superior y La Salle Streets en Chicago, donde vivía su familia. Creció en La Clark medio Ohio y North Ave. , y luego en Lincoln Park donde ayudo a su mama �a reclutar gente para misa en Español y dando rosarios para los Caballeros de San Juan y Damas de María. Después de vivir en Claremont y North Ave. Por unos años, la familia se movió ah Aurora, Illinois. Aquí conocieron a Teo Arroyo quien estaba organizando el primer desfilo Puertorriqueño en Aurora, y también era de Barrio San Salvado de Caguas. Daisy entro la carrera para ser Reina del Desfilo Puertorriqueño y gano. Ahora vive en Camuy, Puerto Rico con su esposo Israel Rodríguez y cuatro hijos. �Transcript JOSE JIMENEZ: Give me your name, when you were born, your birthday. DAISY JIMENEZ: Daisy Jimenez. JJ: Okay. DJ: December 1st, 1954 in Chicago, Illinois. JJ: And what’s your relationship to the Young Lords? DJ: My brother was the president of the Young Lords. JJ: Okay. And your brother’s name is what? DJ: Jose “Cha-Cha” Jimenez. JJ: Okay. All right. All right. DJ: But I call him Joseph. JJ: Okay. Why do you call him Joseph? DJ: Because I always thought when I was growing up, that’s what his name was. They told me that his name was Joseph because in English, Jose is Joseph. And I grew up thinking that’s what his name, so I’ve always called him Joseph. JJ: But I mean, did his mother call him Joseph too, your mom? DJ: No, everybody else calls him Jose. I call him Joseph. JJ: Okay, because it’s in English? Is that why? DJ: Because it’s in English. JJ: Okay. Okay. And you were born where? Where were you born at? DJ: I was born in the Water [00:01:00] Hotel in Chicago on La Salle. I was born -- JJ: La Salle. Do you know where the street, or -- 1 �DJ: I’m not sure if it was Wells. I don’t know if it was in that area. JJ: Okay. Well -- DJ: Superior is what it’s -- it was Superior Street, exactly. That’s where it was at, located. JJ: And La Salle, Superior and La Salle. DJ: Mm-hmm. JJ: Okay. DJ: And I was born at the hotel because they had told my mother she could not have any more children. JJ: Who told her? DJ: The doctors, and she shouldn’t have any more children, so she still -- JJ: Why would he say that? DJ: Because she had already had -- with me, would’ve been probably eight pregnancies. She had lost a couple, had miscarriages, had one on a plane, had a son on a plane that died. JJ: Coming in from Puerto Rico? DJ: Coming from Puerto Rico. JJ: [00:02:00] Okay. DJ: Well, that’s what they told her at that time, that she shouldn’t be having any more kids, even though after me, she got pregnant another time, and that was the last time. It was for my younger sister. But she did have me. They didn’t want to take her in the hospital because she can sue the hospital if anything would happen, so they had all these issues about you couldn’t do this, you couldn’t do 2 �that. So when she was in labor, she had me. They called the hospital. A nurse came from the hospital and I was born at the hotel. JJ: Okay, so a nurse from the hospital took care of -- DJ: A midwife came to the -- JJ: Was that legal? DJ: Well, I think at that time, that’s what they used most of the time were midwives. [00:03:00] I’m not really sure, but I just know that they did use midwives at that time. JJ: I know they did that in Puerto Rico, but this was in Chicago. DJ: But I still think -- well, maybe a nurse, but I still think they used midwives. I really think they did. JJ: Okay. Well, they used them for you. DJ: Yeah, a nurse did me or a midwife or somebody because I was born at the hotel. JJ: You were born at the hotel in the bedroom. DJ: In the bedroom there, and my birth certificate is saying that my father’s name is Gregorio, which is -- my father’s name is Antonio, but I assume that’s because they probably asked, “What is the father’s name?” and they assumed they said “What is your father’s name?” because my father was not there at that moment. There was uncles and compadres that were there because they all lived at the hotel as well, but they all had their own little apartments. JJ: All your uncles [00:04:00] were -- DJ: Uncles. This was a hotel that when the people were living there, they actually were like little apartments. Like little studio apartments, I assume, is what it was. 3 �And all of our aunts and uncles and family members lived in this little hotel. And I guess when I was gonna be born, there was a lot of people there. My uncles or somebody was there. When they asked the name, they said Gregorio instead of Antonio. They used my mom’s maiden name instead of my dad’s last name, so my birth certificate is Daisy Rodriguez Jimenez instead of being Daisy Jimenez Rodriguez. JJ: Okay, so they got all the paperwork mixed up. DJ: All the paperwork mixed up. I have an affidavit that says I am the same person both ways with the same name. JJ: That’s probably ’cause most of the people, they didn’t speak English at that time, or? DJ: They didn’t speak English at that time, and at the same time is [00:05:00] I didn’t -- the first time I actually had a birth certificate, that I actually found my birth certificate, was when I was 16 years old. Before that, all I had was a little registration, [pink?] paper. Well, that’s when I eloped with my husband. JJ: At 15? DJ: At 15. And when I asked -- JJ: Who’s your husband? DJ: Israel Rodriguez. And when I asked my mom for my birth certificate ’cause I eloped and went to New Jersey, she sent me a little pink slip. Through that little pink slip, I had to find out the department where you get the birth certificates at. JJ: City Hall, you mean? 4 �DJ: No, there’s a name. Statistics. Vital Statistics, it’s called. [00:06:00] And I found out that I was born in Chicago. I put down on a letter that I was born in a hotel. I put all that information down and I put down my mother’s name and my father’s and they couldn’t find me. And then they sent me a statement with that number, with that little registry number. That’s the birth certificate I got, and when I looked at it, it had my grandfather’s name as being my father. JJ: So you were born in this hotel. Did you have other brothers and sisters there? DJ: I have two sisters and one brother. JJ: And they were living in the hotel also, in the same one? DJ: When we lived there, my brother lived there. My older sister lived there and I lived there. My younger sister was not born yet. JJ: Okay. And there were other family? DJ: And my uncles and other uncles. JJ: And their families were living there? DJ: And their families were there as well. JJ: And this was a hotel, not an apartment building? DJ: No, this was called the Water Hotel. JJ: And so they were like apartments that were kind of turned -- DJ: [00:07:00] I think it was -- JJ: -- turned into a -- DJ: I really think they -- JJ: -- studio apartments. 5 �DJ: Exactly, is what I’m thinking. I’m thinking that it had like a little kitchenette and actually it was probably a one-bedroom or something like that, a bathroom, and maybe a little area and a little kitchenette is what I’m thinking it would’ve been. JJ: Of course, you were young and -- DJ: No, I don’t know anything about -- this is all what my mother has told me. But I know that she did say we lived there. JJ: When do you start remembering Chicago? Was it when you -- how old were you when you start -- DJ: I remember when I did my first communion. I was four and a half. We were not allowed to do our first communion until you were five or six, but because my mother taught catechism -- JJ: Oh, okay, so your mother taught catechism where? In a school or -- DJ: No, at the house. JJ: What do you mean, at the house? DJ: Our apartment. We had an apartment, a first-floor apartment. JJ: On what street? DJ: I don’t know. That’s what I [00:08:00] don’t remember. I’m thinking of Fremont for some reason. If it was a one-bedroom, I’m thinking Fremont. JJ: Or Dayton? DJ: Or Dayton. It was Dayton or Fremont, one of those two. JJ: There were both. DJ: Mm-hmm. JJ: So she taught catechism? 6 �DJ: She taught catechism to a group of kids at the Catholic church, but I wasn’t allowed to be inside because I was too young. So they would have me outside and I was only able to stay outside playing while my mom would teach the catechism. But because I sat on the windowsill outside, I would hear everything that they were saying, so I memorized it all. JJ: So how many people were in the catechism? DJ: In the catechism, there could have been about 20 kids. JJ: About 20 kids. From the neighborhood? DJ: Mm-hmm, and we liked it because that was the day we all had cookies all the time. Every time the catechism kids came, Mom always had cookies, so we all had cookies all the time, and that’s what we did. And when the priest came, there was a day that the priest was supposed to come for a test and it was an oral test. You had to know everything, like the Our Father, the Hail Mary, the Apostle’s Creed. You had to know all that. The sign of the cross. You had to know all that by memory. And my mom, I told her I wanted to do my first communion. She said I couldn’t do it because I was too young. The priest said, “Well, let me see what she knows.” And I told them everything. So I was able to do my first communion at the age of four and a half years old. JJ: Because you were listening from the windows? DJ: Because I was listening to everything and I knew exactly. JJ: And so were these kids in public school or Catholic school? 7 �DJ: I think they were in public school because we went to Catholic school. When we started in school, we went to Catholic school and none of those kids were with us in school. JJ: Were they American kids? Black kids? DJ: They were all different nationalities. JJ: Different nationalities? DJ: They were Black. That was one thing that we grew up with, [00:10:00] Black, Hispanics, white, Mexican. We grew up with all of them, a mixture of all. JJ: Okay. But your mom, did she speak -- DJ: My mom spoke Spanish. JJ: So how did she teach the other kids that spoke English? DJ: She would teach them in Spanish. So I guess they would have all been Spanish, then. Yeah, because the catechism was in Spanish. JJ: It was in Spanish? Okay. Okay. But there were kids in the neighborhood -there was a mixed community? DJ: Exactly. JJ: That’s what I’m trying to say. DJ: Exactly. JJ: But the catechism was in Spanish because she didn’t speak English, then. DJ: No, she didn’t speak English very well, but then now that I’m thinking, all my prayers, I know them in English and not in Spanish. At my age that I am now, I know all them and more in English than I do Spanish. But that also could’ve been because I went to Catholic [00:11:00] school. 8 �JJ: What school did you go to? DJ: It’s either St. Joseph’s -- was it St. Joseph or St. Teresa's? JJ: Both, yeah. DJ: I only went to Catholic school till I was in fifth grade, from kindergarten till fifth grade because they couldn’t afford it and ’cause we were all in Catholic school and they couldn’t afford Catholic school anymore. So when I started sixth grade, sixth, seventh, and eighth, [phone dings] I went to Arnold. That’s my phone. I went to Arnold for sixth, seventh, and eighth grade, and that was -- JJ: Oh, you went to Arnold? DJ: Yeah, that was a public school. That’s when there was the riots with the Blacks and the whites. JJ: Yeah, what was that about? DJ: Oh, that was terrible. That was when my brother was in the Young Lords. That was the gang part. That was when a lot [00:12:00] was going on, and wherever you went, there was gangs here, there was Latin Kids here, there was Disciples here, Young Lords here, and you couldn’t walk down this block because that block didn’t belong to the Young Lords. And then my brother was the president, so it was like you either can say you were related or you couldn’t say you were related because you didn’t know. And he wasn’t in school with me, so he doesn’t know what I had to go through. You would go to school and people would look at you and say stuff like, “Oh, this is Cha-Cha’s sister,” something like that. And I remember there was a fight at one time, and my brother had a girlfriend. Her name was [LaVaughn?]. I’ll never forget. She was Black. Very pretty, very, very 9 �pretty. I remember him saying that was his girlfriend and then all of the sudden, [00:13:00] she was with some guy -- Black guy -- at a restaurant or some cafe or something. One of the other Young Lords told my brother that she was there with some guy. They went over there. They got into fights. Somebody ended up getting stabbed. The guy got stabbed. It was all over the news. It was all over all the newspapers and everything. When I went to school, “Oh, this is ChaCha’s sister.” I had denied. I quite denied it, and that hurt. Then I actually told somebody that he was my brother and it was only because I wanted to be protected ’cause I was afraid. And at the same time, [00:14:00] my mom went to court. The guy then -JJ: You said he was your brother or that he wasn’t your brother? DJ: I said that he wasn’t my brother, that I didn’t know who he was, and everybody kept saying, “Oh, yes.” There was one kid in school -- ’cause I never talked about my brother when I was there in school. And so there was one kid that knew, “Oh, this is --” And he was going all over the school and everybody was laughing and everybody was talking about it. I had to pretend I didn’t know anything. I left that day. I went home early. So that happened and my mom had to go to court. My mom went to court, and when they were in court, the guy that actually got stabbed looked at my brother and said, no, that my brother did not do that, that he did not stab him because he said that when he got stabbed, he felt where my brother [00:15:00] had punched him in the face. And at the same time, he felt the stab wound. That’s why they couldn’t accuse my brother of doing it. But then now, after so many years, I found out that, yeah, it was true. He did 10 �stab him. But I find this out when I’m in my forties. But all my life, I always felt that he had never done it, that he wasn’t involved with that. JJ: So there were, like, some kind of denial, not wanting to think that your brother would do something like that? DJ: That I couldn’t believe that my brother would actually do something like that. But because of how things were, though, you also would think, yeah, he would’ve done it. So is it true or is it not true? That’s how -- JJ: Why would you think that he would’ve done it? DJ: Because he was the president of the Young Lords. He had to show respect. I mean, [00:16:00] you have the Young Lords and if the president, that’s the one that’s making his gang strong, if he backs out of it, how does that make him look? He has to be the strong person in there so he can have his followers. Otherwise, they will take him out of being a president. So he had to always show that he was in charge and he did, and that’s how we grew up. But he was more or less to himself. He didn’t get us involved in his stuff with the Young Lords. We knew some of his friends, but we knew him as protection for us. That’s how it was. He would protect us. I remember there was a boyfriend I had. It was lunchtime. I was sitting in his car and I’m there and we’re having an argument right there, and here comes one of the Young Lords, this big [00:17:00] Black -- his name was [Lacy?] -- comes up and sees me. Now he knocks on the window. “What are you doing in that car?” I had to beg him so he wouldn’t tell my brother that I was in that car, or my brother would beat the shit out of my boyfriend. And mind you, I shouldn’t have even had a boyfriend. I was only 13, so I shouldn’t have even 11 �had one. But that's the respect that everybody had for my brother. They were protective. JJ: So you went out with Lacy? You used to go out with Lacy? DJ: No, Lacy saw me with my boyfriend. JJ: Oh, with your boyfriend. DJ: And I was afraid that Lacy was gonna tell you and then you would beat up my boyfriend, so I told -- JJ: (inaudible)? DJ: That’s probably [Melissa?]. I made Lacy promise that he wouldn’t tell you. I said, he goes, “I won’t tell him, but you’d better get out of that car right now and go back to school.” JJ: So there were other people watching you. DJ: Everybody was watching us. Everybody would watch us. Everybody. Even though we [00:18:00] weren’t walking down the street with the Young Lords or anything, but on every corner, there was one on your way to school because that was our area and that’s where they would hang out. So since they were hanging out, that’s how it was. JJ: And this was your area. Where was that? DJ: This was on Bissell Street, Fremont, and between Armitage, Sheffield, all that area. In all that area. JJ: And this was about what years? DJ: This had to have been, like, in ’66 ’cause I would’ve been, like, 11, 12 years old, 13 years old. Sixty-six, ’67. 12 �JJ: Okay. Going back to La Salle Street for a little bit, what do you remember about your father, Antonio? DJ: There, I don’t remember. I don’t remember hardly nothing ’cause that’s when I was born, so I was really -- JJ: When do you start remembering [00:19:00] things? DJ: I remember, like I said, when I was four and a half and I did my first communion. JJ: Okay, but I’m talking about Antonio specifically, Antonio Jimenez, your father. DJ: There are things that you remember and you don’t forget certain things in your house. I remember living in a basement and I don’t remember the street. JJ: That was La Salle. On La Salle Street? DJ: It was a basement that had a two-bedroom, a small living room, and a kitchen, and the bathroom was inside the kitchen, and we had ducks inside the tub. And there, I was, like, eight years old ’cause I remember I had gotten the mumps and it was very rare for kids to get it. Or I don’t know if it was rare, but I was the only one in my family to get the mumps and I remember that they didn’t know what was wrong with me. My face was all swollen up and I had all these hives. And my mom called the ambulance. [00:20:00] The ambulance picked me up and the people in the ambulance didn’t want me to even lie down on the bed because it was contagious. And they took me to the hospital and they sent me back home saying that I had the mumps and I specifically remember because in that apartment, some next-door neighbor across the street gave us all these ducks and we wanted them as pets. We all slept in the same room, my brother and all of us. We had two full-size beds and all of us slept in one room and my mom and 13 �dad in the other. And I remember specifically about one day that my mom, that day with the ducks, because my father -- how would I say this word in English? Machista? JJ: Machista? Macho. DJ: He was very macho, [00:21:00] and that’s what they said or whatever. JJ: What do you mean, he was macho? What do you mean? DJ: Because that’s what they said. JJ: Okay, that’s what they said, but what did you see? DJ: What did I see? Well, because my dad would take my mom’s check away. My mom would work. He would take her check. She didn’t own the check. She would have to work but she didn’t own the check. JJ: I mean, what do you mean, he would take -- DJ: He would take her check. Friday is payday. Friday, give me the check, and she would have to hand over her check to him. But there was always food in the house. That’s one thing I can always say, that he made sure that we had food, and bills and stuff like that were paid always. That, always, always. And I’m not talking about a cupboard with just a little bit of food here, a little bit of -- my father always believed in having a lot of food and a lot of meat inside that freezer, always. But I remember specifically that Friday, my mom went grocery shopping and they had these little vans that they would bring the people home with their groceries, and the guy slammed the door, and when he slammed the door, [00:22:00] he smashed my mother’s finger on the door. My mom came home crying with a swollen finger and it was killing her and killing her and she didn’t 14 �know what to do. My dad was out with his friends, which they would call -- it was like a little Spanish gang called the [Hacha Viejas?] and he was with them and he comes home, like, at 2:00 in the morning and my mom’s crying and he made her get up out of bed to cook for all these men because that’s what men did at that time. The husbands would go out with their friends, come home, and they’d expect the wives to get up out of bed and do all these things. That was at that time. JJ: These were Hacha Viejas? DJ: Yes. JJ: Old Hatchets. DJ: Yeah. JJ: That was a gang at that time. DJ: That was a gang at that time. JJ: That he belonged to. DJ: Mm-hmm, and this is what I remember of them. I won’t forget that incident ’cause I remember my mom holding up her finger and crying and frying pork chops at the same time. [00:23:00] And this and that, and crying, and over and over and over, and he wouldn’t -- “No, hurry up and cook this.” And I remember him going to the bathroom and the ducks were there. They were all quacking. And my mom says, “Your father’s gonna kill you,” and this and that. And then we had to get rid of the ducks the next day. Those are the things I remember of my dad, stuff like that. I remember going with my dad to the South Side. That was the best times of my life. That, I’ll never forget. 15 �JJ: So, what? DJ: We used to take two buses to go to the South Side because my dad would go buy [coats?]. He had three girls and he would buy coats. But let me go back. Let me go back before getting to that part because I’m gonna tell you an incident with my brother when he was still with the Young Lords as a gang. They were looking for him. The cops were looking for him. My brother showed up. He would take off for days and come show up. There was a time [00:24:00] when my brother got arrested, like, 20 times, one day after another, 20 times in a row because they kept telling him the curfew was to be at home at ten o’clock and he always had to be home at 10:15, 10 after, 10:30. On his way home? He would be on his way home. The cops would stop him. At that time, I would think, how stupid were the cops at that time? I really think they were stupid because they would come to my house. First, they would take my brother. They were not arresting him. They were picking him up because everybody was under a curfew. They would pick him up, take him to the police station, but then they’d have to drive all the way to my house, pick up my mother to go take her to the police station to pick up my brother and bring them both back. Now, wouldn’t it be easier just for the cop to go and take him home? [00:25:00] Instead of going through that whole ordeal? My mother did that, like, 20 days in a row, day after day after day after day. That stuff started to get old because my brother, it didn’t matter, he was still always walking home after ten o’clock. He was never home at ten o’clock. So I remember that and those instances at that time. I remember when I found my brother smoking for the first time. He was 16. He thought he 16 �was all cool with his Young Lords and his big old friends and everybody, and my mom saying -- that was one of the days that my mom was looking for him because he was supposed to be home before curfew. My mom says, “No, I’m gonna go get him. I’m gonna go get Jose.” So I was always volunteering to go with my mother everywhere. When she would take me, I would go. A lot of times, she didn’t want me to go. So I went and here we’re walking down the street and we’re going closer. We’re getting closer and I see my brother from far away. We’re walking. [00:26:00] He almost ate the cigarette. He took that cigarette. When he saw my mother, he about dropped dead. He dropped that cigarette so quick but I already knew he was smoking it because the smoke was coming out of his nose. But my mom totally ignored it, of course, because out of all of this, my brother is my mother’s favorite son. That’s the only son she has, so even though she had three daughters, my brother was always the baby of the family. She always overprotected him. JJ: So do you think that your brother, or, you know, that -- you could say me or whatever. It doesn’t matter. But do you think that he was afraid of your mom or was it more like feeling guilty? You know, because he tried to eat the cigarette at that time, right? DJ: I think he was just doing it out of respect. JJ: Okay. What do you mean by that? DJ: Out of respect because we knew he was too young to be smoking, but in my house, my mother and father [00:27:00] both smoked, and my mother would’ve forgiven him anyway. It didn’t matter what she caught him doing. She would’ve 17 �forgave him anyway because whatever he did, she always forgave him, always, always, always. JJ: So it was respect, something -- DJ: I think most of it is respect. JJ: Was that an important thing for your brother? DJ: Oh, that’s very important. At that time when we were growing up, you had to have respect. We have to have respect for our adults. When you go past in front of them, you say excuse me. It’s a big thing. You have to. You bow your head down when you’re walking between two people. That’s how we were raised. You need the TV off? Should I get up, stop it -- (break in audio) DJ: Oh, the respect, because when Puerto Ricans or Latinos -- I don’t know all Latinos, but Puerto Ricans -- when two people like us, that we’re sitting right now facing each other, if someone’s gonna walk in front of us, we have to bow our heads [00:28:00] down lower than their faces. That’s out of respect. We just don’t walk straight up with, you know, straight and just walk straight across them, not even say excuse me. No, we bow our heads down and we go underneath their heads. That’s respect. That’s how we were taught. JJ: Who taught you that? DJ: We were taught that by our parents. JJ: Right, who? DJ: By my mother and my father. JJ: Your father too? 18 �DJ: Mm-hmm. JJ: So he would say that too, that you’ve gotta -- DJ: We have to respect, yeah. JJ: You have to respect older people, stuff like that? DJ: Mm-hmm. JJ: So even though your brother, or I was in a gang, and I’m the leader of the gang at that time, and I have to fight and whatever, there was still the thing about respecting your parents? DJ: Oh yes. JJ: It wasn’t being afraid, it was just respect? DJ: Yeah, it’s not being afraid. JJ: ’Cause today, kids don’t respect their parents. DJ: No, and exactly, and that’s why now today now -- JJ: But you’re saying at that time, it was big. DJ: Oh, [00:29:00] you have kids. My children, they will walk underneath like that. My children will say excuse me. My children know better than to say something to an adult, somebody older than them. They know better. They know that that is not allowed. And they’ll even tell me, “Mom, I’m only doing this because out of respect.” Because they know that’s how I was taught and that’s how I taught them. You respect your elders. It doesn’t matter if you like the person, if you don’t like the person, if you don’t wanna talk to them. I don’t care. And just like education, you don’t have to have a college education to walk into a room and say good morning. You walk into the room, it’s your job to say good morning 19 �because you’re the one that walked into the room. The people that were there were already there. So that’s respect and that’s what they do. But yeah, that’s how it was, and that instance [00:30:00] was -- that part about the cigarette and the time that the police were looking for my brother. JJ: Okay, what was the (inaudible), the police? DJ: The police were looking for my brother. I don’t remember for what, but I know they had gone to our house and they were looking for him and they couldn’t find him or whatever. And then one day out of the blue, my brother comes in through the alley. He sees my sister talking to some guy and he thought that the guy was trying to get nasty with her or something like that, but they were just friends. It wasn’t nothing like boyfriend or girlfriend, nothing like that. And then they were gonna get into a fight. A big mess happened. The cops came. So they were looking for my brother anyway. They went and grabbed my brother. They handcuffed him. But then they started taking his head and banging it on the cement out in the street [00:31:00] on the sidewalk, just would lift his head and bang it down, lift it, and my older sister -- my mom went in there. She tried to get the cops away from him and they wouldn’t. They kept saying, you know, “Take him. If you’re gonna arrest him, just take him. Why are you doing this? Why are you hurting him like this? He’s in handcuffs. He can’t move.” And my older sister went and she put her hands underneath his head and his face so they wouldn’t keep smashing his face on the cement and one of the cops just took his hand out and backslapped her on the face and knocked her clear across. And at the end, they all got arrested, my mother, my brother, my sister. My father was 20 �working and my younger sister that was at that time 10, and I was 11, we were left by ourselves. And that was the cops. JJ: So your mom got arrested? DJ: My mom got arrested. My sister got arrested. We even had the priest from the church [00:32:00] go down to bail my mother out. We had everybody from the Catholic church bailing my mother and my sister out, and all this time my father was working. He didn’t even know what was going on. JJ: What do you mean, everybody -- DJ: Everybody in the community got together because everybody was there. They saw it. JJ: (inaudible) hearing? DJ: The whole community. The whole block came out. Everybody knew. My brother was already in handcuffs. There was no reason for them to be hitting him or punching him or slamming his face on the ground. There was no reason for that. JJ: So this was, like, a neighborhood incident where everybody came out and everybody took the side of -- DJ: Of my brother and my mother. JJ: Oh, your mother. DJ: My mother. JJ: Okay, there was a big -- DJ: Yeah, because they were still looking for my brother anyway, so that was fine, but they already had him. They didn’t have to do that. JJ: And what happened after that? 21 �DJ: No, then they went to court and my mom had to go to court. My sister had to go to court. They let my mom go after the priest [00:33:00] and my uncles went down there and got them out of jail. Then they went to court and they said that my mom knocked a tooth out of the cop during the incident or whatever. JJ: How did -- DJ: We don’t know. They said that she hit him in the face, and she was like, “How could I hit you in the face?” Not even the judge believed it, so they dropped everything. They dropped the charges or whatever. JJ: On your mother? DJ: Yeah, and my sister, ’cause they already knew they did more abuse on my brother by hitting him when he was handcuffed ’cause everybody was there ready to testify that my brother was handcuffed, and why were they beating him? Because he was the president of a gang? That’s not why they should’ve done that. JJ: So that’s when you felt that there was no reason they were beating him ’cause he was president? DJ: I think so. I think they were abusing more because he was the president of the Young Lords versus just somebody that they were looking for. They could’ve just stopped, grabbed him, [00:34:00] and handcuffed him and put him in the patrol car. JJ: Okay, now, this is when the Young Lords were a gang, but you knew some of these people. I mean, what did you think about some of these people? DJ: Nowadays? 22 �JJ: At that time, what did you think? DJ: Oh no, at that time, oh, I was all proud. I mean, we’re walking with the Young Lords. This is a gang. Everybody had to belong. So you belonged to something, even though we weren’t allowed. JJ: Even though a gang is a bad thing. DJ: Exactly. But there was gangs everywhere, so it didn’t matter. So they had the Young Lords. They had the Disciples. They had the Latin Kings. So somebody belonged to some gang on any block, so it didn’t matter. There was not one block where there wasn’t gang people. JJ: So you’re saying it was actually a good thing to be in a gang? DJ: No, I can’t say that. I can say it’s a good thing for protection, but not a good thing to think that you could hurt other people by being in a gang. But then also [00:35:00] I know that they -- JJ: But there was some benefit that your brother was in a gang? DJ: There was benefits because we were protected all the time. JJ: Protected from what? DJ: Protected from other gangs. You were not allowed to go to another block. If the next block -- or three blocks down, it was the area for the Young Lords. It was the area for the Latin Kings and you’re a Young Lord, you’re not allowed to walk down that street. They catch you, they will beat you up. That’s how it was. JJ: You mean that you weren’t in the gang? DJ: Exact-- well, no, no, if you weren’t in the gang, you could walk down there, but if you were in a gang -- I mean, they each had their colors. Everybody had their 23 �colors. You wore purple and black, those were Young Lords. Yellow and black, that was Latin Kings. Disciples, I believe they wore red and black. So it was like everybody had their colors and everybody had to respect their colors. I mean, that’s all it was. And not necessarily they would actually all beat each other up because there was people from Latin Kings [00:36:00] and the Disciples that knew some Young Lords and they didn’t have no conflict with each other. They respected each other. But when it came down to, okay, this one got beat up and we have to beat up, everybody got into it. The whole gang was into it. So that’s what it was. JJ: Even other people that weren’t in gangs that were around, they got into it too? DJ: Yeah. JJ: So it was like a neighborhood -- DJ: It was a lot of neighborhood. JJ: It was like a neighborhood thing and then the gang -- DJ: And then the gang was in there, so they had the gang, like, being their protectors. The gang was like the police station, let’s put it that way. The gang is the police station and everybody else is just the civilians. So these civilians would count on the gang for protection. That’s how I saw it. Everybody else probably didn’t see it that way, but that’s how I saw it. JJ: So these civilians are living in an area [00:37:00] where the gangs are the policemen? DJ: More or less. More or less, that’s how it was. JJ: And [they were?] soldiers, whatever. 24 �DJ: Whatever, exactly. JJ: And they’re in their community and they feel safe in their community. DJ: Exactly. JJ: I’m not putting words in your mouth, okay. DJ: No, that’s exactly how it is, or how it was at that time. And then it turned into an organization. JJ: Okay, before we get into the organization, what was it like growing up in the same -- Bissell Street? DJ: Oh, I loved Bissell Street, but that was just because I like boys, so I was -- JJ: Explain that, then. DJ: At the age of 12, I already liked boys, so at 12, 13 -- they could send me to the store 100 times -- JJ: What do you mean, you liked boys? DJ: I liked boys and I liked older boys. I didn’t like no 12-year-old. If I was 12, I liked a 14, 15-year-old, 16-year-old. [00:38:00] Actually that boyfriend that Lacy caught me with, talking in the car, he was actually 18 and I was 13. I never had a boyfriend in school. In school, I never had a boyfriend. I’ve had three boyfriends in my life. One is my husband. Two other boyfriends before that. And they were all between the ages of 13 and 14. One at 13, one at 14. And then my husband at 15. JJ: Why did you seek out other older -- DJ: Because I considered myself, that the kids that were in school were like little kids. My mind was always way up, higher up than my age. I was always thinking 25 �ahead. I was always stronger. And that’s how I still am and that’s how I’ve always been. I’ve always been stronger and you have a problem, [00:39:00] you deal with it. You can’t fall apart because if you fall apart, who’s gonna take care of the problem? So that’s how it was. I liked boys and it wasn’t that I had a lot of boyfriends ’cause I actually only had three, but they all were like a year. This boyfriend was my boyfriend for a whole year and then we moved somewhere else and then from there, then I had a boyfriend from there for another year until we moved to Aurora, and then that’s where I met my husband. But no, that’s how. I always wanted a boyfriend that had a car and that had a job. I was not into having no little boyfriend that cannot buy me a candy, that cannot buy me for Valentine’s Day some candy or flowers or whatever. No. I wasn’t into little kids. I wanted older guys that can work and pay for it. If I wanted a gift, I wanted to make sure I got a gift. [00:40:00] That’s how I always was. And I was always at the store. I mean, they would send me 20 times and 20 times I’d be volunteering to go to the store. JJ: Who would send you? DJ: Oh, my mom, my dad, or whatever. “Oh, go get this.” JJ: So you would run the errands? DJ: I was the one that ran all the errands all the time, all the time, all the time. JJ: And so you would go to the store and the boys would be there -- DJ: Oh, I’d go to the store 20 times just to -- I would break pencils -- JJ: Just to go to the store so you -- DJ: -- to buy another pencil. 26 �JJ: So you weren’t worried about them whistling. You were going there to get with somebody. DJ: Exactly. Exactly. Exactly. I always wore my little tight pants. I wore my little shirts. That’s how I was when I was growing up. But I was always respected. I never let anybody touch me, that part. I knew what was allowed and what wasn’t allowed, what was good, what was bad. I knew that. JJ: Now, how could you prevent -- there’s all these gang [00:41:00] members out there. How can you prevent them from touching you or -- DJ: All I had to do was say that I was Cha-Cha’s sister. That’s all I had to say. “Don’t look at her, that’s Cha-Cha’s sister.” None of the Young Lords were allowed to look at us other than being friends of my brother’s and we didn’t have a lot of them as friends of ours. The gang was a very big gang but they were only allowed, like, maybe four or five -- JJ: What do you mean, a very big gang? DJ: It was a big gang. It was a lot of people. It was a lot of guys in the gang and a lot of girls in the gang, but -- JJ: There were a lot of girls in the gang? DJ: There was girls in the gang as well. But we were only allowed to know a certain amount. JJ: So this gang, the Young Lords, were in several blocks or something like that? DJ: Mm-hmm. JJ: And so they were kind of all in the neighborhood? DJ: Mm-hmm, [00:42:00] they were. 27 �JJ: And they knew that you were related? DJ: Exactly. They knew who was whose sister, whose sister was whose, and everybody knew each other. JJ: So everybody knew each other. So other people’s sisters were respected too? DJ: Yeah, it wasn’t just us. It was other people’s as well. “Oh, this is so-and-so’s sister. This is so-and-so.” Yeah, that’s how it was. JJ: So it wasn’t just like a gang on one corner. These were people respecting each other’s family members at that time. DJ: At that time, they were. JJ: We’re not talking about the gangs today. Was there any difference? DJ: No. No, because the differences at that time, it was more that they were trying to help people. JJ: The gang? DJ: The gang was like -- I mean, there was certain gangs -- JJ: This is before they were -- the gang -- DJ: Even before they turned into an organization. It was like, no, they tried to help, you know. JJ: How would they help? DJ: I remember [00:43:00] something about a church. I remember there was a church. JJ: But that was when it was political. DJ: That it was political, uh-huh. JJ: But I’m saying before that. 28 �DJ: Before that, they would just hang out on corners and stuff like that, but they would just watch for each other. That’s all, what it was, and they wouldn’t actually go out and look for a problem. They would have problems because the other gangs would go into your territory when they knew they weren’t supposed to. And they would start looking for fights and stuff like that. But not because they would just go automatically out there. And when my brother got picked up those 20 every day, he wasn’t doing nothing bad. He was coming home. Just that, it was not because he didn’t listen to the policeman, told him, “You need to be home in the house at 10:00, not walking home at 10:00.” And that’s why he got picked up. They didn’t follow rules is what it was. JJ: So there was a big curfew at that time. DJ: There was a big curfew. It was a big riot as well when I was 12 years old with the Blacks against the whites, [00:44:00] humongous. My father had to go pick us up at school for a week because we were not allowed to leave the school. JJ: Because there were riots? DJ: There was a riot with the Blacks against the whites. Not with the Hispanics. Hispanics can go down the street with no problem and the Blacks were not touching them and the whites were not touching them, the Hispanics. But it was Blacks against the whites. And the school, it was on lockdown. You were not allowed to go out of the school until your parents came to pick you up after school. JJ: This was at Arnold? DJ: That was at Arnold. 29 �JJ: Okay. Did you ever go to Waller? DJ: My sister went to Waller. I never got to go to Waller. JJ: You just went to grammar school? DJ: No, we moved is what it was, so I didn’t go to that, to Waller. I graduated from eighth grade, from Pulaski School. JJ: From Pulaski School? Okay, so you were on the West Side, okay. DJ: At that [00:45:00] time. JJ: Pulaski was where, do you remember? DJ: No. JJ: Okay, you don’t remember what direction it was in? DJ: No. We walked like 10 blocks to get to the school because we had just moved there and we actually -- JJ: You walked on North Avenue or something like that? DJ: When we lived with -- Claremont -- JJ: Claremont, okay. DJ: -- we would walk down Claremont. We wouldn’t go towards North Avenue. We would go the other way. JJ: Oh, okay. DJ: We would go that way down. JJ: North, you went north. DJ: Yeah, like about four or five blocks down. JJ: (inaudible) around there. DJ: Exactly. 30 �JJ: Okay. Now, so you were living on Claremont. Okay, but before that, you lived on Bissell and Dickens? DJ: That was where the cops had arrested Mom and my sister, all that. That’s when you were -- JJ: That’s when we became political [later?]. DJ: Exactly. JJ: [00:46:00] Okay. Now, but before that, why did you move from there? You lived there for a while, right? DJ: On Bissell Street? JJ: Yeah. And what do you remember about Bissell Street besides that? DJ: Playing with our friends outside. We played a lot of Chinese jump rope, hopscotch. I did babysitting. I babysat two little girls. I did that as well. JJ: Wait a minute, it was 2117 Bissell? DJ: Twenty-one seventeen Bissell, North Bissell Street, and oh my God, [Johnny?]. Johnny, Johnny, Johnny. I was in love with that boy. He lived upstairs on the second floor. JJ: When we lived at 2117 -- DJ: He lived on the second floor. JJ: Johnny. Do you know his last name? DJ: No. He was white. He was a white guy. JJ: (inaudible) you was in love with Johnny? DJ: Oh, I was, and oh, he was so cute and he would drink Dr. Pepper and I would go to the store and buy him his Dr. Peppers and bring them to him and everything. 31 �He knew I liked him but he was too white. [00:47:00] He was too old. I was only 10 or 11 at that time, but oh, I thought I was in heaven every time I would see him. That, I remember of Johnny. JJ: So you played hopscotch. You had Johnny. DJ: Johnny. Chinese jump rope. JJ: Okay. Anything else that you remember? DJ: No. JJ: That’s when you were going to St. Teresa's, right? When you were in Catholic school, what school were you in then? DJ: I guess we had finished because then I went to sixth and seventh at Arnold. JJ: So what was Arnold like? That’s not Catholic. DJ: No, Arnold, that’s when I started the public school. That’s where the riots were. That’s where it got scary. I remember I would buy my dad -- JJ: So across the street from Waller High School? DJ: Yes. My dad would give us two dollars and fifty cents for lunch for the week. He would give it to us every Sunday, and of course, I wouldn’t eat because I liked music. JJ: What kind of music? DJ: [00:48:00] Everything. Spanish, English, Motown, anything. I would dance to everything. And what I would do is I would take all my money, all my lunch money, and I would buy records, the little 45 records. So that’s what I always used to do. And then the hot dog stand was there. One time, if I would get hungry, I would buy -- 32 �JJ: Where was that hot dog stand? DJ: On Halsted. JJ: And Dickens? DJ: Uh-huh, on Halsted and Dickens. JJ: So you were going there? DJ: I would go there and I would love their hot dogs with the French fries, greasy French fries all wrapped up and put them in a paper bag. You would get a bag of fries for a quarter and that was enough to fill you for lunch. For 50 cents, you would get the hot dog and fries, for 50 cents at that time. JJ: Did other people go there? I mean, other Hispanics? DJ: A lot of people. JJ: Okay, a lot of Spanish people went to that place? Okay, so you lived on 2117 Bissell. DJ: And then from there, we moved to (inaudible). JJ: You had a pretty good -- any other experiences that you [00:49:00] remember there? DJ: No. JJ: Okay. And then all of the sudden, you moved from there. Why? DJ: We moved because the owner on Claremont were a family or compadres of our father and mother and they had an empty apartment and we moved over there. JJ: But why would you leave a place that you liked, that was [well away?]? DJ: Because it’s all about what the dad says. We’re moving and we’re moving and that’s it. 33 �JJ: So Dad said we’re moving. DJ: We’re moving and we moved. They didn’t care how we were doing in school. They didn’t care. I would do my dad’s homework. JJ: Okay, you did your dad’s homework. DJ: When we lived on Bissell Street, my dad was going to school at night, learning how to speak English. I would do all his homework. He had all his homework done every day for him to take to school. JJ: So he wouldn’t learn any English, then. DJ: But he did. He did. He did learn. JJ: Why was he learning English? DJ: [00:50:00] I have no idea. I don’t even know why he was going to school. JJ: What did he do, your dad, Antonio? DJ: He worked. JJ: What did Dad do? DJ: My dad used to work nights. JJ: Where did he work? DJ: That, I don’t know. JJ: He used to work nights. DJ: I don’t remember. He worked nights and he would cook and we loved Fridays because Fridays was fried eggs and French fry day and Pepsi day. JJ: Fried eggs? DJ: Fried eggs with homemade French fries and a 16-ounce Pepsi because it was a day that he would do grocery shopping. He would go grocery shopping in the 34 �morning and he wouldn’t have time to come home and cook. My dad would cook every day, so my dad would work nights. Before he would go to work, he would have dinner ready. He would cook it at twelve o’clock so that when we got home from school, dinner was already done and ready. When my mom would come home from work, dinner was already cooked, and my dad would be at work [00:51:00] ’cause he would work second shift and get out. He would work 3:00 to 11:00. JJ: So he would (inaudible) and Mom worked during the day? DJ: During the day. So then he would go and -- JJ: Now, was that enough to pay the bills, or everybody lived good? DJ: They never gave us money. They had issues about that. But my father always had money in the house. If there was an emergency, he had money. At that time, people would always have 2, 300 dollars in a sports coat in a pocket. That was the bank. They would keep their money in a pocket. An emergency all of the sudden would happen, they had their money there. JJ: What kind of discipline did your dad use? DJ: For us? JJ: Did he yell? Did he make you feel (inaudible)? DJ: For us, not that much. He used to hit my brother. JJ: Okay. So he used to hit me, then. DJ: Yeah. JJ: So how would he do that? 35 �DJ: But he wouldn’t hit [00:52:00] you all the time, but when he would hit you, he would hit you hard. He would actually hit hard when he would hit you. JJ: Punch or? DJ: No, he would hit you with whatever. I remember him breaking a broomstick on you for stupidity because he told you to put the dishes inside the sink, but he used a different word and you didn’t know what he meant with the word he said in Spanish and you didn’t put it on, so he got mad and hit you. Then you had ice skates. You would hide them behind the refrigerator. He didn’t want you with that. He kept saying that Mom would baby you, which was true because Mom babied you. You know, that’s what the thing was. You were like Momma’s little boy and I guess he didn’t like that. Because now growing up, us, we sit down and I think of my mom and everything and we feel like she didn’t really want us. JJ: What do you mean? DJ: Us daughters. My mom did not like daughters. [00:53:00] She liked her son. My mom would leave us with our brother and my brother used to beat the shit out of us for no reason because he was born machista. So it was what he said. JJ: So your brother was a macho too? [That’s where he stands?]. DJ: And he thinks he still is, though, but I control him. (laughter) He still thinks, but I control him because I don’t take his crap ’cause I can hit back now. He would be, “I want that shirt washed, dried --” JJ: Now, you’re talking right to me right now. DJ: Exactly. “I want that shirt washed, dried, and ironed in five minutes.” And if we didn’t do that -- “I want it now.” “But we can’t do that.” “Give me the belt. Give 36 �me the belt. Give me that belt right now.” And he would get the belt and he would hit us. And my mom would think it was a joke. [00:54:00] She would be out in the street playing lotto numbers, selling illegal, because that is illegal. You play the numbers. JJ: Now, she’s a Christian woman, right? DJ: Yeah, but she played numbers. JJ: But she played the numbers and that was illegal. What would she say? DJ: I have no idea. She would go to people’s houses and collect money and play numbers for them, and that’s illegal. JJ: Oh, so she was collecting the numbers. DJ: The numbers. JJ: ’Cause I know your father did that too. DJ: No, she would do it too. JJ: She would do it too. DJ: When my dad was working at night, she would go out at night and she would collect numbers. JJ: She would collect the numbers. DJ: But then she didn’t know -- JJ: That was part of the syndicate. DJ: Exactly. But then the thing was that she kept leaving us with our brother. She didn’t understand and we kept telling her, “He keeps hitting us.” And she didn’t care. “Jose, I told you not to touch the girls.” And my brother would run around the table and my mom would run after him and they would start laughing at the 37 �end and nobody would get hit. [00:55:00] But we would get hit all the time. And I remember my brother. He used to say the mass. We used to prepare the altar. Those were our games. That’s why I don’t remember -- when my childhood, I never liked dolls. I never played with dolls. That’s probably why I liked boys because I never played with dolls. We didn’t do that. We played priest and nuns. We were in the Catholic church. We did a whole mass, I remember. I mean, when we would snap our finger, we would kneel down, snap the finger back up. My brother was the priest. He would put on a sheet over him. He would say the entire mass. We would take bread, smash them up, and that was our communion. JJ: So what do you think was going on with your brother at that time (inaudible) to make a priest? DJ: My brother wanted to become a priest. My brother was in Catholic school and he wanted to become a priest, but because there wasn’t money for certain [00:56:00] things -- mind you, we went to Catholic school, but for a certain age, then it gets more expensive and more expensive. So he was gonna go into high school and because he was gonna go to high school, the Catholic school was more expensive. And then he wanted to become a priest, and this is what my mom says. My mom says the priest said that my dad had to go to the school, and because my dad didn’t want to go to the school and he wouldn’t go and he wouldn’t go, then that’s why they took my brother out of the seminary that he was supposed to be. JJ: So your brother was suspended from school? 38 �DJ: Well, they just told him, yeah, that he couldn’t go to that. They couldn’t afford it so he couldn’t go to that Catholic high school. He would have to go to a public school, a public high school, and that was the wrong thing to have done because that’s when everything started. That’s when he stole the car. Of course, he said that he didn’t know [00:57:00] it was stolen, but I never believed that. He showed up in Indiana. My father had to get on a train and pick him up. That’s why I can’t say that my father didn’t like my brother because I think he loved him very much. But in his own way. Because if he really didn’t care, he would’ve let my brother rot it jail. He would’ve let him. And no, he always made it a point to find how to get him out of trouble because he always did. But the thing was that my mother was always smothering him. She always smothered you. JJ: So there was like a time where your brother ran away in a stolen car? DJ: Yes. JJ: And then got arrested? DJ: My father had to go all the way to Indiana and there was a snow blizzard. JJ: I think it was Missouri. DJ: Okay. JJ: It was Missouri, St. Louis, Missouri. DJ: Okay. And there was a blizzard and he had to go on the train. I remember that. And he had to go over there to go pick you up and bring [00:58:00] you back. That was a big ordeal. JJ: Okay. Now, your mother did catechism classes, right? Our mom did catechism classes. Okay. Wasn’t she involved with Damas de María? 39 �DJ: Damas de María, and we were Hijas de María. JJ: You were Hijas de María. DJ: Mm-hmm, those are the women that -- Hijas de María, the Damas are the [word?] ’cause they’re the women, the married women, which belong to the Virgin Mary, and then the Hijas were the daughters of the Virgin Mary. That’s what the groups were called. JJ: So you were like the daughters of Mary. DJ: So it’s daughters of Mary. So it’s mothers and daughters. And the group, like right now if you go to a Catholic church right now, they have groups for the young children. They have [00:59:00] groups that might be for just girls only. These were just for girls. They had the men that were Caballeros de San Juan. That’s where the men -- Damas of María were the mothers and Hijas de María were the younger girls. JJ: Okay. What did, for example, the Hijas de Marías do? What did you do? DJ: We would organize parties, do stuff like that, bake sales, raffles, stuff like that. The moms would help and all that stuff as well. I remember getting involved in doing actually parties, like trying to get a band, sell tickets, you know, doing all that stuff. JJ: Why did you do that? I mean, were you raising money? DJ: I was doing it to get out of the house, let’s put it that way. I did it to get out of the house. I tried to get involved in anything to get out of the house. JJ: Were other girls doing the same thing? DJ: Yeah. 40 �JJ: (inaudible) to get involved to get out of -- DJ: We wanted to go dancing. The only way we’re going to go -- you know, these men are machistas. They don’t take us anywhere. So if we want to go dancing, [01:00:00] you need to do that. You go, “Oh, I’ll volunteer. I’ll do this. I’ll do that.” I get to go out, I get to dance. That’s how it was. JJ: Okay. And what about the mothers? Why would they do it? DJ: They would do it to raise money for the church. That’s what they did mostly. It’s like they do nowadays. You have your organizations in the church and some of them teach catechism. Some of them do this. Some of them go -- JJ: So there were other mothers teaching catechism classes? DJ: Yeah, there was other people that did that. JJ: (inaudible) Lincoln Park? DJ: Well, Mother was one of them, the basic one that I remember when I was small. But then Mother didn’t do it later on. Mother did it when we were growing up. But once we were older, she was in the Damas de María, so she wasn’t really teaching catechism that much. JJ: But you heard of other women doing it later? DJ: I don’t really know. I think Mother was like the main one that I knew. JJ: Now, I remember they were trying to get like a Spanish mass [01:01:00] at St. Teresa's or something. DJ: To do Spanish mass? JJ: Or St. Michael’s. Do you remember St. Michael’s at all? DJ: Not too much St. Michael’s. 41 �JJ: You remember -- DJ: St. Teresa's, ’cause that was like in a corner. St. Michael’s was where I think I did my first communion. That was on La Salle down there, that way. JJ: Yeah, by Cleveland and -- DJ: No. No, no, no, it was St. Teresa's because -- JJ: No, you went to St. Joseph’s. I think you went to St. Joseph’s. That was more like La Salle. DJ: Uh-huh. Oh, St. Joseph’s, yes. JJ: Right. So they had some stuff. They were trying to get the Spanish mass there. DJ: Mm-hmm. Mm-hmm. JJ: Okay. Do you remember anything there? DJ: No. But I guess they must’ve had the Spanish mass, if they had the Caballeros of San Juan and they had Damas de María. They had to have had the Spanish mass. JJ: What about St. Teresa's? What do you remember about that? How did that mass come along? DJ: That, I don’t remember too much because at that time, we would go to church, but we wouldn’t go to church all the [01:02:00] time. We would go because we wanted to belong in the group to be able to do that and do the dances and stuff, and we would go to church at that -- but there was a lot of times Mom stopped going to church every Sunday. I know she wasn’t going there and we weren’t going either. JJ: Why did she stop going to church? Just tired? 42 �DJ: She was always doing promises for my brother. JJ: What do you mean, promises? DJ: That you have to wear an outfit, like if you were the Virgin Mary. You wore the whole robe thing and you tie it with these little balls that hang down. JJ: Like a Franciscan monk. DJ: Something like that. JJ: Not Virgin Mary. DJ: Exactly. JJ: Franciscan monk. DJ: And those were promises. That’s like a promise you make to God. “I will wear this for a year if you help my son get out of jail.” It was promises, or “Please protect my son and I will do this for another year.” I mean, she constantly had that for you. This was like a constant thing. JJ: So she would pray to God -- DJ: All the time. JJ: -- and make a promise. DJ: [01:03:00] And then a lot of times, she wouldn’t finish. JJ: That I wouldn’t go to jail or something. DJ: That you wouldn’t go to jail or that you wouldn’t get in trouble or if she couldn’t find you, then say that he can come home safe or whatever. JJ: Did she ever do that for your father? DJ: Hell no. She never did it for us either. JJ: I thought she had done it for -- 43 �DJ: I don’t ever remember her doing it for our father. JJ: On Dayton Street. DJ: But you were three years older, so you could -- JJ: I didn’t know that she did that for me. DJ: This was our entire life. JJ: Okay, she was doing that. DJ: I remember that. JJ: I remember she did it for my father. DJ: Well, she could’ve done it at one time, but I don’t remember. JJ: (overlapping dialogue; inaudible) for me too. DJ: She could’ve done it for you but she never finished. Like, it was for a year and she would stop, like, seven months later. So if you stopped seven months later and didn’t complete the year, then it doesn’t count. That’s why you kept getting into trouble. (laughter) If she would have done it the whole year, maybe you would’ve stayed out of trouble. JJ: Okay. Now, let’s look at [01:04:00] the Young Lords. They became political, right? Did you see any difference, like you were talking about the church? DJ: I don’t know much about it but I do remember the church. I remember a church. I remember going to that church. I remember a lot of Young Lords there, girls, women, and men, and they lived there or they stayed there or something. I remember my sister leaving home. She ran away with her boyfriend. Her boyfriend beat her up so bad that my sister left him and walked all the way down to that church. I remember my brother being there and my brother grabbed my 44 �sister. All the Young Lord women grabbed my sister, put her in this room. Then her boyfriend went in there to try -- he says, “Oh, I’m looking for my wife,” and you [01:05:00] said, “What do you mean, your wife? Are you talking about my sister? She’s not your wife. And who are you to beat up on my --” ’Cause he had beat up on my sister really bad. So I remember that my brother went, that you went and you beat him up so bad that you couldn’t even see his eyes. They were closed shut. I remember you beat him up and after you beat him up, you made him take my sister back home to our house. I remember that night because that was, like, I was so upset at everybody because I hadn’t seen my boyfriend that day because everything was going on and I kept saying, “You had to go run away with your boyfriend and Joseph had to go and beat up your boyfriend and now I can’t go see Johnny,” and all this and that. You know, it was like a constant, and I go, “Why do you keep doing stuff like that?” But it didn’t help ’cause she kept going back to him and he kept beating her [01:06:00] up. But she will tell you that part, if she wants to say it. I’m not gonna say that part ’cause I don’t know if she wants to talk about it. JJ: So there was another incident. DJ: That was a big incident. But after that, it wasn’t like a gang anymore. It was like community. It was doing breakfasts. I remember that. I remember a lot of stuff in the newspaper. I remember in the news -- JJ: Did you ever see the breakfasts? DJ: They would show it on the news. It would show people going up to get breakfast, to go in there. They would cook. They were helping the whole Spanish 45 �community. I remember that. But at that time, I remember at that time -- I left my house when I was 15, so after that, I wasn’t involved anymore. I wasn’t in Chicago anymore. We moved to Aurora because of my sister and that boyfriend that kept beating her up. We actually moved to Aurora, so I had to leave my boyfriend, break up with him, so that was -JJ: So at that time, you were living [01:07:00] in Claremont or -- DJ: We were living in Claremont. From Claremont, we moved -- JJ: Claremont and North Avenue. DJ: And that’s when we moved to Aurora because of my sister and her boyfriend. And then I had to break up with mine and that was like -- I thought I was gonna die. It was a huge ordeal, a huge, huge ordeal for me to have to get used to a small town when you were used to living in Chicago. JJ: Why did you pick Aurora? DJ: Our cousins lived there. We had cousins that lived there and they said it was okay for us to go there. So my dad stayed in Chicago for a couple months until we got a place to stay out in Aurora, whatever. We stayed at our cousins’ house until we got an apartment. JJ: Okay, so you didn’t hear anything about the Young Lords after that? DJ: After that, I would see my brother here and there. My brother went underground. JJ: Okay, what do you mean underground? DJ: Underground, that we didn’t know where he was at. JJ: For how long? DJ: For years. 46 �JJ: For years? DJ: For years. JJ: So for years, you didn’t [01:08:00] know where your brother was at? DJ: After, there was an incident at the church. There was an incident with some material. They had my brother arrested because they said he had stole some material that they were -- JJ: (inaudible). DJ: Exactly, and they arrested him and he had to serve time for a year. After my brother got out of there, after you got out of there after that year, we don’t remember where you were at for years and years and years. JJ: And so what were you guys thinking about at that time? DJ: Well, we thought you were with gangs and all that, and I know you had gone I think to California. You had gone to a lot of different places. You had gone -- that we would hear here and there and here and there that we were hearing all this stuff. JJ: From who would you hear it? DJ: Just from family members that were actually still living in Chicago, ’cause remember, we moved to Aurora, so we weren’t in contact with -- so we would just hear like from our aunts and uncles. “Well, no, I heard this [on the news?].” Or “So-and-so’s cousin [01:09:00] knew this.” ’Cause the gossip always goes here with the family, and if they’re still living in this neighborhood, oh no, we heard -- JJ: So this was uncles too and aunts saying they had heard something? DJ: They had heard stuff. “No, well, I thought he was --” “He had left here and --” 47 �JJ: So they knew what was going on with the Young Lords. DJ: It was always all over the news. It was in the newspapers and it was in the news. When it turned into an organization, that they had the church, and then when that preacher, that pastor died, or they shot him or something -- JJ: Reverend Bruce Johnson. DJ: The reverend. That was another big ordeal. JJ: How did people take that? DJ: Well, I don’t know because I didn’t live there anymore. I lived in Aurora. JJ: You say it was a big ordeal. DJ: Well, when I say a big ordeal, it’s because it’s came out all over the news, and they would come out on the news, they would always mention Jose “Cha-Cha” Jimenez. They would always mention the Young Lords. They would always mention -- I think they even tried to think that the Young Lords had had something to do with it. [01:10:00] So it was always they had stuff like that on. JJ: So when they thought that the Young Lords had something to do or they tried to make them think that way, what did people say? What did family members say? DJ: Well, people were not believing it because they already knew the Young Lords, what they were trying to do was help the community and help all the poor Spanish Hispanic people because they weren’t treated right. So that’s more or less how it was. But after that, like I said, after that, I was with my husband and I had my kids and that’s how it was. I didn’t go back to Chicago. Till then, I’ve never lived back in Chicago. JJ: Okay, but did you ever participate in any demonstrations? 48 �DJ: I went I think to two of them. I believe I went to two of them. There was a walk when one member got killed. JJ: Manuel Ramos. DJ: Manuel Ramos. I went for that. JJ: So you went to the funeral? DJ: I went to that. JJ: [01:11:00] To the wake -- DJ: To the wake. JJ: -- at St. Teresa's? How was that like? What can you remember about that? DJ: It was just a big walk with thousands and thousands and thousands of people walking in the street. I mean, it was like something I had never seen in my life. JJ: Gang members? DJ: Everybody. Gang members. Family. Just people. It was just thousands of people. JJ: So how did you feel then, seeing all those people? DJ: Then that’s when I actually realized this thing was huge, that the Young Lords were not something small, that the Young Lords changed, and I was glad and happy at the same time that it changed from being a gang to an organization to help people. And I actually at one time -- I don’t know where I was at -- I went into a library, something. I picked up a book or something and I don’t even know what it was and I was reading this book and there was something mentioned about my brother in that [01:12:00] book. I don’t even remember the book’s name now ’cause this was years ago. It mentioned my brother, mentioned the 49 �Young Lords. It mentioned walks, and this, from Manuel Ramos, that was all over -- there was clippings. There was a lot of stuff on that. JJ: So that was the only book that you had ever read about the Young Lords before? DJ: That I actually said, “Oh my God, my brother’s in a book.” JJ: There was no newspaper or anything? They always used some -- DJ: Yeah, there was always clippings and there was stuff all over of the Young Lords and stuff. JJ: What about when they took over the seminary? Did you hear anything about that? DJ: Mm-mm. JJ: Okay. Okay, so from Claremont, you moved to Aurora, and now you got married with Israel? DJ: Mm-hmm. JJ: Okay. But you had eloped. I mean, what was that about, (inaudible)? DJ: Eloped. JJ: Why did you elope? Couldn’t communicate with your mom or what? DJ: No, ’cause of communication. [01:13:00] My mother would -- remember, you were the favorite. She didn’t like us. We were slaves. We had to come home from school. We had to mop. We had to wax the floor on our hands and knees. We had to have dinner ready. We had to wash clothes by hand. We had to wring ’em out. We had to iron. I considered that slavery at that time. We had to do all that every day, every day, every day. And okay, she worked, yeah, but she 50 �would come home from work and just sit down. We did everything else. It was that. It was the fact that my -JJ: So you didn’t [like?] your brother because of that? DJ: I’ve always loved my brother. I have always. Didn’t matter what he did. Always, always. I didn’t like a lot -- JJ: Is this ’cause we’re here in front of each other or what? DJ: No, no, no, no, it’s always been like this. It’s just that my brother and I are two different people. My brother has certain [01:14:00] beliefs of independence and I don’t believe that. JJ: Tell me what you believe. DJ: I believe that men and women are equal. I don’t believe that a man is better than a woman. I don’t believe that a man has to say -- if you say, “Oh, well, you have to do this.” No, nobody’s gonna tell me what I have to do or what I don’t have to do. I do it because out of respect and because I wanna do it, but not because I have to do it. And that’s how I am in my family and that’s probably why I feel that I have to take on so many problems of my family, of my kids, of my brother, my sister. I worry about everybody. Everybody. Even my brother can say, “If anybody has a problem or whatever, call Daisy. Daisy knows what she has to do.” Because I take care of the problem. I do this. I do that. I make things happen. I don’t fall apart. I don’t have time to fall apart. And you learn that when you have kids [01:15:00] because when I was growing up, no way. I kept saying, “I don’t want to, and we’re not living in Chicago. I don’t want anything to do with gangs. I don’t want anything to do with drugs. I don’t want anything like that.” 51 �But that’s not how life is. That is not how life is, so you have to be realistic. So when you’re realistic -- I can say and I can swear on the Bible. I can say I’ve never used drugs in my life ever. Ever, ever, ever. I’ve always said I would never, never do that and I never have. I would protect my kids against that. But we live in a world where that’s all over the place. I can tell my kids, “Don’t smoke weed.” JJ: Did your brother use any drugs? DJ: My brother used to use drugs. JJ: And everybody knew that? DJ: Not everybody knew it. We knew it. I knew it. JJ: How did you know? DJ: I just knew. I just knew that being in a gang [01:16:00] had to do with drugs. I just knew it had to do with that. JJ: So it had to do with being in a gang. DJ: But my brother has changed so much from the person he used to be. I know you used to smoke weed. I know you used to shoot up. JJ: Shoot up heroin? DJ: Everything, I guess. I don’t know, like I said, a lot of the stuff because I don’t know. But I know you used to shoot up. He was an alcoholic. JJ: Alcoholic, okay. DJ: He was an alcoholic. He stopped and now I’m so proud and proud. He doesn’t drink. He doesn’t smoke. He doesn’t smoke weed. He doesn’t shoot up. He drinks coffee and that’s it. 52 �JJ: That’s not saying much. It’s caffeine. DJ: No. But it’s saying a lot to what you were years ago. But one thing that you can never change on my brother, and I will say this, you can never change him [01:17:00] speaking of the Young Lords. I mean, I’ve got tapes here. He sends me everything. I’ve got tapes here. I’ve got everything that he sends me. I read it and I will say sometimes -- you’ll say, “Daisy, I’m sending you so you can read it.” “Yeah, okay, okay, okay.” And I tell my husband, I go, “Oh, here comes Joseph sending me some stuff. It’s some stuff of the Young Lords.” I read it. He’s my brother. I’m gonna read everything or whatever. I have it and I keep it. I save it. JJ: Okay, now another thing that you disagreed with which are within your brother, about the question of Puerto Rico. How do you feel about that? DJ: What do you mean? JJ: Puerto Rican independence and all that. DJ: Oh. You don’t want to get me started. JJ: No, no, I want it. DJ: You wanna know independence? Because when the people that live in the United States in Chicago, in Illinois, they’re people that do not live in Puerto Rico. [01:18:00] They have some nerve to come and say, “I want Puerto Rico independent. I want Puerto Rico to stay the way it is.” Well, you know what? The people that are saying that don’t live here because if they would live here, they would want Puerto Rico to be a state because then we would be equal to everybody else. We are not equal to everybody else. We are a colonial. We’re 53 �part of the United States. We’re not complete. We’re part of it, okay? So for instance, you’re in my house right now. We’re in 2012. I built this house in 1992. This house was finished building. At that time, hardly had water. Our light would go on and off here and there. We’re in 2012. My brother just came today, showed up this morning for this interview, and I have no water. Now, why is that? And we are [01:19:00] in 2012. That’s ridiculous. But there’s cell phones. But they have internet. So why isn’t the system of the water and the light fixed? Why are we still struggling? Why do I have to go to an appointment at two o’clock in the morning? Go to an appointment at two o’clock in the morning, wait for the secretary to show up at 8:00 in the morning. The doctor shows up at 9:00 or 10:00. They see you. At two o’clock in the morning, and you might be number 15 at two o’clock in the morning because there’s people that slept there all night. Now, why do we have to struggle like that? Why do we have to? Why do old people have to go through all this? And then they don’t want to pay you but the minimum, and in certain stores, they pay you five dollars an hour. What is that? I don’t believe that. I don’t believe that. This should be a state because in a state, everybody’s gonna be equal. You will have to pay everybody equally. [01:20:00] But also the Puerto Ricans are lazy because they are. I worked all my life in the States. I came to Puerto Rico. I worked here. I couldn’t believe the way they worked. There’s a saying that they said -- when those buildings from 9/11 happened, something like that with all these deaths and people dying. None of that would ever happen here in Puerto Rico. Why? Because Puerto Ricans are never where they’re supposed to be at time we work. That happened to 54 �those people because they were doing their job. They were in their offices. They were at work. Puerto Ricans, they go into work at 7:00. This one has to kiss this one’s face. “Hi, how are you?” Hug this one, do this. “Let me go get a coffee here.” “Oh, how was last night?” “Oh, did you see the novella last night?” And this and that. By the time they get to [their area?], it’s around 10:30 in the morning. When you have patients -- [01:21:00] I’ve always worked in hospitals. When you’ve got patients standing in the line, do they care? Because it’s all about them and not about the patients and not about the other people. That is why I don’t like Puerto Rico and if it wasn’t because of my mother, that I have to take care of her, I wouldn’t be living here. I would have already sold my house and I would be living in Florida with my kids and my grandkids. JJ: So you want it to be a state but you don’t like it, Puerto Rico, or because if it’s a state, then it won’t be Puerto Rico? DJ: No, if it would be a state, I think things would be better. We wouldn’t have all these problems. I mean, why would I have to worry about water? I have my brother coming to visit me and I have no water. Now, what is this? For two days. We’re not talking about an hour. We’re talking about two days with no water. Does the government think that people don’t take baths? JJ: So you’re saying the Puerto Rican Commonwealth government -- DJ: Exactly. JJ: -- is not doing their job. 55 �DJ: [01:22:00] They don’t know what they’re doing and it doesn’t matter who’s there. It doesn’t even matter if it’s independent, if it’s Republican or Democrat. It’s all bullshit. It’s all the same. JJ: So [where does?] the state [of the party?]. Today, now that the government today, the state of the party, so how do you feel about that? DJ: Right now? To me? JJ: Yeah. DJ: I don’t trust any of them. I don’t like any of them, period. I’m tired of it. I came here to live with my family and we did and my kids are grown up. They’re married and none of them live with me. None of them live in Puerto Rico and they tell me right off the bat -- and they went to school here also. They go, “Oh no, Mom, I can never have my kids go to school in Puerto Rico. They don’t learn anything.” My daughter, how can you get an A in gym if the teacher never went to school the whole year? But in her report card, she got an A in gym. Now, how can they do [01:23:00] that? JJ: The teacher wasn’t there at all? DJ: Not the entire year. There was no gym. They have no gym classes here. JJ: But she had an A? DJ: She had an A and there’s no gym. JJ: So people are not doing their jobs, basically. DJ: Exactly. JJ: Okay. 56 �DJ: You’re gonna watch. They’re gonna fix the light or whatever and the water. There’ll be five people. One will be digging and the other three are watching, but they’re all getting paid. That is the problem that they have in Puerto Rico. JJ: Okay, yeah. I was just trying to get how you think. I’m not trying to take sides or anything like that, not for this thing. DJ: Oh, it doesn’t matter. I know you’re independent. I don’t agree with you. That’s okay. Now, the day that you live here, you’re going to be independent. Now, in the meantime, I’m not gonna believe anything you tell me. JJ: Okay. Okay. Well, that’s a point down. DJ: That is a point down. The day that you move to Puerto Rico and you go to a two o’clock in the morning appointment or you have no water or you don’t have light, when you have all that and you go through all that struggle [01:24:00] that I go through, then you can tell me you can be independent and I’ll let you be independent. JJ: In Aurora, you were the Puerto Rican Queen. We’re gonna go to that since you’re attacking me already. DJ: Okay, but we need to cut the interview. JJ: Right now? DJ: Yeah. JJ: Okay, let me stop it running. END OF VIDEO FILE 57 � https://digitalcollections.library.gvsu.edu/files/original/1840aa9d349dbe21ee0e59802d4aade2.mp4 cd29aa0e01d97f76b28aea2c5789c1be 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Daisy Jiménez vídeo entrevista y biografía, entrevista 1 Descripción Spanish language Description entry Daisy Jiménez o como la llamaba su padre, “La Prieta”, es una hermana de José “Cha-Cha” Jiménez. Nació en el séptimo piso del Water Hotel en la calle Superior y La Salle Streets en Chicago, donde vivía su familia. Creció en La Clark medio Ohio y North Ave. , y luego en Lincoln Park donde ayudo a su mama a reclutar gente para misa en Español y dando rosarios para los Caballeros de San Juan y Damas de María. Después de vivir en Claremont y North Ave. Por unos años, la familia se movió ah Aurora, Illinois. Aquí conocieron a Teo Arroyo quien estaba organizando el primer desfilo Puertorriqueño en Aurora, y también era de Barrio San Salvado de Caguas. Daisy entro la carrera para ser Reina del Desfilo Puertorriqueño y gano. Ahora vive en Camuy, Puerto Rico con su esposo Israel Rodríguez y cuatro hijos. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Relatos personales Puertorriqueños--Illinois--Chicago--Vida social y costumbres Religión Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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 RHC-65_Jimenez_Daisy_1 Title A name given to the resource Daisy Jiménez video interview and transcript, interview 1 Creator An entity primarily responsible for making the resource Jiménez, Daisy Description An account of the resource Daisy Jiménez, or “La Prieta” as she was called by her father, is one of José “Cha-Cha” Jiménez’s sisters. She was born on the seventh floor of what was the Water Hotel at Superior and La Salle Streets in Chicago, where her family was then living. She grew up in La Clark between Ohio and North Ave., and then in the Lincoln Park area where she helped her mother Eugenia go door to door recruiting Hispanos for Spanish mass and praying rosaries for the Caballeros de San Juan and Damas de María. After living on Claremont and North Ave. for several years the family moved to Aurora, Illinois. There they joined up with grassroots leader Teo Arroyo, who was also from Barrio San Salvador of Caguas, Puerto Rico and was organizing the first Puerto Rican Parade for that city. Daisy entered the contest for Puerto Rican Parade Queen and won. She has raised four children and today lives in Camuy, Puerto Rico with her husband, Israel Rodríguez. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Religion 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 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-16 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/3143b58bebcdf41996ddd2297dbdf157.pdf 372238cba2e8c0bd6849941f646ad9c1 PDF Text Text Young Lords In Lincoln Park Interviewee: Daisy Jiménez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/10/2012 Biography and Description English Daisy Jiménez, or “La Prieta” as she was called by her father, is one of José “Cha-Cha” Jiménez’s sisters. She was born on the seventh floor of what was the Water Hotel at Superior and La Salle Streets in Chicago, where her family was then living. She grew up in La Clark between Ohio and North Ave., and then in the Lincoln Park area where she helped her mother Eugenia go door to door recruiting Hispanos for Spanish mass and praying rosaries for the Caballeros de San Juan and Damas de María. After living on Claremont and North Ave. for several years the family moved to Aurora, Illinois. There they joined up with grassroots leader Teo Arroyo, who was also from Barrio San Salvador of Caguas, Puerto Rico and was organizing the first Puerto Rican Parade for that city. Daisy entered the contest for Puerto Rican Parade Queen and won. She has raised four children and today lives in Camuy, Puerto Rico with her husband, Israel Rodríguez. Spanish Daisy Jiménez o como la llamaba su padre, “La Prieta”, es una hermana de José “Cha-Cha” Jiménez. Nació en el séptimo piso del Water Hotel en la calle Superior y La Salle Streets en Chicago, donde vivía su familia. Creció en La Clark medio Ohio y North Ave. , y luego en Lincoln Park donde ayudo a su mama �a reclutar gente para misa en Español y dando rosarios para los Caballeros de San Juan y Damas de María. Después de vivir en Claremont y North Ave. Por unos años, la familia se movió ah Aurora, Illinois. Aquí conocieron a Teo Arroyo quien estaba organizando el primer desfilo Puertorriqueño en Aurora, y también era de Barrio San Salvado de Caguas. Daisy entro la carrera para ser Reina del Desfilo Puertorriqueño y gano. Ahora vive en Camuy, Puerto Rico con su esposo Israel Rodríguez y cuatro hijos. �Transcript 2 JOSE JIMENEZ: -- about you ran for Puerto Rican Queen in Aurora. Tell me what was that all about? DAISY JIMENEZ: That was when we moved to Aurora. There was candidates. They had, like, three girls that were running for Puerto Rican Queen. JJ: What year did you move to Aurora? DJ: That was in 1969. JJ: Nineteen sixty-nine, you moved to Aurora. DJ: We moved to Aurora. JJ: So right after the Young Lords started, that’s when you moved there? DJ: Yes. JJ: Okay. And what was the reason for moving there? DJ: The reason we had to move was because my older sister eloped with her boyfriend and he beat up on my sister. She walked all the way to the Young Lords church where they were all located, where everybody lived out there. JJ: (inaudible). Then what happened? DJ: Then my brother -- then you beat up on him [00:01:00] and you took him back to our house with my sister and you made her stay there and he had to leave. JJ: How do you know he was beaten up? DJ: Because he couldn’t open his eyes. That’s how swollen his eyes were. And he had said that you had beat him up. And then you made him take my sister back 1 �home, so since you made him take my sister back home, after everybody left and everything, my dad came home from work. JJ: He was being treated with respect when he went to your house? DJ: Yes. JJ: And you (inaudible) maybe he was beat up. He was -- DJ: Oh no, he was treated -- no, he went into the house, took her back home, nobody said anything to him or whatever, and then he had to leave. So he left and after he left -- JJ: Was he beaten up because he eloped? DJ: He was beaten up because he beat my sister really bad. Really [00:02:00] bad. And he had no reason to do that to my sister. And then my sister told you that he would hit her every day for no reason at all. She had to walk -- he was very -- the word is machista. He was very machista, so when they would walk down the street, my sister had to walk looking at the ground. If she would raise her head up at all or look at a window at a store or anything like that, automatically when he got home, he would beat her up. JJ: So was he jealous of her? DJ: He was very insecure. Our sister actually threw herself out of the second floor window because he had her locked up in the house with the bolt and keys. She couldn’t get out of the house, so she tried to escape, so she jumped out of a window and he was waiting for her downstairs, brought her in the house, and beat her up again. And then that’s when he got up all of the sudden and he left. JJ: [00:03:00] Now wasn’t he also married or something like that? 2 �DJ: On top of all that, he brought his wife -- his ex-wife -- to their apartment and had her staying there overnight with their child while my sister was there. So there was a lot of issues there. There was a lot, a lot of issues there. So then because of that, my mom could not take -- JJ: That was on Claremont, right? Why did you move from Bissell to Claremont? DJ: We moved from Bissell to Claremont because the owner of the house on Claremont was a compadre of my mom and dad. So since they were compadres, he had an empty apartment at the time and they just decided they were moving from Bissell to Claremont, to that area. JJ: Why all of the sudden? Because you lived many years on Bissell Street. DJ: I don’t know. JJ: [They weren’t talking about him?]? Nothing happened? (inaudible) DJ: It could have been. [00:04:00] It could have been that they raised the rent. It could have been a lot of different -- JJ: It could have been, but you don’t know. DJ: I don’t remember. At that time, I don’t remember ’cause at that time, I actually was not paying attention to much. JJ: So you moved from Bissell Street and Dickens, Bissell and Dickens, 2117. DJ: Twenty-one seventeen North Bissell. JJ: Well, we lived several years there. DJ: We lived a lot of years there. 3 �JJ: A lot of years there. And so we knew everybody in the community. ’Cause when we moved from there to Claremont and North Avenue, there was a church -- I think the FML or something like that. DJ: The what? JJ: I think they’re called FLM or something, that group, the Puerto Rican group? DJ: I’m not sure. JJ: (inaudible) over there (inaudible) there in the corner or something? DJ: There was people there at the corner. But I don’t remember. Like, I wasn’t really into all that stuff. I know all about this. I know about my sister getting beat up because we lived it. I mean, we saw it. But at that time, [00:05:00] I hadn’t gone to the church where my brother was with his organization. At that time, we weren’t there, and then from there, because of all the problems that we were having at the house with my sister, my parents decided that we were moving. Out of the blue. It was like overnight. We had a cousin. We moved to Aurora. He let us stay with him for a couple of weeks until we got our own apartment. JJ: Who was that? DJ: [Benedicto?]. JJ: Benedicto Jimenez? DJ: Jimenez. JJ: So you stayed at his house for a couple weeks until you were able to find a -- DJ: Until we were able to find an apartment. JJ: Okay, and that was -- DJ: That was in 1969. 4 �JJ: Okay, so now you found an apartment where? What street? DJ: On Claim Street. On Claim Street. Claim and High. JJ: And was it a big apartment? DJ: It was a little house. It was a little house, a detached home, and we got the apartment. We got the house and we were living there. And that was fine then. JJ: You don’t have the [00:06:00] address on Claim? DJ: Six fifteen. JJ: Six fifteen? DJ: I think it’s 615 Claim Street. JJ: In Aurora? DJ: In Aurora. JJ: Okay. So now you’re at 615 Claim Street in Aurora and are you in school? DJ: I was going to school. I believe I was in ninth grade. I was in the ninth. I was in eighth grade. I remember eighth grade. I had just finished -- JJ: You don’t know what school? You don’t know what school, do you? What school? DJ: No, and it wasn’t eighth grade, it was ninth grade. It was Waldo High School. JJ: Waldo High School. DJ: Yes, because I did ninth, tenth, eleventh, and twelfth there. Or, no, I went ninth and tenth. JJ: Okay, so you didn’t finish high school, then? DJ: No. I finished ninth there and then we went to East High and I started tenth, but that’s when I really started cutting class. 5 �JJ: And why were you cutting class? DJ: It just didn’t faze me. School was not fazing me [00:07:00] anymore. I was upset because we had to move from Chicago. I didn’t want to move. I had a boyfriend in Chicago. I didn’t want to move to Aurora. I couldn’t see him. I couldn’t talk to him. So this went on and on, so all of the sudden, we went to school one day -and I’ll never forget this because it was the first time I ever cut school in my life -we go and we cut school and my sister’s decided they were gonna cut school as well. We were just at a girlfriend’s house down the street by the school. There was like a group of us cut class, and we all went there. Well, all of the sudden, my brother -- which is you -- had an auto accident. JJ: Jose, Joseph. DJ: Jose, Joseph Jimenez. JJ: Okay. DJ: ’Cause I’ve always called him Joseph. JJ: Why was that? Why did you call him? DJ: I thought his name was Joseph. All my life, I grew up, I thought it his name. I never thought he was Jose. Could be because I’ve always -- JJ: But Mom called [00:08:00] me Jose. DJ: But I always thought you were Joseph, and probably because I’ve always considered myself more American than Puerto Rican. For some reason, I’ve always thought myself as that. I always go with what the Americans do. Puerto Ricans like rice and beans and everything. I prefer mashed potatoes, green 6 �beans, a salad, stuff like that. I mean, I eat it. It’s not like I don’t eat the Spanish food. But I would prefer American food. JJ: ’Cause you were born there too. DJ: ’Cause I was born and raised in Chicago, and at school, I loved their hot lunches, so that’s what I liked. JJ: What they actually did in school, they kind of changed peoples’ names. Anyway, but Daisy, yeah, they kind of changed peoples’ names when you’d go to school too. DJ: Uh-huh, exactly. JJ: So instead of the Spanish name, they called me -- DJ: Well, they never called me Daisy Jimenez. My name was Daisy Jiminez. And they also spelled it J-I-M-E-N-E-Z and it’s J-I-M-É-N-E-Z. [00:09:00] They spelled it J-I-M-I-N-E-Z. So they never spelled it correctly either, so it was a big ordeal. So then I’ll never forget that day, my first time in my life cutting class. The first time I cut. And here goes -- my brother goes and has -- which is you -- but decides on having an auto accident clear across -- I don’t know where it was. It was far away. JJ: In Aurora? DJ: You had a car accident. So what happened? My mom was babysitting some little kids during the day, so my dad goes to the school to go pick us up so we can go to the house, take care of the little kids so they can go to the hospital and go see you to make sure you were okay. When my dad goes to the school to pick us up, we were not in school. So we started coming home and we get home 7 �from school. He asks us, “Where were you?” We said, “In school.” “You were not in school because your brother had a car accident. We’ve been looking for you all [00:10:00] day. Where were you? We will take care of this later,” whatever, whatever. And they took off and left us with the little kids and they took off to the hospital, go see you to make sure you were okay. And then also while we lived in Aurora, I decided I’m running for Puerto Rican Queen. There was three girls running. And running for Puerto Rican Queen, it was the person that sold the most tickets. There would be a big raffle but the person that sold the most tickets, that would be the person that would actually win, and by winning -JJ: What organization was sponsoring this? DJ: Oh God. JJ: (inaudible) DJ: [Doroteo Arroyo?]. And it was just the Puerto Rican Parade Committee. That’s what it was called. So he was the president of the committee and it was three of us that were running for Puerto Rican Queen. We had to sell tons of tickets, so we were selling. Mom was cooking all these pasteles and selling this and selling that, and [00:11:00] we actually got to 2,000 tickets sold, and I for a fact knew that one of the other girls, one of them had 1,300 and the other one only had 1,000, so I already knew I was gonna win because I had the most tickets. But because I got upset at my dad -- I already had my dress, my gown, and everything. I had it altered. Everything was fine, ready for -- the dance was supposed to be -- and the crowning and everything -- on a Saturday. Well, the Tuesday before that Saturday -- the Saturday before, there was a dance. We 8 �had to sell more tickets, more raffles, more stuff to make more money for this organization. They were gonna pay us a trip to Puerto Rico at that time. JJ: Do you remember the other girls’ names or no? Not that important. DJ: One of them is [Carmen?]. JJ: What’s her last name? DJ: [00:12:00] Carmen [Brasero?]. That was one of ’em. And the other one I don’t remember, and the other one was the one that got crowned because she had 1,300 tickets sold, because what happened was that we went to this dance the week before. Our father already knew I had a boyfriend, which is my husband now. And we were not allowed to go out of the house together. He can visit me at my house, but I couldn’t go in his car and go anywhere with him like on a date or nothing like that, okay? So every time he would come over, for some reason when my husband came to talk to my dad and say, “I wanna see your daughter, and this and that. I want her to be my girlfriend,” and out of respect. That’s how the Puerto Ricans do that. They have to ask permission to be able to visit the daughter at the house. So my husband did that. At that time, he was my boyfriend. He did that. Well, my father didn’t [00:13:00] want to talk to him, so my mother talked to him. My mother said, “Fine, no problem, he can come by.” I believe it was on a Tuesday. “And he can come on Saturday.” So what happens? No, on Sunday. So what happens? He started coming on Tuesdays and Sundays and every time he would come, every time he would leave, there would be an argument at my house with my father. “Why is he here? Why did he come here? Why this?” And this was, like, every time, every time, and all we 9 �would do is sit on the couch and hold hands. I mean, we couldn’t even touch each other, I mean, like clothes, my elbow, or anything. We couldn’t do none of that. And for me to give him a goodbye kiss, my sister would have to, like, stand and hold up the wall in front of us, like hiding so he can give me a kiss and he can go home. So it was like one fight after the other all the time, all the time, all the time. JJ: What was [00:14:00] your father’s concern? What was he worried about? DJ: Because he said my husband drank and he don’t want him as my boyfriend because he drank. But my father drank. So what was the big deal? But no, he didn’t want him to be my boyfriend because he drank. JJ: Was he drinking a lot at that time, your father? DJ: No, no. Well, no, not at that time because my father at time, he would drink once a week. He either would drink on a Friday or drink on a Saturday. If he wanted to get drunk, he would get drunk either on a Friday or a Saturday. He would never touch anything Sunday through Thursday. JJ: What did he drink? DJ: Beer. At that time, he was really having beer. He wasn’t into drinking a lot of -before that, he did drink more, but when we moved to Aurora, he was just really drinking beer. I don’t remember him actually just like pounding down drinks or something like that. [00:15:00] I saw him more drinking beer. JJ: Was he being abusive at all at that time? ’Cause I don’t know if maybe when he was younger, he was a little abusive. 10 �DJ: No, he didn’t actually get abusive. He wanted to hit Mom one day and [Jenny?] got into it, but it was really more like an argument or whatever, not actually hitting. That’s why when my mom says, “Oh, your father always hit me,” and this and that, I don’t remember none of that. I don’t remember my father putting a hand on my mother ever. Ever. So that’s why I would like to know where was this hitting, because I never saw it, and I lived in the same house. It’s not like he did it in the bedroom ’cause when he wanted to fight, we would fight -- I know abusive in the part that she could be sleeping and he would get home at 3:00 in the morning with some friends, with the Hacha Viejas, and he would come and say, “Get up out of that bed, and I want you to cook for us.” And that, I found abusive ’cause she would get up and cook, but he didn’t hit her. So if there was hitting, it had to be when we were babies. JJ: Yeah. There was hitting when we were babies. DJ: [00:16:00] Yeah, but then after that, I don’t remember. JJ: Once we grew up, he didn’t. DJ: Yeah, I don’t remember him even touching her. JJ: Right, no. DJ: They didn’t actually talk. I don’t remember all this talking. I don’t remember hugging. I don’t remember kissing. I don’t remember my mom ever hugging me and kissing me. Ever. JJ: She never hugged you or kissed you? DJ: She would hug and kiss you because you were her son. You were her favorite. She only liked you because you were the male of the house. She didn’t like none 11 �of us three. Our three sisters? We don’t remember that. I remember one birthday party all my life, all my life, and that’s when I was 15. JJ: So did you resent that then? DJ: Oh, I resent it now. I still resent it because where we? I mean, she would come home from work. I remember having to be on my hands and knees waxing the floor, on my hands and knees. [00:17:00] So it was like all of the sudden, we grew up. We were the age of 9, 10, 11, 12. I remember we had to do everything at the house. One of us had to mop. One of us had to sweep. I had to get on my hands and knees and wax the floor by hand. It was the whole house, not just one little living room. It was the entire house. And to wash clothes, we didn’t have a machine. She would get a pillow case full of clothes. She would take that entire pillow case full of clothes and she would throw all those clothes -- it was everybody’s clothes -- dirty clothes in that bag. She would take those dirty clothes and she would throw them in the bathtub and with one of those little wooden things with the metal on it, she would put the -- JJ: The scrub boards. DJ: And we had to do the scrubbing boards. We would have to do that by hand. JJ: Instead of going to the laundromat? DJ: Exactly, and the laundromat was across the street. JJ: So you could’ve just (inaudible). DJ: Yeah. So we had to do that. We [00:18:00] had to rinse it out. We had to hang it up. And that wasn’t all because once it was dry, that whole sack of clothes, we 12 �had to stand there and we had to iron it all. She would make us iron the underwear. JJ: Do you think, was she trying to save money or maybe she wasn’t used to the new technology or something like that? DJ: No. JJ: Because she used to wash, you know, like the old days where they used to wash clothes. DJ: But she also had a machine. JJ: On the rocks. DJ: That was in Puerto Rico. But then after that, we did have machines. It’s not like we didn’t have machines. But it broke down, and so we had -- JJ: So she didn’t know how to use the machines. DJ: No, because we had a laundromat right across the street. We could’ve put all the clothes at the same time and had them all done. JJ: Did she know how to use the laundromat? DJ: It didn’t matter. If she didn’t know, we knew how to use it. All she had to do was give us the money and we would go and do it at the laundromat. No, she would make us do that. She would make us be home from school at 3:15 on the dot. We had to [00:19:00] be home and we had to start dinner. One of us had to start dinner. The other one had to start sweeping. The other one had to start mopping. And this was every day, every day, every day. We hated Saturdays. Saturdays, she would get in our room. She would take everything out of the closet. One shoe could not be out of place. Everything had to be. And in the 13 �meantime, she’d come home and just lie on the sofa. “Give me my black coffee. Give me a cigarette.” See, those are the things that you don’t remember ’cause you weren’t there. We remember a lot. There was things that I don’t know if I should say, but there’s things that happened, that bad. There was fight -- I know that they were gonna split up at one time because my mom was with some man. JJ: Okay, so it was a man. DJ: And she thinks that we don’t know. That’s the whole thing. She tried to [00:20:00] make it look like that some guy went in the house and tried to get nasty with her. But that’s not how it happened. She was getting ready for work and she knew this guy and she let him in the house and she knew Daddy wasn’t home. She knew Daddy was working. Why did she let him in the house? And then on top of that, you know that Daddy would take and get her check out of her purse to pay for the groceries, to do groceries. JJ: Let’s (inaudible). So how long was this man in the house? DJ: No, that man didn’t live there. That man just came that day. JJ: Oh, he came that day. Were you there with them? DJ: No, we were not there. We were in school. JJ: Oh, okay, so you weren’t there. You were in school. DJ: And Daddy was working. So he was there at the house. JJ: So something happened. DJ: I obviously think that something happened, but of course what happened was that our cousin Benedicto that lived in Aurora happened to be in Chicago and knocked on the door -- 14 �JJ: At that time. DJ: -- at that moment and she was in a robe. And so when he knocked and he saw her in a robe and saw this man there, [00:21:00] her excuse was -- and she put it in his mind and put it through all minds -- that this man tried to force himself on her, is what she says. But Daddy found a letter in her purse, some type of love letter in her purse, and she didn’t get rid of the love letter, so he found it. I remember we stayed next door. She had us underground, all of us. We were hiding next door. We couldn’t leave the house ’cause Daddy wanted to kill her. But we didn’t know why he wanted to kill her. We did not know why and we didn’t know why, and why? And then all of the sudden, we heard them talking. We heard all this fighting and this and that. Daddy started arguing. He wanted to hit her, but she grabbed us and we left, and then all of the sudden we just came next door on the second floor. But we would see Daddy go in and out, in and out. Well, that happened all weekend, but by Monday -- see, that’s why Daddy always loved me [00:22:00] and I know he did -- by Monday, we were walking to school and he was under the train tracks waiting for us. “You’re gonna tell me where your mother is.” And my mom specifically told us, “Don’t you tell your father where we’re at.” So I told him, I said, “Oh, we’re right next door, Daddy. We’re there. Why are you guys fighting?” And he wouldn’t tell us and wouldn’t tell us, but then we heard him talking again and I knew it was because the letter that was in her purse. And then she tries to justify herself because that wasn’t the only time. JJ: How come? 15 �DJ: That I remember. JJ: With the same person? DJ: No, this is then somebody else. Then we know. We went to a carnival. Had the carnival. We were dying to go to the carnival. Well, she kept saying, “No, we have no money. I have no money.” Daddy was working nights. “We have no money.” But all of the sudden we had money to go to the carnival. We go to the carnival. We’re getting on all [00:23:00] these rides. All of the sudden, we’re up, we’re up on the Ferris wheel, we see our mother down there talking to some man. We’re on our rides. All of the sudden, the man kept paying us rides while they were by themselves talking. Of course, at that time you don’t think anything about it, but our sister was three years -- JJ: So she was flirting with the man at that time. DJ: Of course, but our sister was three years older, which was Jenny. JJ: So I mean, on that day, you didn’t see them doing anything sexual. DJ: Not sexual. She was with him and all this laughing and all this thing. JJ: Well, that’s flirting. DJ: Exactly. And then another time when we actually lived on Bissell Street, the landlord -- JJ: But the other time, they weren’t in the house. That’s what you were saying. DJ: One of them one time was in the house. JJ: That’s the only time you saw them? Where there was a man in the house? DJ: That they talked about, that he tried to get nasty with her in the house. That’s what she said. But the only reason she was saying that was because she got 16 �caught, because she got caught. If she wouldn’t have gotten caught, she wouldn’t have even said [00:24:00] anything. But because she got caught, she had to say that. And then it was a man at the carnival that I remember. Then when we lived at 2117 North Bissell, the owner of the house lived in the basement. We lived on the first floor. Well, the lady, the owner downstairs, she had a brother. See, I didn’t know this, but my sister Jenny told me this. She says, “Daisy, I’m three years older than you. There was things that happened that you don’t know.” And I go, “Well, what happened?” “Well, don’t you remember the lady downstairs had a brother?” I go, “Yeah.” I always would see Mom talking to them, to him. JJ: So who’s telling you this? DJ: My sister Jenny told me. JJ: Jenny, okay. DJ: I would always see them talking but I never said anything until one day, I was going down the stairs. Jenny’s the one that told me this, that she was going down the stairs and she heard Mom tell the lady -- the owner of the house -- say, “Listen, tell your brother [00:25:00] that I can’t meet him tonight because so-andso wasn’t working,” or something, which was our father, and she couldn’t go. “Just make sure you tell him that I can’t go tonight.” I didn’t know what it was. Jenny told me and she goes, “Yeah, she was seeing him.” So that justifies probably all the arguing and all the fighting that was happening in our house when we were growing up. That’s what I’m thinking. I don’t know. But anyway, 17 �that’s why there’s a lot of resentment there. There’s resentment and the fact that my father died. JJ: So you resented that she was doing that? DJ: Because she taught us that you don’t do stuff like that, and what makes her any better than us? That’s how I see it. She taught us -- we were Catholic. We respect our husband. We do this. We do that. Whatever. Threw the whole Book. You can’t do this. This is bad. [00:26:00] Don’t French kiss, ’cause we did that. Don’t go out with a guy that has tattoos. When you get married by the Catholic church, you can’t get a divorce. That’s a sin. Unless you’re a widow, you can’t remarry. You know, all this sin and all this thing and all this Catholic church and all this for what? My father died, and two months after my father was dead, she was sending me a letter stating that she had a boyfriend. Two months after my father died. And she remarried seven months after my father was dead. She didn’t even wait a year. And then she had this huge wedding. JJ: And it’s custom to wait a year? DJ: At least custom to wear black. At that time, a widow wore black for a year. JJ: Wore black for a year? DJ: Yeah. And then you can do whatever you wanted and people wouldn’t say nothing. Everybody talked. She didn’t care. JJ: What do you -- talk -- DJ: Everybody talked [00:27:00] about her. JJ: So everybody knew? DJ: Why was she seeing a man when her husband wasn’t even cold in the grave? 18 �JJ: Everybody in San Salvado? DJ: Everybody. Everybody in San Salvador, her brothers and sister. My uncles on my father’s side. Everybody talked about her. We were all upset. And then we weren’t even part of her wedding, not even my younger sister. She threw my younger sister out of the house. She’s ready to get married. She still has a 17year-old living with her, which is my younger sister, 17-year-old living with her, so what does she do? My sister cuts class, goes to the beach with her boyfriend, some friend of hers sees my sister. When she gets home -- mind you, our dad’s already dead. She’s already preparing to get married -- she puts her house up for rent, a new house, because she says that she needed to get married because -- the necessity. How was she gonna eat? There [00:28:00] was food stamps. What makes her better than anybody else to take food stamps? There was factories. She was only 40-something. She could’ve gone to work. She wasn’t disabled. She could’ve gone to work. I told her to come and live with me and she didn’t wanna go to New Jersey. You know, Jenny told her to go live with her in Aurora, go back to Chicago, and she didn’t want her. Her excuse was -- we knew she just wanted to go to bed. She wanted to have a boyfriend. She wanted to get married. She didn’t care. So she goes. My sister cuts class. My younger sister cuts school. She tells her brother because my mother couldn’t go. She was ready to get married and she couldn’t walk ’cause she had had a broken leg right before the wedding, so she didn’t walk very well. She tells her brother, “I want you to take my daughter to her boyfriend’s house because she’s moving out. She is moving in with her boyfriend because she cut class and I 19 �don’t know if she’s a virgin now.” Those were her exact words and she threw my sister out of the house. JJ: [00:29:00] Because she didn’t know if she was a virgin? DJ: But she didn’t take her to the doctor either to see if she was a virgin. She just wanted to get rid of her because she wanted to start a new life with her new husband and she didn’t care about her. That is what it was. JJ: Okay, this is after Antonio died. DJ: Yes, this was after our father died. This was seven months after our father died. JJ: Okay, so then she’s marrying this new guy and she wants [him around?]. DJ: She wants to be very soft with him. She doesn’t want a 17-year-old girl in her life. She didn’t even ask her to be in her wedding. This is her daughter that lived with her. She didn’t ask her anything. That is why we’re all resentful. Those are things that you don’t understand because you didn’t live with us. So that happened. Anyway, that happened, that part of the life. JJ: (inaudible) you’re real angry. DJ: I’m still mad at her. We all are. [00:30:00] Joseph, this doesn’t go away. And then now on top of all this -- JJ: But she’s been living with you for how many years now? DJ: Three years and I’m still mad. JJ: For the last three years. DJ: And I’m still mad. JJ: So if she’s been living with you for the last three years and you’re angry, why is she living with you? 20 �DJ: Because nobody else wants her. Because nobody else wants to keep her fulltime. They made me quit my job, leave my kids to come to Puerto Rico when I was living in Florida. JJ: Why doesn’t she go with Jenny or something? DJ: Because Jenny all of the sudden now has Paget’s disease. Not all of the sudden, because she does have Paget’s disease. But she says she can’t deal with that and can’t deal with her appointments and can’t deal with this. So then I come here to Puerto Rico with no job, no nothing. JJ: Does she want to (inaudible) or no? DJ: My mother? JJ: Right. DJ: I don’t know. She’ll want to be with you. I mean, if you noticed, [00:31:00] she got up this morning thinking that she was gonna go hang out with you. I told her, “Mom, you’re going to the nursing home.” “Oh, I thought I was going with Jose.” I go, “No, Joseph is doing interviews today.” You notice that ever since you’re here, she’s with you. She gets up in the mornings, sits with you. When you’re not here, she doesn’t come in this house. JJ: So you’ve gotten less angry since she’s been with you or more angry? DJ: I’m the same. JJ: The same? DJ: I’m about the same because she also told me -- I understand she’s starting Alzheimer’s, but she also told my daughter -- my daughter says to her -- my daughter comes on vacation from Florida, says, “Grandma, when are you going 21 �to Chicago?” “Oh, I don’t know.” And my daughter says to her, “Well, you know, Grandma, you do have a daughter and a son over there. Maybe you should go visit and you can stay a couple [00:32:00] months because they are your son and daughters as well.” “Oh no, I’m staying here in Puerto Rico. This is my house here and your mother has to take care of me because I had her in my stomach for nine months and it’s her job to take care of me.” JJ: She told this to who? DJ: To my daughter. She told me that I had to take care of her because that was my job and that pissed me off more. So then that’s when I got on her case and I told her, “I take care of you because I wanna take care of you, because I can easily put you in a nursing home. If nobody wants to deal with you, I can put you -- but because I wanna take care of you, that is why I’m taking care of you.” JJ: So is she kind of controlling? DJ: She tries, but she can’t pass me. She tries to control me but I won’t let her. JJ: But she is controlling? DJ: Oh, she’s very controlling. JJ: How does she control? What does she control? DJ: Oh, she’ll say something like -- I have to take out her clothes. I go, “Here, Mom, here’s your clothes.” “I’m not wearing that.” And I go, [00:33:00] “Mom, I just spent 30 dollars on this outfit for you. You said you liked the outfit. You need to put it on because I don’t have money to keep spending to be throwing clothes away.” JJ: So she confronts one way or another. 22 �DJ: She likes to confront. She comes up and she says, “I’m not wearing it.” And then I’ll tell her, “Well, you either wear it or you’re not going to the nursing home.” JJ: What other ways is she controlling? Does she use guilt at all? DJ: Does she what? JJ: Does she try to make you feel guilty? DJ: No, she just swears. All of the sudden -- she never used to swear. That’s how I know it’s part of the Alzheimer’s. JJ: She didn’t used to swear? DJ: No, she told me to go to hell not too long ago. She told me, “Why don’t you go to hell?” Because she had eaten lunch at around 2:30 and it was only, like, four o’clock, and mind you, she had a big, huge lunch, and she wanted to eat again, rice. So I said, “No, I can give you [00:34:00] a piece of cake and milk or something, but you’re not having rice again, not a big bowl.” “Oh, you never wanna --” And I go, “Mom, you just ate.” “Oh, I wanna eat again.” I go, “Mom, you can’t keep eating. Look how heavy you are. You cannot continue to eat. You keep gaining weight and gaining weight.” “Oh, why don’t you just go to hell?” And I opened this door and I said, “Who did you tell to go to hell?” I go, “Not in my house.” I go, “This is my house and you respect --” “Oh, I didn’t say go to hell.” I go, “Now you’re calling me a liar?” So she does try, but I know some of it is the Alzheimer’s, so I try to control myself. I do and I try to control myself. But I do need you to help from time to time. I need Jenny to help because otherwise, I get angrier and angrier and angrier, you know? I wanna be with my kids and I 23 �have to see my kids at least twice a year. [00:35:00] The entire last year, I only saw my kids for eight days and it’s hard. JJ: And then you’re going through something (inaudible) [yourself?]. DJ: Yeah. JJ: What kind of stuff? DJ: Well, now I have some white lesions inside my left cheek all the way on the inside, but it’s taken most of my cheek. It’s called pre-cancer. It has to be removed and then it has to be watched every month. Every month, I have to go to a specialist, have it watched because there’s like 85 percent it’s gonna return, and once it returns, it could be carcinoma. It could be cancer. And there’s, like, 65 percent of the women that have this have never smoked, so I guess I’m one of the 31 percent that does smoke. This is very rare. It’s not like everybody has this. Women get it more than men but I was reading [00:36:00] on it. It said something about African women, women that came from Spain, family heritage from Spain. It has different things. JJ: Nationalities have more? DJ: Yeah, more that get this. JJ: But is it African? Could be Latino? DJ: I believe it said African and I know it said Spaniards. I know it said that. JJ: It’s the Moors. Yeah, the Moors were African. DJ: And out of five people, four of them are women, so it’s very low for men to get this. The risk is higher for women. And like I said, 65 percent of the women, they 24 �have never smoked, and 85 percent of the people, it’ll return again. I will get it later on. JJ: When you say it could, not that I want to be in denial, but they did say that sometimes if it comes back, it might not be cancerous? DJ: No, most of it. Most of the time when it comes back, they’ll find a cell that’ll be cancer. It’ll be cancerous. JJ: [00:37:00] But it’s something very serious. DJ: Yeah, it is serious, so you have to keep watching it and watching it all the time. What they mean with watching is all of the sudden, they’ll remove it now. If all the sudden they see one, they’ll do a biopsy on that one, and if it’s cancerous, then right away they’ll remove it and do whatever they can do to it. But yeah. So anyway, going back to all of this ’cause we changed back to Mother and all that. JJ: Yeah. I just wanna ask one more thing about Mom. Okay, at different times in her life, she was very religious. DJ: Yes. JJ: You think she was lying then or was she religious then? DJ: Well, she was religious then. But then because now she married three times -she’s been widowed three times. She’s a widow three times. What happens is that she doesn’t want us to talk about our father. If we mention our father, right away she talks about how he used to hit her, but I don’t remember that. [00:38:00] So she’s always talking bad about our father, always, always, so we don’t even mention him. But then her second husband -- and also she never had to take care of our father. Our father had a stroke in July and he died in August 25 �and he was in the hospital the whole time, so she never had to do anything for him. JJ: But her second husband? DJ: But her second husband that she wanted so bad after only seven months, she marries him and he was already, like, a year later turning blind because he had diabetes real bad. It just got worse and worse and then he got bedridden and he was bedridden, like, for 5, 10 years, something like that, and she had to take care of him. JJ: For 10 years. DJ: Yeah, she had to take care of him for 10 years. JJ: So she had no life? DJ: Exactly. And then he died, but see, that’s what she wanted. And then he dies and we had to have her come move over here because she had nobody over there in Caguas. So we had to have her move over here. I found her [00:39:00] a little apartment for people 65 or older. JJ: Senior citizens only? DJ: Senior citizens only. I found her like a little studio apartment. We set it all up. She had everything. She was very modern. She had all her stuff, so she was doing okay and she was fine. All of the sudden, she goes to the nursing home, started visiting the nursing home. The bus would pick her up. She’d go down there, play dominoes. They would bring her back. All of the sudden I go to her house after about a year. About a year, year and a half after going to the nursing home, all of the sudden I see her. “Mom, who painted your nails?” ’Cause I 26 �always offered and she was like, “No, leave them like that.” She was already in her seventies. She was, like, 72, 74. All of the sudden, another day, I see her eyebrows plucked. Never in her life had she ever plucked her eyebrows. [00:40:00] I’m working one day. A lady at the nursing home calls me. The administrator from the nursing home calls me because I know her. She says, “Daisy, did you know your mom’s getting married?” And I go, “What?” “Yeah, your mom’s getting married with so-and-so,” and I go, “Since when?” “Oh, she asked us if she can get married here. His daughter makes cakes, so she’s gonna do the cake here. The ceremony’s gonna be here. She said that she had her dress already. I didn’t know if you knew. I just wanted to make sure you knew. But it looks like she’s the one planning the whole wedding. It doesn’t look like he’s the one that wants it. It looks like she’s the one that wants to get married,” is what she told me. So I confronted her and I says, “Mom --” Then Jenny found out and Jenny was crying and she was upset and I was upset too. I go, “Mom, what are you doing? How can you say you’re gonna marry somebody? You don’t even know this [00:41:00] person. We don’t even know him. What if he’s a killer? What’s if he’s a drunk? What if he beats you up? You don’t know. What if he has AIDS? You don’t know. We don’t even know him. You met him in the nursing --” “Oh no, he’s fine.” And I says, “How do you know if he’s divorced?” “No, no, he’s a widow.” And I says, “Oh yeah, he’s a widow?” “Yes, he’s a widow.” And I go, “You know Jenny is crying, Mom. Jenny is sick and she’s crying. She’s got her blood pressure going up.” “I don’t care if she’s got her high blood pressure going up. I don’t care if she cries. I don’t care if she 27 �dies. I don’t care of anything. I am getting married and that’s it, and I’m old enough to make my own decisions and nobody has to get into my life. I can do what I want.” Those were her exact words. JJ: Why was she angry in that moment? DJ: Because she’s didn’t want none of us to get involved. She was doing all this hiding. We would’ve found out when she was already married. She didn’t include us in anything. It’s [00:42:00] like we don’t exist. But here she turns 82 and we have to exist because we have to watch her. Those are the things that I say that she’s being selfish about because she likes to be with the old people, senior citizens. She likes to play dominoes all day. She comes here to my house and as soon as she gets here, all she does is go in her room, watch TV, and sleep, and lie in her bed, so why can’t she do that at the nursing home? Why can’t she continue being with the seniors, have a good time with them? ’Cause they take them on trips and everything. When she’s tired, she can go in her room in the nursing home, go to bed, get up in the morning and play dominoes all day ’cause that’s all she likes to do is play dominoes. Here she doesn’t play dominoes. She doesn’t do nothing. But no, and I told her one day, I go, “Mom, all you do is sleep here. Why don’t you just stay at the nursing home and sleep there?” “No, because I don’t want to. I’m staying here. You’re supposed to watch me.” That’s what makes me so mad is because she -- JJ: So she says you’re -- DJ: [00:43:00] I have to watch her. Nobody else. I have to watch her. JJ: And that’s because of her tradition, her beliefs, and all that? 28 �DJ: That children are supposed to watch their parents. JJ: So that is because of her beliefs. DJ: Exactly. JJ: So she’s just following her beliefs. DJ: But that’s okay. But see, my mother is not -- JJ: Right now, that’s not the way reality is. DJ: Exactly. First of all, my mother’s never taken care of my kids ever. She doesn’t know how to be a grandmother. My kids don’t even know. They’ll say, “Oh, hi Grandma,” and that’s it. But they don’t have that love connection between a grandmother and their -- no, not with my mother. My mother never took care of any of our kids, none of them. They’ve never spent the night by themselves like a grandmother would have them, to baby them and all that. Uh-uh. And we’ve lived like that all our lives. That is probably why I’m angrier more, that why do I have to do this, you know? Why? [00:44:00] ’Cause she didn’t care about us before. She didn’t care, and mind you, she didn’t care about us till the age of probably 76, so it’s not like -- she just started her Alzheimer’s, like, a year and a half ago, but way before that, her mind was fine, so why was she treating us like that, you know? But anyway, that’s in the past. And like I said, we lived in Aurora, going back to the Puerto Rican Queen thing. And because my father -he was abusive that day, that Saturday right before the coronation. That Saturday, my boyfriend -- which is my husband -- was at the dance. I was at the dance. My two sisters were at the dance. But he was already my boyfriend. He visited me. We were standing in a circle. Standing, not sitting or holding hands. 29 �[00:45:00] Nothing. Just standing. It was like six or seven of us just talking. My father comes and sees me next to him talking. We were all talking together. “What are you doing?” I go, “Nothing, Daddy, we’re just standing here talking.” “You’d better not be standing there talking. You’d better get away from him unless I want you to go home.” I go, “Dad, but I’m not doing nothing.” And he says, “I told you to stay away from him. I’m taking you home.” He took us out of the dance. We got home and then he went back. JJ: How could he take you to the dance? DJ: He got us in his car. He says, “We’re leaving. Get in the car.” This was the week before. JJ: You had you and your -- DJ: My two sisters. This was the week before of the coronation. JJ: What did you tell your boyfriend? DJ: That I had to leave and then he got upset. So when we got home, my father went back to the dance and my boyfriend showed up at the house and my mom says, “Oh, you’d better go before he comes because he’s gonna get upset.” Well, my father went and got drunk. He got drunk and then came home that night drunk, [00:46:00] like at midnight, and when he came, he started yelling and my sisters were saying, “Daddy, stop yelling,” or whatever. “You shut your mouth, you little tramp.” And this and that. And then we were lying in bed and I remember he grabbed me by my hair and threw me on the floor. I’ll never forget that. I hit myself with the metal on the side of the bed. That was the first time he had ever hit me ’cause my dad never hit me. First time he had ever hit me. Then 30 �he was fighting in my mom’s room, not hitting her but just fighting. “Oh, this and that. You’re a bunch of tramps,” and this and that and all this. He just went on and on. My sister got up, older sister. “You’d better shut up and you’d better not lay a hand on anybody or I will call the --” “You call the police, you little bitch,” and this and that. That’s exactly how he was talking to her, but he was drunk. He was mad. He was drunk. I was crying so bad that night ’cause I was so upset ’cause he had touched me. He had never hit me. [00:47:00] And I was so mad and so mad. The next day, I go, “You will never touch me again.” My boyfriend, which is my husband now, calls me. “How can your father do this and that? And we’re not doing nothing wrong. I want you to elope with me.” All he had to do was tell me once. I wanted to get out of there. He told me once. We were planning it for Monday, but because Monday was a holiday, we couldn’t go on Monday. So then Tuesday was Columbus’s birthday, October 13th, 1970, Columbus’s birthday. I left, I got on a plane and went to New Jersey, and they were looking for me for three weeks until I finally called somebody. JJ: Who did you call? DJ: I called my mother because -- JJ: What’d she say then? DJ: “Are you okay?” And this and that, whatever. “I hope you don’t come here pregnant.” I go, “Well --” [00:48:00] But that, she didn’t know. So then that happened in October and in January -- but going back, before I eloped, when I was eloping that Tuesday, since I was running for Queen, that Saturday was the coronation. I knew I had already won. I had my dress in my closet and I left four 31 �days before the coronation. That was the biggest embarrassment my mother could’ve had and my dad could’ve had. They were saying that I had left, that they had already crowned me because I wasn’t gonna be a virgin, and all this and that. Oh, they talked. The whole town talked. I didn’t care. I lived in New Jersey. I wasn’t there. But it was all over, all over, all over that I had left. So they had no choice. They only had two girls running and they picked the other one that had sold the 1,200 tickets. So they crowned her. And then [00:49:00] from there -JJ: Okay, I’m not clear how you lost (inaudible). DJ: How did I lose the coronation? JJ: Can you repeat that? I’m not clear. DJ: Okay, I lost the coronation ’cause I left. I eloped four days before the coronation. JJ: So they had messed up the -- DJ: That messed the entire thing up. JJ: Oh, you eloped. You didn’t win -- DJ: I eloped. I wasn’t there. JJ: You weren’t there. DJ: So they continued. They did the crowning and everything, but I wasn’t there. But everybody was upset because everybody knew that I had won. They had already counted the tickets so everybody knew I had won. So then that happened. We went to New Jersey. I was there till -- yeah. Yeah, I was [over there?] to New Jersey, and then I came back in January. When I came back in January, I was pregnant then. I was two months pregnant. 32 �JJ: So you were there a few months in New Jersey. DJ: And then I came back. JJ: Okay. And you went back then to live in New Jersey? DJ: I went in 1972. [00:50:00] I went back and lived two years -- I hated it. I hated it, hated it. JJ: Where did you live [in town?]? DJ: In Jersey City. JJ: Jersey City, okay. DJ: New Jersey, and I hated it. I didn’t like it at all. JJ: What part of Jersey City? Was it divided by north and south sides? DJ: I don’t know. All I know is Jersey City is, like, the town, and the state is New Jersey. That’s all. ’Cause they have North New Jersey, Elizabeth, New Jersey -- JJ: Were you working there? Were you working at all? DJ: I started working, like, in a factory where they sewed coats but I didn’t like doing none of that stuff, so I just stayed home. I worked, like, for two weeks ’cause we had to be real fast and I was only 15. JJ: What other places have you worked? DJ: Have I worked? Then I started getting into the medical field. Then we left from New Jersey and we went back to Aurora and then in 1970 -- I got married in 1976. JJ: [00:51:00] So you’ve been married for a while, right? DJ: I’ve been living with my husband for 42 years. In 1976, we actually got married after being together for five and a half years, and my son was in my wedding and 33 �I had two boys at that time. And then in 1979, I started working at Dreyer Medical Clinic as an interpreter. I was the interpreter there and then from there, we came here to Puerto Rico in ’86. In ’86, I came down. I started working in (inaudible) in Caguas and then -JJ: What were you doing there? DJ: I was a supervisor of the billing department in the emergency room, which they’re actually called secretaries. I had 13 secretaries. [00:52:00] I had to do their shifts, like 3:00 to 7:00, 3:00 to 11:00, 11:00 to 7:00. JJ: You had to schedule them? DJ: I had to schedule them. I had to do their timecards. I had to supervise them, make sure one covered the other. We had to do that. I did that for six years. JJ: In Caguas? DJ: In Caguas. Then we decided we were moving to Florida. We were in Florida, like, for about two months, three months. JJ: What part of Florida? DJ: In Orlando. JJ: Orlando. DJ: But we were there only four months because I kept getting asthma attacks and asthma attacks and then we figured out it was because I had the dog inside the house. And the air and the vent, I was getting sick every day, so we had to come back to Puerto Rico. So we came back to Puerto Rico. We came to Camuy, this part of town, because that’s where my husband’s from. And we started building this house. We stayed here for 15 years, and all of the sudden, my kids were 34 �gone. I have four [00:53:00] kids -- two daughters, two sons. They were all gone, married, and they all have moved to Florida. My husband, after working here in Camuy -JJ: Where do they live? DJ: They live in West Palm Beach, Florida. JJ: West Palm Beach, okay. DJ: I’ve got two daughters in West Palm Beach, Florida. I have a son in Kissimmee, Florida, and I have a son that lives in Chicago. I started working here. I worked for 10 years, and all of the sudden, my husband one day says to me, “Let’s move to Florida. Why are we here? We have no kids here, we have no grandkids, we don’t have nobody here. We need to move.” So we moved to Florida where my kids were. I was there for six and a half years until all of the sudden, my mom’s third husband dies because she did get married in the nursing home that none of us went, so she’s a widow again. JJ: What type of person was he? DJ: [00:54:00] Like I said, they got married in September -- JJ: Was he a religious man? DJ: No. Then on top of this, I found out that he was divorced. He was never widowed. On top of this, my mother got married through a pastor from some Pentecostal church when we has been Catholic all her life. So that’s why my whole religion thing was like -- JJ: So he kind of took over her life at that point. DJ: Yes. 35 �JJ: Okay. DJ: But not even take over. The point is that she knew that she was supposed to marry somebody Catholic. She knew that she had to be married by the Catholic church. She knew that she couldn’t marry this man because he was divorced and not widowed, so she was committing all the sins in the book. But then she’s trying to preach to me and tell me that this is how life is? She said that God forgave her because of her age. Now, what does that have to do with it? JJ: [00:55:00] The Catholic church forgives when you go to confession. DJ: Yeah, but she didn’t go to confession. She went and married through a pastor from a Pentecostal church and we’re Catholic. JJ: So she was changing her beliefs. DJ: She was just doing it because she wanted to get married, and then she lied to us through the whole thing. You know, she lied to us. She told us that he was a widow. She did all this on purpose. And then now we have to deal with that. That’s what it is. So like I said, we lived six and a half years in Florida. When I was in Florida, I worked for Dr. [Wilbert Pino?], an orthopedic surgeon, and I was the surgical coordinator. That was my last job until I had to come here to take care of my mother. So I quit my job after six and a half years and come here, and this is where I am with my husband, dying to get up and leave, again, to Florida because I wanna be with my kids. So next week, [00:56:00] I will be taking a vacation to be with them and eventually, probably, I will end up living over there, and if nobody can take care of my mom, I guess I’ll have to take her 36 �with me, you know, here and there because I definitely have to be with my grandkids and my kids. I have to. JJ: Mainly because of what’s going on now with your life? DJ: With my life, with my face, with my illness. You know, what if something happens and I don’t see them? It’s hard. But that’s okay. Take one day at a time. And now I live here with my husband and my mom, and this is my story. JJ: Okay. (inaudible). END OF VIDEO FILE 37 � https://digitalcollections.library.gvsu.edu/files/original/20212cfc54134870ddfc1ebca7a039e0.mp4 918d82d1a11e767b1094e5069a274946 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Daisy Jiménez vídeo entrevista y biografía, entrevista 2 Descripción Spanish language Description entry Daisy Jiménez o como la llamaba su padre, “La Prieta”, es una hermana de José “Cha-Cha” Jiménez. Nació en el séptimo piso del Water Hotel en la calle Superior y La Salle Streets en Chicago, donde vivía su familia. Creció en La Clark medio Ohio y North Ave. , y luego en Lincoln Park donde ayudo a su mama a reclutar gente para misa en Español y dando rosarios para los Caballeros de San Juan y Damas de María. Después de vivir en Claremont y North Ave. Por unos años, la familia se movió ah Aurora, Illinois. Aquí conocieron a Teo Arroyo quien estaba organizando el primer desfilo Puertorriqueño en Aurora, y también era de Barrio San Salvado de Caguas. Daisy entro la carrera para ser Reina del Desfilo Puertorriqueño y gano. Ahora vive en Camuy, Puerto Rico con su esposo Israel Rodríguez y cuatro hijos. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Narrativas personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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 RHC-65_Jimenez_Daisy_2 Title A name given to the resource Daisy Jiménez video interview and transcript, interview 2 Creator An entity primarily responsible for making the resource Jiménez, Daisy Description An account of the resource Daisy Jiménez, or “La Prieta” as she was called by her father, is one of José “Cha-Cha” Jiménez’s sisters. She was born on the seventh floor of what was the Water Hotel at Superior and La Salle Streets in Chicago, where her family was then living. She grew up in La Clark between Ohio and North Ave., and then in the Lincoln Park area where she helped her mother Eugenia go door to door recruiting Hispanos for Spanish mass and praying rosaries for the Caballeros de San Juan and Damas de María. After living on Claremont and North Ave. for several years the family moved to Aurora, Illinois. There they joined up with grassroots leader Teo Arroyo, who was also from Barrio San Salvador of Caguas, Puerto Rico and was organizing the first Puerto Rican Parade for that city. Daisy entered the contest for Puerto Rican Parade Queen and won. She has raised four children and today lives in Camuy, Puerto Rico with her husband, Israel Rodríguez. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs 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 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-10 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/dc668501955a8c53470dad827b39e1db.jpg dee093451f9b547d7fe03d4576fda6c9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS2116 .D3 1906 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0108 Title A name given to the resource Daisy Miller Description An account of the resource Binding of Daisy Miller, by Henry Miller, published by Harper & Bros., [1906]. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1906 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/4f82791703b571ed8bfa2dbf4e6241e5.mp4 e83c7ebba43b3f3d1c9d3e6e709e31b2 https://digitalcollections.library.gvsu.edu/files/original/9f2d97f2f8a0f359b1fcb99bf1f7be28.pdf 60ca03000984c63f8f21446457e11f75 PDF Text Text Grand Valley State University Veterans History Project Harry Daleure (1:05:07) (00:20) Background Information • • • • • • Harry was born in Salem, Indiana on July 16, 1926 The area had bad weather and lots of snow He lived in a small town of about 5,000 and it was a nice area for him to grow up in Harry’s parents were immigrants from Greece The family actually moved back to Greece for 1.5 years during the Depression Harry grew up on a farm and enjoyed playing basketball (8:55) The Marine Corps • • • • • Harry graduated high school in 1943 and then joined the Marine Corps He took a train to San Diego to meet a very rough Marine Sergeant for basic training During training they got up every day at 4:30am and went through obstacle courses They did their marching and courses two times a day in very hot weather After training they had wanted to send him to take classes, but he told them that he had joined in order to fight and was not interested in classes (13:15) Harry is Shipped Overseas • • Harry arrived on Choiseul Island, about 80 miles from Guadalcanal They had traveled on a large ship across that Pacific for three days (15:40) Okinawa • • • • • • Harry and his men were lead by a “90 day wonder” Their leader lined them up in a large line one day for roll call and 49 men were shot and killed by enemy that had been hiding Speaking of the leader, Harry said that he “got his head blown off too and it wasn’t by the Japanese” When they had first arrived in Okinawa, they did not encounter enemy for days Many American soldiers were buried on the island and their families never got to see them They had to bury the dead right away because the smell was awful in the hot weather (27:50) Harry Becomes a Prisoner of War �• • • • • Harry was caught by the Japanese on the island They forced him to live in a tiny cave with about 15 other men for six weeks They were fed rice once every few days and Harry thought he was going to die in that tunnel After a while the Japanese allowed them to come out at night to stretch and this is when the men finally made their move Many men were shot at and did not make it, but eventually Harry found his way back to his outfit (35:10) Harry is Sent to China • In China, the objective was to disarm the Japanese and to inspect areas in order to clear them out • There were many factories that they had to inspect in Peking • He was in China for a year • Harry had been in charge of the gasoline dump and had an assistant that would sell gas to the Russians • The assistant was sent to prison when he was caught (38:50) The End of His Time in the Pacific • Harry traveled on a LST back to the United States • They stopped in Hawaii for ship repairs when Harry learned that he really did not like Hawaii • They then boarded another ship to San Diego (43:10) Harry is Discharged 1946 • Harry took time off and did not work hard for about two years, but was able to save a lot of money • He got a job in South Bend, Michigan • He had been married for 57 years when his wife was killed in a car accident � 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 Daleure, Harry (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Daleure, Harry Description An account of the resource Harry Daleure joined the Marine Corps shortly after graduating from high school in 1943. Harry went to boot camp in California. After training Harry, was shipped first to a base in the Solomons, and then saw action on Okinawa. While in Okinawa Harry was taken prisoner by the Japanese for six weeks. He barely ate anything during his time as a POW and thought he would die in the small tunnel they forced him to live in. Harry eventually escaped and made his way back to his outfit. He later served in China, disarming the Japanese and protecting American assets in Beijing. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Marine Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-29 Identifier An unambiguous reference to the resource within a given context DaleureH 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/c351b8b5883a251b5b1cee497a218188.jpg 9ee1ea205b085692bac8a770d13b8073 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DalmanJessieF Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dalman, Jessie F. Description An account of the resource Jessie F. Dalman, Board of Trustees 1999-2007 Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/d77abf8105cd5fdd16bc19f06d04972d.mp4 b9e873e119493469430d64945b4ae832 https://digitalcollections.library.gvsu.edu/files/original/fca7b4c5eebe6d008dca418c090e7378.pdf 6e91a833642e3c848a402124efa6bdfd PDF Text Text Grand Valley State University Veterans History Project Nina Daly (29:46) Background Information (1:25) • • • • • • • • • She served in the 2nd WAAC training center. (2:30) Nina was born in Rockingham County, North Carolina, on November 22nd 1918. (6:45) Her mother worked as a school teacher. She had also bore 10 children. (7:00) Served in the Woman’s Auxiliary Army Corps. (WAAC)(7:40) She was registered for the WAACs in Florida but was sent to North Carolina. (9:32) She was serving in the summer of 1943 when the WAAC program was allowed to send women outside of the 48 states. (10:00) She had a sister in the Air Force. (10:20) Nina worked as a truck driver in Florida and an ambulance driver in North Carolina. (10:51) It was not uncommon to have to pick up men at the bar that had been in fights while in North Carolina. (12:00) Overview of Service (12:53) • • • • • • • • • • • • Nina then served at Camp Fearless. (12:54) She was also given the challenge to work in intelligence. (13:58) She and her future husband had decided not to get married until after the war. However after they were separated they decided to get married. (14:27) Nina’s brother worked refueling planes on an air field during the war. On one occasion the air field was set on fire after a plane returned with significant damage to its motors. Nina’s brother climbed under the flames and shut off the gas to stop the fire. He was honored for this action. (16:00) She served from March of 1943-February of 1945. (17:29) WAAC Detachment 1 was all white girls. WAAC Detachment 2 was all African American girls. (18:37) She worked in Florida filling out paperwork for returning injured service men. (20:21) Whiskey was difficult for civilians to get but not for service men if they had their pass. (21:48) She had another brother who served as a combat engineer in the Pacific. (24:43) She had another brother who tried to enlist in every branch of service when he was 17 but would not be taken because of a preexisting condition. When he turned 18 he was drafted. (28:17) One of her brothers stayed in the Navy for 8 years. (26:17) Pictures from Daytona Beach. (28:24) � 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 Daly, Nina (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Daly, Nina Description An account of the resource Nina Daly served in the Women's Auxiliary Army Corps (WAAC) from 1943 to February of 1945 during World War II. Though the WAACs were permitted to leave the U.S. after 1943 Nina spent her service in Daytona Beach Florida, North Carolina, and Tennessee. Nina spent her service working as a truck driver and in intelligence gathering. Contributor An entity responsible for making contributions to the resource Davis, Joanie (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army. Women’s Army Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-24 Identifier An unambiguous reference to the resource within a given context DalyNNoId 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/252806aa38fea5fae2ead4b61c82c090.jpg 7b485877d84d71deb5b0a2696f0b3a8f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_55_1923_005 Date A point or period of time associated with an event in the lifecycle of the resource 1923-04 Title A name given to the resource Dam Description An account of the resource Black and white close-up photograph of a dam. Taken my Merrill while attending the American Society of Civil Engineers conference in New Orleans, Louisiana. Subject The topic of the resource Engineering New Orleans (La.) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/993068b141fcb864d2bf77c06ea396e4.mp4 d681d0a64b609d74c43eff6bd28bc74b https://digitalcollections.library.gvsu.edu/files/original/52b6f30e231ae15983d64c58421beb54.pdf 8b9a8f8a1b4c7e74c8b052c23d5a2f75 PDF Text Text Grand Valley State University Veterans History Project John Damon (1:07:50) Background information (00:45)            Born in Grand Rapids, Michigan, in 1919. (00:49) His father was an Army major and his mother was an Army nurse during World War I. (1:07) His father worked as a stockbroker in the late 20s. He went to prison for embezzlement. After this he never saw his father again while growing up. (1:24) He later was reunited with his father. (2:35) He graduated from Creston High School in approx. 1937. (3:00) He worked in construction for about 1 year before attending junior college. (3:03) While in junior college, John played football and basketball and received an athletic scholarship for The Citadel. (3:25) He attended The Citadel in 1939 and graduated in June 1943. (4:07) After Pearl Harbor, when returning to Citadel after a weekend off, John saw all of the Cadets chanting "Beat Japan!". (4:18) John enlisted in the Navy in early 1942. He did this after he went with one of his football friends to see the Naval Air Force. (5:20) He was offered an opportunity to go back to school and finish before he would be sent into the Navy. (6:42) Life at the Citadel (7:46)            The men went to bed each night at 10 and woke up each morning at 6. (7:55) The men marched to all of their meals together. (8:06) There were room inspections as well as drills ran. (8:51) The first year John spent at the Citadel he was harassed by instructors due to his being from the North. (9:25) Men were made to double time up and down the stairs. There was a high emphasis on discipline, much like a boot camp. (10:23) John was a 4 classman. At this rank he was not allowed to eat unless told to do so at meals. (11:15) Everything folded in the room had to be folded in a particular way and their firearm needed to be constantly leaned though it was never used. (12:03) John became a Lieutenant in his 3 year at the Citadel. He then had a platoon. (13:05) Once a cadet threw a light bulb out his window after taps. Because no man was willing to admit who did this the entire battalion (400 men) was made to march in the dark for 1 hour. (14:00) John was made a battalion commander in his 3 year. (15:20) For 2 months after his graduation John worked as a truck driver. He was then sent to Columbia University in New York City. (16:44) th Life at Columbia (17:20) rd rd �   At Columbia John was given the “awkward Squad” to drill. This was the squad that had the hardest time caring out simple actions such as marching. (17:23) Due to his success with his platoon, John was made a midshipmen battalion commander. (17:50) Most of his training at Columbia was basic Naval information. The training lasted 90 days. (18:20) The USS Alaska (19:14)           John was assigned to the USS Alaska due to honors he had received in training. This ship was not even in commission yet. (19:30) The USS Alaska was a CB1 (essentially a battle cruiser) and was designed to counter the German pocket battleship. It was faster than a battleship, more lightly armored, and had 12inch guns as opposed to 16-inch. (20:24) The Alaska had 9 12-inchguns. (22:04) There were also lighter anti-aircraft guns. (23:50) John’s battle station was in fire direction for 5-inch guns. This area had enough room for 6 men inside. (24:20) The station was 50 feet above the deck. (25:05) The ship was moved to the Philadelphia Naval Yard for finishing touches. During this time the men assigned to the ship lived ashore in barracks. (25:22) He had a shakedown cruise in July of 1944 with the USS Missouri. This cruise was used to test every aspect of the ship. (27:22) The shakedown cruise was carried out at Guantanamo. The ship was returned to Philadelphia after the cruise to correct any problems observed. (29:20) In December of 1944 the ship passed through the Panama Canal on its way to San Francisco. (29:35) Service in the Pacific (30:22)          The ship first stopped in Hawaii where the ship refueled and took supplies. (30:26) The USS Alaska provided cover for carriers and anti aircraft protection. (31:35) The ship's first assignments were escorting aircraft carriers that were attacking Tokyo. Considerate damage was done by the air raids. (32:17) The ship was struck by Kamikaze pilots in spite the Japanese Navy being largely decimated at this time (early-mid 1945). The ship relied on the combat air patrol from the carriers to intercept the Kamikazes. (33:37) When Kamikazes were not intercepted, ships shot anti-aircraft rounds at the pilot. It was hard to tell who actually shot down the plane due to the amount of fire. (34:32) The ship served at Iwo Jima, still escorting carriers. The ship did not fire upon the actual island. (35:35) The ship did go on a sweep of the Chinese coastline. The cruisers found nothing but several Chinese fishing boats. (36:48) The USS Alaska did not encounter any submarines. (37:08) The ship did shore bombardment. However, John does not remember where it was. (37:28) �    The Navy was very impersonal because it was ships firing at ships not men firing at men. The only time men were exposed to damage was if the ship its self was hit. (38:40) As an officer John did little aboard ship besides oversea lower ranking men. These individuals were often assigned to scrap and paint or clean the ship. (39:40) John was given training while on the ship in loading the guns. (40:27) The 12 inch guns that John worked on were surface guns. (41:06) Life aboard the Alaska (42:00)          As a captain John had a room with 2 roommates and a maid who made up the officer’s bed. (42:11) The men also had a private room where they were waited on and ate. Once a week the desert the officers received was baked Alaska. (43:05) There was only one black serviceman aside from the waiter and maids and he worked as a firefighter in the engine room. This was not seen as odd to John because he grew up exposed to primarily white populations. (43:44) When John played football and basketball he played in a Southern Conference and never played against a black man. (44:46) The men aboard the ship knew very little about what was going on in the war. He recalled receiving word that atomic bombs had been dropped on Hiroshima and Nagasaki. The men were happy to hear this. (45:22) When hearing of the atomic bomb, the men were confident that the show of force would surely do something. (47:22) The USS Alaska was assigned to escort the USS Franklin after it had been damaged by kamikazes. While escorting her, a kamikaze attacked the ship but missed. (47:58) After it got far enough into the Pacific, the Franklin was taken by tugboats back to the U.S. (49:10) Typically when kamikazes attacked it was one at a time. (50:11) Japanese Surrender (August 1945) (50:40)        The USS Alaska was getting closer to invading Japan when they heard of the Japanese surrender. (50:41) After the Japanese surrender in August of 1945 the USS Alaska traveled with the occupation forces to Japan. The ship stopped in Tsingtao, China where he stayed for several months. (52:03) John traveled ashore with his friend. While there he met a Chinese family who gave the men food and let them play their piano. (52:26) The man he met in Tsingtao told him that during the Japanese occupation it took a year's salary to buy 100 pounds of flour. (54:52) He and his division held a Chinese banquet and ate with some of the Chinese people. (55:03) At night John could hear the communists up in the hills firing. (56:02) The USS Alaska was in Tsingtao simply to oversea the occupation and ensure that the Japanese soldiers were evacuated. (56:46) �     When the USS Alaska journeyed back to the U.S. it carried with it approx. 1000 men. The ship traveled to the U.S. in late 1945. (57:05) John was assigned to be on watch during the travel to the U.S. He felt unqualified to watch such a large ship. (58:40) The ship landed in Bayonne, New Jersey. Here the ship was taken out of action. (1:01:14) For his last months in the service in early 1946 John had little to do but wait for discharge. (1:01:48) John was approached about reenlisting. But while in the Pacific he had applied for law school at the University of Michigan and was accepted. He did not reenlist. (1:02:26) Life after Service (1:03:07)       He attended law school in the summer of 1946 after his discharge. (1:03:07) After graduating he returned to western Michigan where he worked in the City Attorney’s Office. in Grand Rapids (1:03:24) John then went into private practice after working for the city. (1:03:58) He didn’t learn very much in the Navy. He simply did what he was trained to do. (1:04:14) John enjoyed his service in the Navy and he was thankful for his Citadel background. (1:05:00) He doesn’t feel very heroic for his services because his service was fairly safe and easy. (1:06:03) � 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 Damon, John (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Damon, John Description An account of the resource John Damon was, born in Grand Rapids, Michigan, in 1919. When Pearl Harbor happened, he was a cadet at The Citadel, and immediately enlisted in the Navy. However, he was given the opportunity to complete his degree first, so he went on active duty only in 1943. He went through his officer's basic course at Columbia University, and while there drilled recruits who were having trouble with their training. He was assigned to the USS Alaska, a battle cruiser still under construction, in 1944. He sailed with the Alaska on a shakedown cruise to Guantanamo, and then into the Pacific in early 1945. The ship escorted carriers off of Iwo Jima and Japan, and also did shore bombardments and a sweep of the Chinese coast. After the surrender, they sailed to Japan, and then spent three months in Tsingtao, China, while the Japanese troops there were evacuated. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Navy 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 2011-10-19 Identifier An unambiguous reference to the resource within a given context DamonJ1285V 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/6b09e2a3860924dcaf94afb78b96c0b7.jpg c274ea51edfbe3c693f1dff31f77411e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_D076-0026 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1963-02-16 Title A name given to the resource Dance Class with Sherri Coe Description An account of the resource Black and white photograph of dance instructor, Sherri Coe, leading a classroom of young dancers in Grand Rapids, Michigan. Scanned from the negative. Subject The topic of the resource Grand Rapids (Mich.) Dance Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8b70068a0c00f2c0acb8a37a9098b96a.pdf 34552d02b831ef5a884e01af8edfbdf5 PDF Text Text PRIZE MONEY 1st. Place 2nd 3rd 1. Men's Traditional $500.00 $400.00 $250.00 2. Women's Traditional $500.00 $400.00 $250.00 3. Men's Grass $500.00 $400.00 $250.00 4. Women's Jingle $500.00 $400.00 $250.00 5. Men's Fancy $500.00 $400.00 $250.00 $500.00 $400.00 $250.00 6. ..Women• s Fancy 7. Jr. Men's Traditional (age 12-16) $300.00 $200.00 $100.00 8. Jr. Women•s:Traditional ( ages 12-16) $300.00 $200.00 $100.00 9. Jr Men's Fancy ( age 12-16) $300.00 $200.00 $100.00 J r . Women.• s Fancy ( age 12.::16) $300.00 $200.00 $100.00 1 1 . '·:~ o y • s ·:: Trad i t i on a 1 J:. age·5-11) $100.00 $ 75.00 $ 50.00 12. Girl -1 s Traditional ( age 5-11) $100.00 $ 75.00 $ 50.00 13. Boy's Fancy ( age 5-11) $100.00 $ 75.00 $ 50.00 14. Girl's Fancy (age 5-11) $100.00 $ 75.00 $ 50.00 $3500.00 $2100.00 1O • SUB TOTAL $4600.00 TOTAL PRIZE MONEY $10,200.00 PRIZES SUBJECT TO CHANGE ·- ~- - � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</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 RHC-14_dance-prize-list_ Title A name given to the resource Dance Prize List Date A point or period of time associated with an event in the lifecycle of the resource ????-?? Description An account of the resource Dance Prize List, collected by Edward Gillis included as part of his Native American publication collection. Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/4fd70b356705a0f83c6fa1684147efa1.jpg a81a3d1fcc5050c1abdba987ec887335 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 1990s 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_000826 Title A name given to the resource Dance students warming up Description An account of the resource Dance students warming up on April 4, 1991. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges 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 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/f5a70b9da61814c4c23c4c306337b1ef.jpg 1925b07badd0b31ac902b88dbacb0bcc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_O288-0013 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1974-10-19 Title A name given to the resource Dancers, Spanish Life Festival, Chicago Description An account of the resource Black and white photograph of a group of female dancers performing on stage at the Spanish Life Festival in Chicago, Illinois. Scanned from the negative. Subject The topic of the resource Festivals--Illinois--Chicago Chicago (Ill.) Hispanic heritage--Illinois--Chicago Dancers--Illinois--Chicago Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/330c30f82eb9a76e6051571b16715f86.pdf a99b7b8637df085bd9d7f60b087453fa PDF Text Text TH E 0 SEX, GEN ER I - IT DE SOC\ETY CULTU RE (/) ~ 0 QJ C ·-c C >. F male Co yri hl Male l :, · il t 11 E. ! n � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_LGBTQ_2013_Sex-Gender-Orientation-&-Gender-Identity-Grid.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2013 Title A name given to the resource Dancing on the Sex, Gender, Orientation & Gender Identity Grid Description An account of the resource A colored and laminated handout of the grid created by Milton E. Ford. The complexity of the intersections of sex, gender, gender identity, and orientation in a person's identity is visually represented. Subject The topic of the resource Sexual minorities Community centers Intersectionality (Sociology) Sex Gender identity Gender expression Sexual orientation Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/64655cdd2fc36398f88ea294e3549a60.mp3 9d3d1ccc8db1df99e9188773d7a1a828 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Thanksgiving Sunday, Pentecost XXIV Series Good News Scripture Text Psalm 149:3, Luke 15:24 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19951119 Date A point or period of time associated with an event in the lifecycle of the resource 1995-11-19 Title A name given to the resource Dancing With God Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on November 19, 1995 entitled "Dancing With God", as part of the series "Good News", on the occasion of Thanksgiving Sunday, Pentecost XXIV, at Christ Community Church, Spring Lake, MI. Scripture references: Psalm 149:3, Luke 15:24. https://digitalcollections.library.gvsu.edu/files/original/1e98a30252179b5c8cbab5b1e4f2db5e.jpg f179a2743a615a02ee42c32a9f814ca9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Michigan Novels Collection. PZ7.R168 Da 1946 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0033 Title A name given to the resource Dandelion Cottage Creator An entity primarily responsible for making the resource Stuart, Bertha (Designer) Description An account of the resource Binding of Dandelion Cottage, by Carroll Watson Rankin, published by H. Holt and Company, 1946. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1946 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives