535 24 26018 https://digitalcollections.library.gvsu.edu/files/original/2b4459b9ef96a11945041ee60ac31f71.pdf 41e1575f8a77c81ce88151b7b0ecba3f PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James Ochs collection Creator An entity primarily responsible for making the resource Ochs, James W. Description An account of the resource Collection includes a photo album of images taken by Ochs, 16 photos taken by the Army Signal Corps of the 26th Infantry Division, and document his tour of duty in France with the 26th Division, friends he acquired in France, and his leisure time activities Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1942/1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/482">James W. Ochs World War II collection (RHC-55)</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 World War, 1939-1945 United States. Army France 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-55 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 JWO_Mattilde_1945-09-12 Subject The topic of the resource World War, 1939-1945 Rédange (France) Correspondence Description An account of the resource Letter from Mathilde to James W. Ochs, September 12, 1945. Letter reads: "Redange Septembre 12. 1945. Dear Jim: I was very glad: when I received your letter, my best thanks. On the same line I received the card from Paris and a letter from Skiss Silly and Trousse(?). So I see that you had been in Paris. I have the photos, they are all very beautiful, principal those from you and of ___. The days you had been here had go by too quick and I hope you come back at Redange before you departed to America, you are all lines wellcome. I send you the best greatings [sic] from Suzanne and me, Mathilde." Creator An entity primarily responsible for making the resource [Unknown], Mathilde Date A point or period of time associated with an event in the lifecycle of the resource 1945-09-12 Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Source A related resource from which the described resource is derived James W. Ochs WWII collection, RHC-55 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Language A language of the resource eng Rights Information about rights held in and over the resource In Copyright Title A name given to the resource Mathilde to James Ochs 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/f8ff95136072c7827dc90f18395adab8.pdf 1465d115fc953410bfea395d1724aab2 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James Ochs collection Creator An entity primarily responsible for making the resource Ochs, James W. Description An account of the resource Collection includes a photo album of images taken by Ochs, 16 photos taken by the Army Signal Corps of the 26th Infantry Division, and document his tour of duty in France with the 26th Division, friends he acquired in France, and his leisure time activities Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1942/1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/482">James W. Ochs World War II collection (RHC-55)</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 World War, 1939-1945 United States. Army France 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-55 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 JWO_Mattilde_1945-10-03 Subject The topic of the resource World War, 1939-1945 Rédange (France) Correspondence Description An account of the resource Letter from Mathilde to James W. Ochs, October 3, 1945. Letter reads: "Redange le 3. Octobre 1945. Dear Jim: I was very happy to get your lettre and to see that you was in Paris. It is to hoppe that you have this chance again. When you was Sunday to Paris you see Yvonne and the picture. We have I sennding her the pciture, and I have the negative of Paul. I will send you it. I am happy to heard that you family is by good health and your girl again. Suzanne and myself are by good health, hoping the same of you. Suzanne hunts is good now. We hope that you will see us before you go home to America. Now I get your other lettre what the picture from Roland Marguerite Suzanne and you and my. I thank you very very much for its. Marguerite have visite us one day. We have speaking very much of you. I am happ that you get my lettre. I wonder we that my lettre have so long if you get it. I have yours quick. If you write home say plise the very best wishes from Suzanne and my. I am moving(?) Wellbrück(?) but be evening I go home. I have hurt my foot. I send you the best greatings[sic] from Suzanne and my. Your sincerely, Mathilde." Creator An entity primarily responsible for making the resource [Unknown], Mathilde Date A point or period of time associated with an event in the lifecycle of the resource 1945-10-03 Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Source A related resource from which the described resource is derived James W. Ochs WWII collection, RHC-55 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Language A language of the resource eng Rights Information about rights held in and over the resource In Copyright Title A name given to the resource Mathilde to James Ochs 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/82c1e29c4f73851d744d02b6b32ac8c8.pdf 6453757ee2767fb24b71713f95353397 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James Ochs collection Creator An entity primarily responsible for making the resource Ochs, James W. Description An account of the resource Collection includes a photo album of images taken by Ochs, 16 photos taken by the Army Signal Corps of the 26th Infantry Division, and document his tour of duty in France with the 26th Division, friends he acquired in France, and his leisure time activities Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1942/1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/482">James W. Ochs World War II collection (RHC-55)</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 World War, 1939-1945 United States. Army France 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-55 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 JWO_Mattilde_1945-10-09 Subject The topic of the resource World War, 1939-1945 Rédange (France) Correspondence Description An account of the resource Letter from Mathilde to James W. Ochs, October 9, 1945. Letter reads: "Redange le 9. 10. 45. Dear Jim: I had been very glad when I received your lettre with the pictures. I was for a few days in Stelbrück(?) and when I came back your parcel with the prelly lamp was arrived. I was very surprised, it is too kind of you, I say you my best thanks Jim. I take from you a good rescue ____[?] Last week I sent for you the fikles of the pictures I had your promised I hope you received these in a few days. I received the card Suzanne and me from Paris so I see that you had been in Paris. If possible you must come to Redange again. We are all times happy when you arrived. I hope that every thing is going well for you and I send you the best greatings [sic] from Suzanne and me. Mathilde." Creator An entity primarily responsible for making the resource [Unknown], Mathilde Date A point or period of time associated with an event in the lifecycle of the resource 1945-10-09 Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Source A related resource from which the described resource is derived James W. Ochs WWII collection, RHC-55 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Language A language of the resource eng Rights Information about rights held in and over the resource In Copyright Title A name given to the resource Mathilde to James Ochs 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/4f494fafa5dd31dc4e0ee64ca3dc84e6.pdf f1a1e035e56def7ed01604d485e7e6dc PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James Ochs collection Creator An entity primarily responsible for making the resource Ochs, James W. Description An account of the resource Collection includes a photo album of images taken by Ochs, 16 photos taken by the Army Signal Corps of the 26th Infantry Division, and document his tour of duty in France with the 26th Division, friends he acquired in France, and his leisure time activities Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1942/1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/482">James W. Ochs World War II collection (RHC-55)</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 World War, 1939-1945 United States. Army France 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-55 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 JWO_Mattilde_1945-11-03 Subject The topic of the resource World War, 1939-1945 Rédange (France) Correspondence Description An account of the resource Letter from Mathilde to James W. Ochs, November 3, 1945. Letter reads: "Redange le 3. 11. 1945. Dear Jim: Dat was surprise last night wen Mahell(?) arrived. I was so happy but very sorry dat you did not kame with her. But whe hopp dat you kame quiqly perhaps for Christmas. Mahell(?) bring us good news from you and whe are very glad for you. Thank you so much for the beautiful pictures whe where are quite hourly her where siling in the little room near your beard room it is quite warm where eating apples and pears and spiking from you. Mahell kan tell you de anders news. Many thanks for your letters from the ___? I am glad that you have received my letter with the pictures. I have received a letter from Roland and the picture from him also. He is now in Reius(?) and I hoppe that you see him perhaps. The very best of greatings from Suzanne and me. Love Mathilde." Creator An entity primarily responsible for making the resource [Unknown], Mathilde Date A point or period of time associated with an event in the lifecycle of the resource 1945-11-03 Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Source A related resource from which the described resource is derived James W. Ochs WWII collection, RHC-55 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Language A language of the resource eng Rights Information about rights held in and over the resource In Copyright Title A name given to the resource Mathilde to James Ochs 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/52caa9947fb1543b823dabf83944d754.jpg 9a64a06145f59ab9abff3f39303afddb 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 Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</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 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg 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 RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 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 <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</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-50_M4319 Title A name given to the resource Matsu class destroyer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Matsu class, Japanese DD (destroyer), January 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Japan Military education Warships--Recognition Slides 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 Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-01-15 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/f5a0017e4e6943b591756f17cbd02eab.jpg c8c82fa839348fd5e5947ac8a5a6bcad 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_000371 Title A name given to the resource Matt McLogan and President Lubbers walk across Little Mac bridge Description An account of the resource Matt McLogan and President Lubbers walk across Little Mac bridge. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges College administrators 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 color photo https://digitalcollections.library.gvsu.edu/files/original/172a3e36882ce41a1a93e9966aba03b1.jpg 89cdad650f73c3fd9a0645022989f4bc 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 1980s 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_000596 Title A name given to the resource Matt McLogan at GVSC TV fundraiser Description An account of the resource Matt McLogan at GVSC TV fundraiser. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges 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/46327f45f3596b2e0c6661c41a1f91c8.m4v ea0ca424b230f2262fa4d4edf5b14697 https://digitalcollections.library.gvsu.edu/files/original/48ceb2f64815317b8eb8338a967d62bd.pdf fb38100ea081b69256d3556ff26f348d PDF Text Text Grand Valley State University Veterans’ History Project John Matt Iraq War & War in Afghanistan 1 hour 24 minutes 42 seconds (00:00:12) Early Life -Born in Marquette, Michigan on October 1, 1984 -Grew up in Marquette -His father worked for the city of Marquette -In charge of city maintenance -His mother worked in various secretarial positions in the hospital -He had two brothers -Attended Marquette High School -Graduated from there in 2003 (00:01:05) Enlisting in the Marines -After high school he did a lot of job hopping -He was working as part of a security detail at a casino -A friend, who had just completed Marine boot camp, came and visited him -Encouraged John to go and talk to a recruiter -He wanted consistency in his life -Enlisted in the Marines in November 2005 -Prior to going to boot camp there was a preparatory period -Getting physically prepared for boot camp with the help of a recruiter (00:03:00) Marine Corps Boot Camp -Took a van from Marquette to Milwaukee, Wisconsin to go to the MEPS -Military Entrance Processing Station -Various physical tests to see if you’re qualified to go into the military -Took a plane from Milwaukee to San Diego, California -There were drill instructors waiting at the airport -Spent three hours standing at attention on the curb waiting for the busses -In the meantime the drill instructors yelled at the new recruits -First week of training was called “Hell Week” -Get your head shaved, no sleep for thirty six hours after arriving, lots of waiting -Basically getting indoctrinated into military life -On the Friday of “Hell Week,” called “Black Friday” get assigned to training company -Boot camp lasted thirteen weeks -First month the focus is integration at San Diego -Drills, learning about ceremonies, military protocol, and the history of the Marines -Second month is at Camp Pendleton, California -Qualifying with the M16 assault rifle -Land navigation training -Going out into the field and sleeping in a tent for a week -Third month is back at San Diego and there is further training with drills and ceremonies -Boot camp ends with “Parent Day” which is the graduation from boot camp �-Parents from the area can see their sons and daughters graduate -First time that you’re truly recognized as a Marine -His father was a disciplinarian, so getting yelled at was not shocking, or foreign -Learned that teamwork was key to survival -Knew that in the future, if one man made a mistake, it could be fatal -There were always those few who didn’t care, or didn’t cooperate (00:09:08) School of Infantry -His specialization was as an infantryman -After boot camp went home for ten days of leave -Returned to California and went to the School of Infantry at Camp Pendleton -Two months of infantry training -Working with a variety of weapons -M240 machine guns, Mark 19 grenade launchers, .50 caliber weapons -Getting the skills needed to be considered an infantryman -Went on marches in the mountains -Every Marine has to receive at least some kind of infantry training -Even Marines in administrative positions receive a month of infantry training (00:10:58) Assignment to the 3rd Battalion of the 1st Marines -In April (or May) of 2006 he was assigned to the 3rd Battalion of the 1st Marines -It took some adjusting to go into the unit that had fought in Fallujah, Iraq -Had to prove himself before being fully accepted -For the next year they focused on training to get ready to go to Iraq -Spent three weeks of every month training in the field -Receiving urban combat training -He began to work with people who were from the Middle East -Learning about the culture, customs, and the language -Trained with them as stand-ins during urban training -The goal was to not be culturally shocked when he got to Iraq -The other part of it was showing that the Iraqis were humans too -Feels that the media only focuses on the negative aspects of the people (00:16:52) Deployment to Iraq -The initial plan was to go with the 31st MEU (Marine Expeditionary Unit) to Thailand -Train with the Thai military and other military forces in the area -Before leaving saw his sergeant major in the “smoke pit” smoking cigarettes -Learned that this meant they were probably going to Iraq, and not with the 31st MEU -The second day that they were on the ship they were called to the flight deck -Told that there was a change of plans and they were going to Iraq -On the voyage over began target practice -Challenging because of the motion of the ship -They had a month and a half to prepare before arriving in Iraq -Left the United States in summer 2007 -Most likely mid-May because he remembers celebrating the 4th of July in Iraq (00:19:30) Arrival in Iraq -When they arrived there was no clear route into Iraq -Had to go with a four man team of combat engineers to clear the route of IEDs -From there their mission was to find an abandoned building and get established in it �-The ship arrived in Kuwait -They had to wash dust and dirt off their equipment, vehicles, and clothing -Kuwaiti culture demands that no foreign soil be on their soil -Stayed in Kuwait for a week -While in Kuwait given more cultural awareness courses -Went to a place called TQ in Iraq (Al-Taqaddum Air Base west of Baghdad) -Collected their ammunition and got assigned to a vehicle there -Spent five days at TQ -After TQ went to their area of operations in Iraq -Operating near COP (Combat Outpost) Golden -They paid some of the local elders to move out of their houses and live with family -This allowed them to set up in the houses and have immediate access to the area -They would go out on patrols and meet with the locals -Operating in a largely uninhabited part of Al Anbar Province (western Iraq, bordering Syria) -South of the city of Al Karmah -They could see rockets being fired at night -On the outskirts of an area where major fighting was occurring (00:24:00) Interacting with Iraqis Pt. 1 -In their interactions with the Iraqis they would try to figure out what the people needed -First step was to contact the village elder and talk to him first -From there give him water, educational supplies, and any other supplies -He would go and hand out the supplies to the families -It showed that the U.S. was the supplier, not the savior -Whenever they went out to meet with the Iraqis, medics came along -Able to provide medical assistance the villagers wouldn’t have gotten otherwise -The Iraqis reacted positively to the American presence, but they were wary of helping -They wanted to help, but were afraid of what the Insurgents might do to them -Some Iraqis helped regardless of what the Insurgents threatened (00:27:40) Daily Routine in Iraq -His days were organized in a 4x4x4 pattern -Four hours of patrolling a square kilometer area -Watch the roads and study the daily habits of the people -Talk to the locals and gather any possible intelligence -Figure out who needed to be talked to -Either because they could help, or were a threat -Four hours of guard duty at the house -Go up on the roof and watch the neighbors to check for consistency -Four hours of sleep -The 4x4x4 pattern would be done twice a day (00:30:16) Interactions with Iraqis Pt. 2 -One Iraqi man wanted to help, but wanted to be “arrested” to do it -He didn’t want to look like he was willingly helping the Americans -Told them to stage a fake raid on his house at night -The situation seemed sketchy, so they went to talk with him during the day -The man had left and his son was the only one at the house -His son had three cell phones which was a sign of being involved with the Insurgents �-The man never did come back to his house (00:31:52) Enemy Contact in Iraq -The worst contact they had with the enemy in Iraq was soon after they arrived -Combat engineers were helping to build up their fortifications -A vehicle-borne sniper came by and shot at them -One of the combat engineers was hit through both lungs -He walked over to see how the engineer was -The man was already pretty much lifeless -Drove home the selflessness of all military personnel -A noncombatant gave his life for the combatants -The combat engineer wound up dying en route to a larger medical facility -The contact drove home the severity, and reality, of the deployment -After that they didn’t take too many more casualties -All wounded, no fatalities (00:36:06) Living Conditions in Iraq -At times they could go to their battalion’s base -Living conditions still weren’t good there -No air conditioning, and the base was made up of tents -In the field they would live off MREs (meals ready to eat) -Sometimes only ate one MRE a day -Taking a real shower was nonexistent -Learned how to use body wash and a bottle of water to get somewhat clean -The average temperature every day was around 130oF -Grew to appreciate the most basic things when he came home -They would pay villagers $30 for a block of ice just to help deal with the heat (00:38:38) Coming Home from Iraq -The deployment to Iraq was nine months -Did not receive any R&R while in Iraq -Came home around Christmas/New Year’s Eve of 2008 -Boarded a ship in Kuwait and sailed home -It was a chance to unwind and decompress before coming home -Aboard ship they received reintegration classes -Learning how to cope with being around family again -At the time didn’t want to get lectured, but knew that it was necessary -Learned about the signs of PTSD and how to deal with it -Upon coming home, some men wanted to go back to Iraq because it was easier than civilian life -In Iraq everything was provided, no bills to pay, just had to stay alive (00:41:00) Leaving the Marines -At first he wanted to stay in the Marines -He had his wife and children to consider though -If he stayed in there was a chance he would wind up going to Afghanistan -Left the Marines and went to college and got a part time job -Didn’t have insurance and had to rely on state aid -Felt that that wasn’t good enough and wanted to pursue other options (00:43:18) Enlisting in the National Guard -Enlisted in the National Guard and was able to stay in college and keep working �-Assigned to the 1431st Engineer Company in the Upper Peninsula of Michigan -Volunteered to go help the 1433rd Engineers in the Lower Peninsula -Wound up getting deployed to Afghanistan -Joined the National Guard in March 2010 -Only five months after getting out of the Marines (00:44:20) 31st MEU (Marine Expeditionary Unit) -After Iraq, but before the National Guard, went with the 31st MEU on a training mission -Learning how to be a “boat company” -Operating like a special operations unit off of a ship -Went to Okinawa, Japan for a month -Went to an island in the Philippines and trained with the Filipino Marines -Had some encounters with the Filipino civilians -Little kids would trade random items for ballpoint pens -Learned a lot about jungle warfare from the Filipinos by going on patrols with them -Went to Seoul, South Korea and trained with the Republic of Korea Marines -Visited the city of Seoul -Saw the Korean War memorials and got to see what the war was like for them -Went to the Korean Demilitarized Zone -Saw the Bridge of No Return -If you start to cross it you have to cross to the other side -Otherwise you will be shot -Asked his officer if he could try to run it, but was not allowed -Went back to Japan for another month and then flew home (00:48:19) Training with the National Guard -Went to Fort Crowder, Missouri for demolitions training -Spent one weekend a month training with the National Guard -The role that he trained for was to be a combat engineer -Clearing roads of IEDs and other explosives -They had a vehicle that could safely detect where explosives were -They also had equipment for BIP: blow in place -Destroy an explosive without the help of a bomb disposal team -Also learned how to efficiently cut down trees by using explosives (00:51:25) Deployment to Afghanistan -He was deployed to Afghanistan in the summer of 2012 -Went to Kingsford Armory in the Upper Peninsula and took a bus to Grayling, Michigan -Remembers being escorted to the Mackinac Bridge by the Freedom Riders -Motorcycle group that will escort deploying soldiers and welcome them home -Along the way people would come out and show their support as they passed through towns -It was a morale boost to see local support -Flew to Afghanistan -Remembers that it was a long plane ride -A lot of them took sleep medication to help the time pass -Remembers getting fed a lot -Stopped in Germany to refuel and to get a chance to stretch in the airport (00:55:07) Arriving in Afghanistan -Landed at Kandahar Air Field in southern Afghanistan �-There was a major base there -Received cultural integration classes at Kandahar -Stayed at Kandahar for a couple weeks waiting for an assignment -Got a chance to Skype with family back home -It was totally different than what was available in Iraq in 2007 -Had access to a TGI Friday, soccer games, internet, ping pong, video games -Meant to be a taste of the United States in Afghanistan (00:56:50) Afghan Society -Afghanistan was mostly nomadic, agricultural, and primitive compared to Iraq -The cities were slightly more modern than the rural areas -They had access to some modern amenities like a barber shop (00:58:10) Assignment in Afghanistan -He and his unit were assigned to Forward Operating Base Pasab near Kandahar -Their mission was route clearance -Securing roads and clearing them of IEDs and other explosives -Making it safe for the infantry to go out on patrols during the day -Felt hugely responsible for the safety of the infantrymen -They would get up before dawn to go make sure the roads were clear -The other part of route clearance was to make it safe for the locals to travel (01:00:20) Enemy Contact in Afghanistan -There were more IEDs in Afghanistan than in Iraq -His unit had the highest discovery and detonation rate of IEDs -By the time they arrived the terrorists were running out of money and starting to retreat -The first couple months they were there they always had firefights during route clearance -Eventually the firefights stopped and it became easier to do their job -They lost one man very quickly -He stepped on an IED and it detonated right beneath him -It was the same as in Iraq, it made the situation very real again -He knew how to deal with it after having experienced it in Iraq -Went and talked to the new soldiers and made sure they were alright -Still completed the mission for that day for the sake of closure (01:03:42) Interacting with the Afghans and Coalition Forces -The Afghan people had a larger sense of entitlement than the Iraqis had -They would more readily ask for stuff from American soldiers -Help from soldiers was expected -If you didn’t have anything to give them they would turn against you -Little kids would throw rocks at them -During the deployment he saw a loss of public support happening in Afghanistan -The Afghan National Army (ANA) became a threat at times -Members of it wound up being double agents for the various terrorist groups in the area -At the end of his deployment he started seeing people returning to the region -Indicated that Afghanistan was normalizing and support was returning -The ANA had a lot to learn still even at the end of his deployment (2013) -They were not used to American military tactics -Just wanted to charge into a situation guns blazing -The didn’t understand protocol or Rules of Engagement �-There were communication problems -Didn’t know if interpreters were trustworthy -Most of the time had to rely on body language to communicate -At Kandahar Air Field you could meet the other Coalition soldiers -Never carried out operations with them though -Always made sure to guide the ANA soldiers and give them advice -During house searches they had the ANA do the searches and act independently -This allowed for the ANA to see that they were being given respect (01:11:08) Living Conditions in Afghanistan -Living in a forward operating base was much better than the living conditions in Iraq -At the FOB he had access to a modern gym -On the FOB they were able to eat real meals and not just MREs -They had “Taco Tuesdays,” and steak and lobster on Thursdays -Remembers they had a butter sculpture of the Last Supper -Showed that the Afghans were starting to respect American culture too -Served as a morale boost (01:13:58) End of Deployment to Afghanistan -Even by the spring of 2013 there was still a lot of work to be done in Afghanistan -Around Easter 2013 they were preparing to return to the United States -By the time they left Afghanistan the firefights had stopped and IEDs had gone down -There was only one road that consistently had IEDs on it -In their area, enemy morale had been broken and they were retreating -Went to Kandahar Airfield for a few weeks -Looked for ways to kill time -Did end of deployment work -Physical and psychological health evaluations (01:16:42) Coming Home -From Kandahar flew to Fort Bliss, Texas -Processed out there -Mostly allowed to just unwind and not have any military responsibilities -Just had to report at 7 PM each night so they knew you were alive and well -Went to the on base shopping mall, saw movies, and swapped war stories -Took more reintegration courses at Fort Bliss -After Iraq understood that they were necessary for readjusting -From Texas flew back to Michigan and landed at Sawyer International Airport -Formerly K.I. Sawyer Air Force Base -Left Sawyer International on a bus and after only driving a few miles the bus broke down -Still had to go to Kingsford Armory for the formal homecoming ceremony -He was walking distance from his house though -In the meantime the soldiers got off the bus and started making snow angels -Got a new bus and went to Kingsford for the homecoming ceremony -Got to be reunited with his wife and children -Remembers that it was a much bigger homecoming than when he was in the Marines -Reaffirmed his National Guard service, truly felt that he was fighting for his community (01:21:15) Present Service -Still does the one weekend a month, two weeks a year with the National Guard �-He is currently involved with helping to train soldiers at Fort Custer, Michigan in urban combat -How to properly breach and clear houses -Incorporates both his infantry and combat engineer experience (01:22:35) Reflections on Service -Learned that there was nothing that he couldn’t handle -He loved, and still loves, the spirit of teamwork in the military -Helped him to learn that it’s okay to have a support network and to ask for help -He still loves the sacrificial aspect of the military � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_MattJ1670V Title A name given to the resource Matt, John (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 Description An account of the resource John Matt in 1984 in Marquette, Michigan. He grew up in Marquette and attended high school there and graduated in 2003. In November 2005 he enlisted in the Marines and attended boot camp at San Diego/Camp Pendleton and the School of Infantry at Camp Pendleton specializing as an infantryman. In the spring of 2006 he was assigned to the 3rd Battalion of the 1st Marines. In mid-May 2007 he and his unit left for an international training mission in Thailand, on the second day of sailing they were rerouted and deployed to Iraq. They arrived in Iraq in late June/early July 2007 and were stationed in a village south of the city of Al-Karmah near Combat Outpost Golden in the Al-Anbar Province. During his time in Iraq he went on patrols and took part in the humanitarian mission to improve the lives of the Iraqis. Around Christmas/New Year's Eve of 2008 he and his unit returned home. In 2008 and 2009 he went with the 31st Marine Expeditionary Unit to Japan, the Philippines, and South Korea to carry out training missions with the allied forces in those countries. After leaving the Marines in late 2009 he enlisted in the National Guard in March 2010 and was assigned to the 1431st Combat Engineers Company in the Upper Peninsula of Michigan based out of Kingsford Armory where he could be near his wife and children. He volunteered to help the 1433rd Combat Engineers based in the Lower Peninsula and wound up getting deployed to Afghanistan in the summer of 2012. His unit operated out of Forward Operating Base Pasab helping to clear the road of improvised explosive devices and other explosive materials. Creator An entity primarily responsible for making the resource Matt, John Contributor An entity responsible for making contributions to the resource Jones, Adam (Interviewer) Subject The topic of the resource Iraq War, 2003-2011--Personal narratives, American Afghan War, 2001--Personal narratives, American United States. Marine Corps United States. National Guard Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/61195af4b514dd7a7c13f7e9ed0af2ec.m4v 87cfaafd424e4e180601a36332bc37c0 https://digitalcollections.library.gvsu.edu/files/original/73d686f0c72daa014779c0d5ab955589.pdf 8342838519e8570b0a056bd68d516749 PDF Text Text Grand Valley State University Veterans’ History Project Marjorie Matthews World War II – Red Cross (Stateside) 41 minutes 27 seconds (00:00:33) Early Life -Born in Muskegon, Michigan, in 1922 -Moved to North Muskegon when she was a year old -Father owned a tea company -Grew up in North Muskegon -Had two older brothers and two older sisters -Wonderful schooling experience -History teacher taught the students how to dance -Played basketball for five years -Played games against other schools in the area -Really enjoyed journalism (00:02:50) Start of World War II -Not too aware of the events unfolding in Europe and Asia during the 1930s -In retrospect, she’s surprised that she wasn’t more aware of those events -Remembers the bombing of Pearl Harbor on December 7, 1941 -Oldest brother couldn’t enlist because he was too old, but her other brother enlisted -He served in North Africa, but returned to the United States after being in combat -Had to psychologically recover at the hospital in Battle Creek, Michigan -She worked in the office for Seal Power -Newspaper boys went past the office in the morning -One way she kept up with the news of the war -At the beginning of the war, the news wasn’t good for the United States -Suffered a series of major losses in the Pacific Theater -Once rationing went into effect you had to make your own butter -Rationing applied to every good that could be used for the war effort -Nylon, cigarettes, and gasoline, to name a few items -Went to an assigned ration distribution center to gather supplies -Her place was the post office in Muskegon -Everything that was rationed went to the soldiers -Drank more tea than coffee because tea was easier to get (00:08:00) Joining the Red Cross -Felt she needed to be part of the war effort -Joined the Red Cross -Had weekly meetings in Muskegon -Assigned a Red Cross uniform (dress, nylons, and high heels) -Joined the Red Cross with a friend from Seal Power �(00:09:33) Red Cross Motor Corps -She wanted to be in the Motor Corps, and got in -Delivered magazines to the military hospital in Battle Creek -Allowed her to visit her brother who was recovering in that hospital -Took a test to join the Motor Corps -Had to know how to change a tire -Received training from the Red Cross -Had to drive well -Brought a sailor to the hospital at Great Lakes Naval Station, Illinois -Knew how to drive before she joined the Red Cross Motor Corps -Knowing how to drive was a prerequisite to joining the Motor Corps -Went to meetings at Hackley Park -Marched at the park with other Red Cross volunteers -Worked during the day and went to Red Cross meetings at night -Women had to work because most of the men were in the military -Had Red Cross meetings Monday through Saturday, and had Sunday off (00:15:05) News of the War Pt. 1 -Had a radio at home -Allowed her to listen to USO Shows with Bob Hope and Jack Benny -Went to the movies to see the newsreels -Kept civilians up to date about the war -News about actors serving overseas -Got a lot of information from the newsreels before the movies -Had an almost constant stream of information about the war via the newsreels (00:17:22) Family Members’ Service -Her future husband served in the Army as a captain -Got some information from him -Brother-in-law served in the Army Air Force -He was killed-in-action when he was shot down over the Zuiderzee, Netherlands -Kept in touch with her brother via letters until he was sent to Battle Creek -Brother couldn’t psychologically cope with combat and seeing men killed -Had a nervous breakdown -Stayed at Battle Creek for three or four years recovering from his episode -Capable of recognizing Marjorie when she visited, but he didn’t talk much -Eventually recovered and did window art for Hardy-Herpolsheimer’s in Muskegon (00:22:05) Fellow Red Cross Workers & Social Life Pt. 1 -Didn’t have much interaction with the other Red Cross workers -Did different work for the Red Cross -Worked with her friend from Sealed Power -Social life was very different during the war -Not a lot of young men around (00:23:44) News of the War Pt. 2 -Just waited to hear the news and didn’t think much about the progress of the war �-Waiting for it to finally end -It was a tragic time (00:24:24) Casualties -Brought magazines to the wounded men recovering at the hospital in Battle Creek -Wounded men from Michigan went to Battle Creek to recover -A lot of her high school classmates were killed-in-action (00:25:45) End of the War -Remembers Victory in Japan Day (August 15, 1945) -Went into downtown Muskegon to celebrate -People poured into the street -Everyone was overjoyed that the war was over -Sense of elation after years of hardship and suffering -Bars were filled with people -It took a while for things to return to normal -Get the soldiers home -Rationing ended in 1946 -Shortly after the war’s end she left the Red Cross (00:31:00) Working at Sealed Power -Had 200 – 250 women working at Seal Power during the war -Remembers Sealed Power held a party for the women workers at the hotel in Muskegon -Sealed Power made piston rings for the war effort -She worked as a switchboard operator for Seal Power (00:32:48) Social Life Pt. 2 -Big bands came to Fruitport, Michigan -Wonderful time -Saw the Glenn Miller Band play in Fruitport -Band played during her wedding (without Miller; killed-in-action 1944) (00:34:41) Reflections Pt. 1 -Being in the Red Cross gave her something to do besides work -It was a fast life during the war -Never knew what was going to happen -Felt she played a small part, but it took a lot of small parts to achieve victory (00:36:40) Death of President Roosevelt & the Atomic Bombs -Remembers working the switchboard when she heard President Roosevelt died (April 12, 1945) -Everyone working the switchboard got the news at the same time -Knew he was sick, but it came as a shock that he died -Remembers the dropping of the atomic bomb -Didn’t know how horrendous it was at the time -Didn’t agree with the bombing, but knew it helped end the war with Japan (00:38:40) Reflections Pt. 2 -Experience during the war had a profound impact on her -It was a hard time, and she hopes we don’t have to go through that again -Hopes her grandchildren, great-grandchildren and future generations can grow without wars � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_MatthewsM1954V Title A name given to the resource Matthews, Marjorie (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-09-27 Description An account of the resource Marjorie Matthews was born in Muskegon, Michigan, in 1922. Shortly after America's entry into the Second World War she joined the Red Cross and served as a driver in the Motor Corps in Muskegon. Her duties ranged from the transportation of servicemen to delivering magazines to the military hospital in Battle Creek, Michigan. She also worked for Seal Power in Muskegon (a company that was part of the war effort) as a switchboard operator. Marjorie left the Red Cross after the war's end in 1945, and she worked for Seal Power for a total of 13 years. Creator An entity primarily responsible for making the resource Matthews, Marjorie Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/68ee04fe8e7811e20f0758b67a4506d5.jpg d9d47aba6d4466a76984dff6d496fd0b 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_M227-0017 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 1972-06/1972-08 Title A name given to the resource Maureen Moore, Lady Dunbar Description An account of the resource Black and white photograph of Maureen Moore, known as Lady Dunbar of Hempriggs and the "foster sister" of author C.S. Lewis, whom he lived with at his home, The Kilns, along with her mother, Janie King Moore, in Risinghurst, Oxford, England. Scanned from the negative. Subject The topic of the resource Moore, Janie King, 1872-1951 Lewis, C. S. (Clive Staples), 1898-1963 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/e1953836938e284f806a35fcf641cb9e.pdf 7cf8c917b431f943bb72bc6210be4472 PDF Text Text 1 Grand Valley State University Collections Kent County Oral History collections, RHC-23 Miss Evangeline Maurits Interviewed on October 5, 1971 Edited and indexed by Don Bryant, 2010 – bryant@wellswooster.com Tape #33 (59:59) Biographical Information Marguerite Evangeline Maurits was born 30 July 1900 in Grand Rapids, Michigan. She was the daughter of Dr. Reuben and Angeline (De Bey) Maurits. Miss Maurits died 26 March 1986 in Grand Rapids at the age of 85. Reuben Maurits was born at Vriesland, Ottawa County, Michigan on 29 October 1870, the son of William J. and Grietje (Rychel) Maurits from Nijmegen, Netherlands. Reuben died 11 November 1947 in Grand Rapids. Angeline De Bey was the daughter of William and Eva (Takken) De Bey. Angeline was born in Illinois about March 1873 and died in Grand Rapids, Michigan on 3 February 1954. Angeline and Reuben were married in Chicago, Illinois on 25 November 1897. ___________ Interviewer: This interview with Miss Evangeline Maurits was recorded October 5, 1971. Miss Maurits, you mentioned where your father was born? Miss Maurits: He was born in Vriesland, Michigan, on a farm. And he was the only one of ten children that had a college education. And, he went to Ann Arbor in medical, graduated from medical school there, and he became a specialist in anesthesia. Interviewer: And where was this practice located in Grand Rapids? Miss Maurits: In Grand Rapids. He was on a board at Blodgett hospital mostly. But he gave anesthesia to all the rocky cases and all the doctors here in town, Richard Smith and all of them would ask for father if they had rocky case. Interviewer: What’s a rocky case? Miss Maurits: Well, if, has a, probably has a heart problem. Interviewer: Ok. Miss Maurits: Heart complication and he gave the first continuous spinal operation in Grand Rapids. Interviewer: Your father did? Miss Maurits: Yes, and he always was the first one to give any new anesthesia that ever came to town or ever came in use. �2 Interviewer: You mentioned in your home as well? Miss Maurits: In our home we, the first home they built, and I was born in that house on the corner of Lake Drive and Eastern,, and it was an old four story building and it was just made into apartments and my father had his office in the basement and it had a separate entrance. And he had his laboratory down there and two rooms. And he conducted his office there for a good many years. I don’t know just how long, till the Metz Building was built, I imagine then he went in the Metz. Building. Interviewer: How, you mentioned that he extracted teeth as well as tonsils? Miss Maurits: Well, of course at that time they didn’t have, they never went to hospitals, they, and they wouldn’t stay overnight for a tonsillectomy, they just took them out in the offices. And father pulled teeth and took tonsils out there for until they became, went to the hospitals for those things. And of course, father never did take out tonsils unless it was only when he was in this general practice, when there weren’t specialists in that sort of thing. Interviewer: It was quite a general practice wasn’t it? Miss Maurits: Oh, Yes. Interviewer: …teeth to tonsils? Miss Maurits: Everything. Interviewer: Someone told me that your family somewhere in your background, there was some… are you Dutch? Miss Maurits: Yes, on both sides. Interviewer: That your family came from the Netherlands. Miss Maurits: Both my grandparents came from the Netherlands. My grandmother’s parents came from Utrecht and my father’s parents came from Nijmegen right in Holland. But my parents were both born in this, this country. Interviewer: Were, were your grandparents, were they important people in Holland? Miss Maurits: Yes, they were, my grandfather, my great-grandfather on my mother’s side was, they were in Chicago when they came over and he was the large, Dutch Dominai as they called him, the ministers at that time were all called Dominais and he was the very famous Dominai of Chicago. And the name was deBey, small “de” capital “ B”, that’s French Huguenot. And my father is related somehow, I don’t know exactly how, to Prince Maurits in The Hague. And they, the Mauritshuis are in the Hague right now, and Prince Maurits picture is in the museum. Interviewer: Why did your grandparents leave Holland? �3 Miss Maurits: I really haven’t any idea. I imagine the same thing everybody did, for religious freedom. I don’t know. Interviewer: Did your, did you grow, spend all your growing years up in the house on Lake Drive…? Miss Maurits: On Lake Drive until I was, we sold it I think I was around twenty. Interviewer: What was that neighborhood like when you were growing up? Miss Maurits: Well, that was the edge of town at that time. We couldn’t get a maid because it was too far out, and it was just, well it was empty lots all around us. Across the street it was all empty lots and my father kept his car. He had one of the first cars in Grand Rapids, he kept his car across the street there because we didn’t have a garage at that time and since then we built a garage and I used to think that was an enormous yard but you look at it today and it’s just about ten feet wide. Interviewer: Was it wider then? Miss Maurits: No, it wasn’t it just seemed so big. Interviewer: Because of all the open space around it. Miss Maurits: Yes, it was more, wider than ten feet of course. Interviewer: When did your father get his first car? Miss Maurits: I think I was about three years old. We had a horse and buggy. Maybe I was younger. I don’t remember, but I know he had one of these cars with the rod that every time it turned around it hit you, you know just, not a steering wheel, just a rod, and a do-si-do seat. Interviewer: What’s a do-si-do seat? Miss Maurits: Back to back. Interviewer: Well, when did buildings start, when did other houses start to be built around you. Miss Maurits: Well, I imagine, probably in nineteen ten or-twelve, somewhere in there. Interviewer: Was your family very involved in the Dutch community here? Mrs. Maurits: Not too much so. We didn’t go to the Dutch church or anything like that, we went to the Bethany Church but it was the English speaking church, and my mother and father were quite advanced in their thinking and they joined Fountain Street Church long before, when I was just, well when Mr. Fuller was there. And, I don’t even remember him, but he was one of the first ministers there. Well, my family were a little more liberal than the Dutch at that time, they �4 were interested in advancing their thoughts on the liberal side of life so that’s why they joined Fountain Street ... Interviewer: That was quite a break… Miss Maurits: Yes, it was a great break, but they enjoyed Fountain Street Church and they enjoyed Dr. Wishart so very, very much and of course when, since Duncan Littlefair has been there (that was), my father and mother were very satisfied and very happy to be there. Interviewer: What were the, were there certain churches at that time that were “the churches to go to”? Were there certain churches that were more important in the activities of the city than others? Miss Maurits: Well, I think that the Fountain Street was the most liberal. It always had the most liberal, ministers and thoughts and every, in every way and there was, of course, the Park Congregational Church. And that has since split. Half of it is there and half of it is the Mayflower Church; and of course, the Episcopal Churches. But Fountain Street had all so very many lecture courses and everything that was interesting in the world today was discussed there, at the Fountain Street for years. Interviewer: Yes. I was going to ask a question, oh, your schooling here in town, where did you go to school? Miss Maurits: Well, I went to Congress Street School first. Then I went to Mrs. Eastman’s private school and then Fountain Street for a year or two and then I went to Ferry Hall in Illinois. Interviewer: Where was Mrs. Simpson’s school? Miss Maurits: Mrs. Eastman’s school. Interviewer: Mrs. Eastman’s school. Miss Maurits: She was on Barclay. A lot of the people here from Grand Rapids as children went there to school. Interviewer: Can you tell me a little about the school, was it in her house? Miss Maurits: In her house, yes, it was in her house. And she was a very lovely person and they were small classes, maybe two or three in a class. And she had all grades and very fine teachers. Interviewer: Did your course of study, pretty much parallel the same course of study in the public school? Miss Maurits: As far as I know, it did. Interviewer: Why did your parents choose to send you to Mrs. Eastman’s (school). �5 Miss Maurits: Well I was an only child and they just thought it was better to be in smaller classes. Interviewer: You, you mentioned, that you spent a good deal of time, studying music, voice. Miss Maurits: Yes, well you see my mother was, sang from the time as far as I, long as I can remember. She was a soloist in all the churches here in town and she started with Mrs. Loomis, who was a very famous musician here in town and she was an organist and they had a quartet at Westminster [Presbyterian] Church and she was there for a good many years. Then she was also the soloist later at Park Congregational Church. And then when Emery Gallup came to Grand Rapids, he was the organist at Fountain Street Church, I think it was even before that, that Mother was soloist there and she and I both sang in all the oratorios as soloists at Fountain Street. And I remained there a soloist for a good many years after Mother. Interviewer: Did, was she active in the Saint Cecilia? Miss Maurits: Yes, she was very active in the Saint Cecilia. She used to sing there on the programs and also at Mrs. Tom Irwin, who was a very good friend of hers. They used to sing duets. And Mrs. Nye who has since died, they both died; and then there used to be plays here with Miss Calla Travis and my mother took the part of the Queen Esther at one time. And we all as children took part in these dancing plays. We all went to Miss Calla’s dancing class. Calla Travis. And at Fountain Street we gave, all the oratorios, Christmas oratorio, all the Bach oratorios. And the Creation and all the oratorios there. And either mother or myself sang the solos. I sang the solos in the Creation, in the Christmas oratorio and in the Saint Matthew Passion. And I think Mother did some of those too. So we’ve been in that all our lives. Interviewer: What, can you tell me a little about Saint Cecilia, the importance it had in the town and… Miss Maurits: Well, the important thing was that these women were bound they were going to have a building of their own, that they had built and paid for; and there was a big article in the paper, last Sunday I think, did you see it? Which told how they took over the paper and they made, this was in the eighteen eigthies and they made money and it wasn’t, I think in the early nineteen hundreds when they finally paid off their mortgage and it’s about one of the only buildings in the United States that was put on by women and paid for by women. So that was quite a feat for them to do. And the building now of course is in pretty bad condition but it’s still there and still running. And they’re still having their concerts every Friday afternoon or morning. And they’ve kept that just by their own dues and so forth what they’ve made out of the Saint Cecilia. Interviewer: Are you a member of St. Cecilia now? �6 Miss Maurits: I’m not right at the moment because I have been working before and I haven’t had time, but I expect to again. Interviewer: How many, did most of the women in the society participate in that? Miss Maurits: They were, there were active members and inactive members. The active members had to take an examination to be an active member and that meant that they were a performer. And then they would appear on programs. They had members programs and then they also have always had artist’s programs so that, I think they have six or seven artist programs during the year. Interviewer: Yes. Do you think that the Saint Cecilia was more important to the city then, than it is now? Miss Maurits: No, I think it’s still important to the city. I think it’s very important to the young artists that are coming up and growing up, that they have a place to perform before an audience. Interviewer: Maybe, I mis-stated that question, what, what I was getting at was the opinion, the feeling of the people in the city for the Saint Cecilia. Do you think that the interest and excitement about Saint Cecilia was apparently very great at one time? Is it just as great today or…? Miss Maurits: Well, I think so, it, it’s a matter of comparison. You see the city was so much smaller at that time and that group of musicians were a greater number than they are today because there’s so many, there’s such a big city now. But there’s still a nucleus of musicians here that is very important to the city. Interviewer: Yes. Have you taught music in Grand Rapids? Miss Maurits: Yes, I’ve taught voice here for four or five years. But, I’ve taught out of town more. Interviewer: Do you think that, in your opinion, is music, voice as important to families? Is there as much participation by family members in voice and music today as there was when you were growing up as a child? Miss Maurits: Well, that’s hard to say. I would think so. If there’s talent in the family and they find it early I’m sure they would want to, go on with it, and encourage a child that has it. I don’t know because I have no children, I don’t know but I would think it would be the same. Interviewer: Did you have family recitals when you were a child? Miss Maurits: Oh, yes. My, my father played the violin and my mother sang. So we were a musical family. Hardly a day went by that we didn’t have some music. And the of course, we had records and they came out and, we were very much interested in music. And we had a great �7 many gatherings of people that were musicians. Some friends of mine (were) from Detroit that gave recitals here and we’d have musical gatherings for them. Interviewer: At your home? Miss Maurits: Yes, at my home. And many I’ve had, and many people here in Grand Rapids did the same thing. If they had artists that were friends of theirs they would have a group in and have a little supper and have more music. Interviewer: Did they have special rooms in their homes for this music? Miss Maurits: No, just their living rooms. Interviewer: Was that a fairly common? Miss Maurits: Yes. Yes, it was. There was almost always a party. We don’t have that as much as we had it years ago. There was almost always a party after a Saint Cecilia program or after a symphony program, at someone’s home. Interviewer: And there would be more music at these parties? Miss Maurits: Yes. Interviewer: How, can you describe what a typical Saint Cecilia evening program would be like, how the people got to the auditorium and how they were dressed and what they, in other words, was it exciting? Miss Maurits: Well, years ago, when we had an evening, of course most of the Saint Cecilia programs were in the afternoons, but once in a while, we’d have an evening program and that was always very dressy. But also some of the symphony programs were quite dressy. I mean, people wore evening clothes which we don’t do today. But at the Saint Cecilia they would always have a reception afterward, if it were in the evening and of course at time everyone wore evening clothes. It was quite festive and they had, at the Saint Cecilia, they have a third floor over the auditorium which was a dance floor. That’s where we had our dance lessons with Calla Travis. And if it were a big affair and a big reception, they would serve upstairs. But usually they had a coffee or tea downstairs in the halls. Interviewer: Well, then Saint Cecilia really was, if most of the programs were afternoon programs, it was really developed by women, mainly for women. Miss Maurits: Oh yes, oh yes. There were a few men, of course here, that the organist and some of the men teachers that belonged. But as a whole, it was women. It was an opportunity for women who were musicians and had no place to perform. And it gave them an incentive to work and to practice and to keep up with their musical world. And that is what the Saint Cecilia was founded for and that is what its function was. And it certainly filled that function. �8 Interviewer: Is that still the function? Miss Maurits: Oh, yes, very much so. Interviewer: start? You mentioned the symphony, when, when did the Grand Rapids Symphony Miss Maurits: Oh dear, I really don’t know the year. I don’t know. Interviewer: But it was, was it in existence when you were a child? Miss Maurits: Well, not as a child. But I can remember going to it, I think, when I was in high school. But I really don’t remember. Interviewer: Ok. Was that as important as the Saint Cecilia? Miss Maurits: Yes, in its own way it was. That also was by men, there were, there were men who lived in Grand Rapids who were musicians and started this orchestra. And, it has developed now they have a few outside concert maestros that are probably from other cities. Maybe Kalamazoo and Detroit, but as a whole, they are Grand Rapids people who play in the symphony. And it has grown and advanced greatly in the last years. We’re very, very proud of our symphony now. Interviewer: Well I think ………. INDEX B L Blodgett Hospital · 1 Loomis, Mrs. · 5 C M Congress Street School · 4 F Fountain Street Church · 4, 5 G Gallup, Emery · 5 Maurits, Angeline de Bey (Mother) · 2, 4, 5, 7 Maurits, Dr. Reuben (Father) · 1, 2, 3, 4, 7 Mrs. Eastman’s School · 4, 5 S Saint Cecilia Music Society · 5, 6, 7, 8 T Travis, Calla · 5, 8 � https://digitalcollections.library.gvsu.edu/files/original/0696844b82ecef5ea8b050ba57358d9b.mp3 65dd9a7693f8ca8ae0580776faec84a4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Oral Histories Subject The topic of the resource Heritage Hill (Grand Rapids, Mich.) Local histories Memoirs Michigan--History Oral histories (document genre) Description An account of the resource Taped and transcribed interviews conducted in the early 1970s primarily of the children and grandchildren of many of the founders of Grand Rapids, Michigan; many of whom were residents of the Heritage Hill neighborhood. Interviews were collected to develop a significant collection of oral resources that would supplement other primary and secondary local history materials. Initially funded as a private project, Grand Valley State College (now University) assumed responsibility for continuing the project until 1977. Creator An entity primarily responsible for making the resource Various Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/452">Grand Rapids oral history collection (RHC-23)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf; audio/mp3 Language A language of the resource eng Type The nature or genre of the resource Text; Sound Identifier An unambiguous reference to the resource within a given context RHC-23 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1971 - 1977 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-23_33Maurits Title A name given to the resource Maurits, Evangeline Creator An entity primarily responsible for making the resource Maurits, Evangeline Description An account of the resource Evangeline Maurits was born in Grand Rapids, Michigan. Subject The topic of the resource Michigan--History Local histories Memoirs Oral histories (document genre) Grand Rapids (Mich.) Personal narratives Heritage Hill (Grand Rapids, Mich.) Grand Valley State University Women Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Text Sound Format The file format, physical medium, or dimensions of the resource application/pdf audio/mp3 Source A related resource from which the described resource is derived Grand Rapids oral history collection (RHC-23) Date A point or period of time associated with an event in the lifecycle of the resource 1971 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/760362c8c017cfa408cc59e453cfdab2.pdf 46a5d2e50e2cabb5f62fdb06e827c9c4 PDF Text Text Michigan Philanthropy Oral History Project Johnson Center for Philanthropy Grand Valley State University May 27, 2010 Russell G. Mawby Chairman Emeritus of the W.K. Kellogg Foundation This transcript is hereby made available for research purposes only. All literary rights in the manuscript, including the right to publication, are reserved to the Johnson Center Philanthropy Archives at Grand Valley State University. Preferred Citation: Researchers wishing to cite this collection should use the following credit line: Oral history interview with Russell G. Mawby, May 27, 2010. "Michigan Philanthropy Oral History Project", Johnson Center Philanthropy Archives of the Special Collection & University Archives, Grand Valley State University Libraries. James Smither (JS): We’re talking today with Russ Mawby, who’s Chairman Emeritus of the W.K. Kellogg Foundation and has done quite a few other things over the course of his career as well. The interviewer is James Smither of Grand Valley State University. We’re conducting this interview for the Johnson Center for Philanthropy at Grand Valley State University. Mr. Mawby, can you begin by just by filling in some background on yourself? Let’s start where and when you where you born? Russ Mawby (RM): I’m a native of Kent County. Grew up on a fruit farm up north east of Grand Rapids, in what we used to call the East Beltline fruit district. (JS) And what year where you born? (RM) I was born in 1928. 00:00:55 (JS) Was your family able to keep the business through the 30s and the depression? (RM) Oh, yes. My folks were farm kids in that community. Both of them grew up on fruit farms and went to Peach Grove School, a one room school which was on the corner of the farm that now is famous as Robinette’s Apple Haus. So we were a mile south of Robinette’s at Orchard View Farm. My mom and dad graduated from eighth grade and then went on with life. �Fortunately, my dad was encouraged by the man he went to work for, Oscar Braman, was encouraged to get some further education. So in 1913 when he was 18 years old he got on the train in downtown Grand Rapids, had never traveled, got on the train went to Lansing, got off and walked to East Lansing to Michigan Agricultural College and took a ten week short course in fruit growing. That literally changed, I’m sure, the future on the Mawby family because it changed his perspective, my folks got married and then bought Orchard View Farm in 1925. So, we’re in the fruit business. Both of them were life-long learners and set an example on the importance of education. So the four kids, my two brothers, and myself, and my sister all went to high school at Creston High School. That was before consolidation. Family planning had us four years apart for sixteen years. My folks got us to and from school seven miles away every day, just the commitment. And the expectation then, that if we wished, we would have education beyond that. They were just great parents and encouraged every kind of opportunity for the four of us. 00:02:55 (JS) The period here when you’re going up, this is the era of the Depression and then the Second World War starts and so forth, how much of an effect did those kinds of things have on your family, or the business, or yourself? Or what do you remember about that? (RM) Well, about the depression years, they were tough. Less so, on a fruit farm in some respects. My dad was a good manager. He was an innovator in terms of the fruit industry, became highly regarded in addition to having the fruit production. [He was a distributor for orchard ] He specialized in marketing with the changing from the old-fashioned service grocery store to self-service and carts and so forth. (JS) Can you explain that difference for an audience that won’t know what you’re talking about? (RM) Alright, well, before we got to what we now call self-service grocery stores we would into the store [and be waited on]. We would go to John Heyn’s little grocery store next to the Polly Meat Market, adjacent, and we’d stop and John Heyn’s himself would say “What you would like today Mrs. Mawby?” and five pounds of sugar and two cans of peas, and they would collect it, charge you, and then take care of the next customer. Well, that all changed with the concept of self-service and so instead of taking in bushel baskets of apples where they would be weighed out for the customer, it was prepackaged, just as you see now. The stores sold five pound bags of apples and my dad was one of the first to do that. Many of the fruit farms were transitioned from the old dairy farm. When most farms where diversified and they had a few dairy cows, and a little bit of fruit, some chickens, and some pigs so that they weren’t specialized, and as they moved to expand fruit production they simply got rid of the cows, converted the basement of the barn into a storage, which was not really satisfactory. So again my dad was one of the early ones to build a fruit storage, first cooled by ice and then with refrigeration. He also became a dealer in, for Niagara Sprayer and Chemical Company and so got to have a great reputation in the fruit industry. That caused him to be engaged beyond just the farm and to share that kind of new dimension from the situation which many kids would have had. Similarly my mother was very much engaged. She was on the school board, she was treasurer, she was engaged in the community, and both of them particularly looked to the extension service of Michigan State �University in all aspects of family living, and educational opportunities and so forth. So it was just a great environment in which to grow up. A lot of kids in our little Orchard View School were not living on farms. We, in addition to having fruit you see had, of course, one or two cows for the family milk supply, we had some chickens; we canned everything from the garden and the orchard all summer so winter was taken care of. And the folks never talked about poverty or hardship or so forth. Some kids had just a rough time and they couldn’t get a warm coat for the winter so you’re conscience of that. Many of the kids in our Orchard View School, their folks were immigrants, and so they were the first generation of American citizens. The kids, my classmates, in every instance, their parents, that I can remember, they were from the Netherlands, and Italy, and Poland in particular. In our community, they might speak a little of their native tongue at home but never outside and expected the kids to just, deal always in English. So it was a rich experience during that time. We learned to work. I had tasks, my older brother, my sister, my kid brother, all had tasks as a part of the family enterprise and you felt rather than making work, you were doing something which was really useful. 00:07:36 Now two youth programs really changed my perspective on life. One was 4H Club work. And so our local Orchard View group had a 4H Club; wood working, electrical projects, soil and water conservation, raising pheasants to release for pheasant repopulation, etc. It was learning skills which are still useful. The other aspect was the group organization because we had a club and we elected officers; and so we had a President and a Vice President for social activities, and a treasurer and so forth. We had projects of community service. We knew simple rules of order, Robert’s Rules of Order. Useful kinds of skills engaged in our community in useful ways. That provided them the first opportunity for me to visit the campus of Michigan State University for 4H Club week, stay in the dormitory and begin to think, gee maybe I could do this. My dad was on two state organizations: one the Michigan Apple Commission and the other a Land Use Planning Commission. Those usually met at the Michigan State University in the Union building. And on occasion he would take me along, give me a dollar and when they started meeting and I could go find a hamburger and knew where the ice cream shop was on campus, but again got comfortable with Michigan State. My older brother, like my dad, went to a fruit growing short course. I decided to go for a baccalaureate degree, had some scholarship assistance through 4H and other activities and majored in Horticulture, Pomology, you know that pomology is fruit growing, Olericulture is vegetable growing, and floriculture, you know for sure. So 4H really made a dramatic difference in my life. 00:09:52 (JS) Now the other thing of course that goes on in this period is the country winds up in a war for four years starting with Pearl Harbor. Now do you remember hearing about Pearl Harbor or learning about the start of the war? (RM) Oh sure. I remember it dramatically. I was a freshman in high school, going to Creston High School, from a little two room country school, and remember Pearl Harbor vividly; it made an immediate impact of course. We did a lot of things in school. One of the things that my dad suggested is why don’t you take some nice apples and give an apple to anybody who would buy �saving stamps for war bonds. I think 25 cents would buy a savings stamp, so a youngster could buy that and we would give them an apple. Things like that, and some of the teachers volunteered to come out and work Saturdays and Sundays on the farm, helping with harvest in the fall. So there was a different spirit. And as a freshman of course, the older classes were graduating and off they went to military service. And in my senior year down in the front of the Old Kent Bank in the Creston Community there’s a war memorial that I spoke at the dedication of that war memorial of the deceased, would have been in the spring, I suppose of 1945 when I graduated. So we did have that impact, rationing was a reality. Interesting, living on a farm at that period of time I had a driver’s license at the age of 14. I could do all sorts of thing in the farm business. I was never an athlete. I played in the band. Fall was apple harvest, and I’d get home from school, pickers would be out picking and we’d load the apples and get done by 9:00 at night and go get ice to cool the storage. It was, in retrospect a wonderful set of circumstances in which you felt a useful part of what was going on not only at home but in the community, in the country, and in the sense in the world. One of the realities that still troubles me I think, is that our society over time now has tended to prolong what I would call adolescence into even the mid-twenties before people really assume an adult role for themselves and for others because it was quite different at that point in time. 00:12:48 (JS) You had plenty of people who would go to school only through eighth grade and then go into the work force, and that sort of thing, so you really would start early and certainly anybody going in the military at age 18 or19 had to grow up pretty quickly. Now for yourself, as the war is going on and you’re going through high school, did you assume the war was going to be over before you got in it or were you figuring well sooner or later they were going to catch up with you? (RM) A lot of my classmates, some of them quit school to get in before VE day was right at the time of our high school graduation, VJ day followed. So you hoped the war would be over but didn’t really know. That was a four year period, really the whole four years that I was in school. (JS) Right. 00:13:32 (RM) I wanted to mention the other youth organization was Boy Scouts. In our 4H club that was really kids in the community and our neighborhood and so forth. We didn’t have a Boy Scout Troop, but my folks, our church, North Park Presbyterian Church, sponsored a troop and that’s where we went to service and that’s where I became a Boy Scout. Now that was a completely different experience; more a military structure in which you had the Scout Master and the different ranks and so forth. And with kids that were completely - no one else from Orchard View was in troop 43. So it was a different kind of experience. Not the participatory and democratic decision making process, but learning discipline and all sorts of other things and the scout oath and the scout law and so forth. Both of those experiences - one of the interesting things was that, between my - in summer 1944, the Department of Conservation in Michigan was having trouble keeping up the fish ponds and the roadside tables and a lot of things that needed �to be cared for in state parks and a lot of their workers had been drafted into military service and so our scout troop with a troop from Jackson was recruited to go up to Higgins Lake conservation camp, establish a boy scout camp there and troops came up and spent two weeks each time. So I was involved in helping create that and then we helped the Conservation Department clean fish ponds and repair buildings and tables and so forth. Again, a way of engaging young people in a very, seemed to be important task that needed to be done. So those all set a value standard for me with my parents because both of them were actively engaged in some way with Red Cross, the United Way and so forth. My dad was the [Civil Defense] chairman for our square mile when we had tests of blackout services. So I remember riding with him with no lights on around to see if we could see any lights anywhere in his service area. They had training at the township hall for people in first aid techniques and so forth. As a scout I had gotten my merit badge in first aid, and so Red Cross would come out and use me as an assistant in doing those things. There were just a lot of ways in which you felt you were trying to be helpful in the total effort. So it was a good growing-up process. One of the real challenges today it seems to me, in our society is to find ways in which young people can contribute and do for, rather than always having things done for them and it just changes your mindset about your role and your sense of responsibility for others. 00:17:00 (JS) I’ve interviewed quite a few people of your approximate generation and I’m trying to think if there’s anybody with quite as many connections to service organizations and activities and so forth as you’ve listed right here and I don’t think so. I think individual experiences are characteristic of a lot of people, you just seem to have a lot more of them together in one person and one life then a lot. But I guess that kind of naturally gears you towards getting involved with service organizations, community outreach, and a lot of that because that was always what people did. So you go off to college, and then in the time when you’re then at Michigan State, and getting your bachelor’s degree and so forth were there groups or organizations you where connected with or programs…? (RW) Oh gosh yes. Again it was quite an experience to go to East Lansing. GI Bill was in effect, the dormitories were filling with veterans who should have had priority. I was in a little boarding house, became a member of an agricultural, social, and professional fraternity the second and third year, that added a different dimension because I became very active then in that organization on campus, President of the chapter, and then went on in adult life to be very active in the national structure and network of friendships that made a difference. In the final analysis only people are important, and it’s how you relate to people and engage people that you can broaden your perspective and learn. So an interesting experience. The first two years of my major in Horticulture was a broadening experience of basic college, some liberal arts, science, and history, and so forth. But basic courses all across: agriculture, dairy science, animal science, soils crops, entomology and so forth. At the end of my second year the head of the Horticulture Department stopped me in the hallway. I was a good student, good grades anyway. And he stopped me and I was surprised that he knew who I was. And he asked me to step into his office and I thought uh-oh now what? He said, “Russ, you’re a good student we’re proud of you, pleased that you’re majoring in Horticulture. I have just one suggestion for you. If you end up wanting to be a horticulturalist as a career, you’ll have to go ahead and get a master’s degree and �probably a Ph.D. [We will make you a specialist then]” And so he said, “My suggestion for you for these next two years, junior and senior year, is take as few courses as we’ll let you get by with and still have a major in Horticulture. Take as few courses as we’ll let you get by with and still have a degree in the College of Agriculture, and use all of the rest of the time to sample this great university.” He said, “I don’t care, great religions of the world, philosophy, science, whatever you are interested in sample this great university. You will never have a better chance.” Now that was another intervention and I did that. And I found myself in class, you see, with nobody else from agriculture, students who knew nothing about agriculture and it was an interesting set of interactions. That led me to be involved on the State News newspaper and a couple of honorary societies, Blue Key and so forth. So again, it was a broadening experience. Then, interestingly between junior and senior year, that would be summer of 1948, the 4H club program nationally launched an international exchange program and I was one of 17 selected nationally to spend the summer in Europe. And so we went overseas in an old troop ship that had just been painted so you had to watch where you sat because you would end up with gray paint, and spent a summer in the United Kingdom. Others went into Italy, France, and Denmark and so forth. But again a very broadening experience, it was after the war, the damage was still there; strict rationing of gas, of eggs, of cheese, and so forth in England. Again, sort of a dimensionchanging experience. 00:21:39 (JS) Now did you stay in one place most of the time in England or move around a lot? (RM) No, a lot of - spent time in Wales which isn’t England. I marvel at that little country, that little island with the Welsh, and the English, and the Scots and you’d think they’d be all, but they aren’t all mixed up yet; [laughs] so, but mostly in Northern England. But went to County Kent also which is the heart of the fruit industry in England. That was interesting, the East Malling Research Station where the first experimental work of the dwarfing of apple trees. We use to have the old standard trees and they, Malling number nine is one of the standards now for all of the orchards that are small, semi-dwarfed trees. So it was just another life-changing experience. So I graduated in the spring of 1949, was sort of tired of academics. Looked at variety of options, had a possibility of going with Michigan Farmer Magazine, because I had taken enough journalism courses that I could have had a major in Journalism probably. Journalist graduates were having trouble getting jobs, but because, in addition to being able to write a little bit, I had a specialty. So I could have gone with “Better Homes and Gardens,” [laughs] the garden section of the magazine. Alpha Zeta, the agricultural honorary nationally for students in agriculture, established a fellowship program and had awarded one in 1948. Unbeknownst to me the advisor of our chapter of East Lansing had nominated me. So I got a telegraph saying, “Congratulations, you can go to graduate school.” So instead of going to work I went to Purdue University, to major in Agriculture Economics. I was anxious to get a broader perspective into the broader issues of agriculture including management, marketing, public policy and so forth. (JS) Did you select Purdue because they had the right kind of program? Or how did that happen? 00:24:04 �(RM) Yes, I had taken Economics and Agriculture Economics courses in that grand design of broadening. And my orientation has always been more toward the practical and the applied; putting together new knowledge and using it in different ways for purposes. So I looked at others, more of them where theoretical. Purdue had more of an orientation that I found attractive. So I went to Purdue. The draft continued but I didn’t volunteer and for education they simply let me bubble along and I finished a master’s degree at Purdue. I took a job there in Agriculture Economics extension working but then got a draft notice. So, Ruth and I got married, figuring that very quickly I’d be going into military service, well assuming that next month I would go. Well the draft board said, oh no that was an extension saying you can’t go now, you have to wait until something. She was then working in the extension service in Kent County. So I started my doctoral program at Michigan State. And that continued until the fall of 1953. I was an Agricultural Extension Specialist then. Farmers for the first time became eligible for Social Security in 1951 or 2. I was in charge of developing an educational program to inform farmers how they could qualify for Social Security retirement benefits. We did that in a variety of ways: presentations around the state and by radio. And that was the beginning of television. And so we did television, kinescopes they called them, Big Films, for a half hour. We did thirteen shows for a quarter of a year. You would tape these things called Rural Round Up or Country Cross Roads and I was hosting these with different specialists on television. And then ship them out to the stations in Escanaba, Marquette, and Traverse City and so forth. So that was a great experience. And then in the fall of 1953, I went in the US Army. I was the oldest, I was then 25 years old. So in basic training they had all these sharp football players and I was trying to keep up. (JS) Where did they send you for basic training? 00:27:00 (RM) Fort Knox, Kentucky, and basic training that fall. Then they made the assignment to Camp Chaffee, Arkansas, in field artillery, I think capitalizing on my farm background they sent me to field. I was in fire direction control, which is the firing instructions for the big 105 howitzers. Went through that course, eight weeks, Ruth took a leave and came down and we had a little bit of time but during basic training just a couple of times. Then I was held out after completing the course as a replacement instructor because they would recruit… (JS) Let me back up with this a little bit. How easy or hard was it for you to adjust to Army life, the discipline and the drill and the rest of it. Was it an easy transition for you because of your background? 00:28:05 (RM) My attitude is always, you know, you just make the best of whatever situation and adjust to it, not going to gripe about it every morning. So it was just, get up in the morning make your bed be sure it’s smooth enough or you’re going to catch heck, be sure the firing knobs on your rifle are clean so you’ll pass inspection and just do whatever needs to be done. (JS) And did you kind of fall into a leadership role on some other level at least among the other recruits because you were the old guy? �(RM) Not during basic training, I really didn’t want to be head of a patrol or anything, so I just tried to behave and do everything that needed to be done. But then I was held as an instructor and spent the rest of my two years at Camp Chaffee. That’s when Ruth came down; living on private pay and then PFC, I rose to the rank of Corporal and President Eisenhower froze rank, or I might have been a Sergeant but I didn’t make it. So we lived in the community, we had a little one room apartment in Fort Smith. Again took advantage of the opportunity. She was a skillful, talented seamstress, loved sewing, loved tailoring, and furniture refinishing. So she linked up with the YWCA and would teach classes and got acquainted with women; we went to church; I became a member of the Toastmasters club for speaking, so you got acquainted with people in the community. So it was a great experience. Now a lot of my colleagues on the staff had college degrees and thought they were important, smart, and they spent all their time grumbling about this waste of time. And we just enjoyed Arkansas, made friends in community and again it was a great experience and I’m thankful I had that experience because first at Fort Knox met kids, you know, of all backgrounds of center city. The guy in the bunk, Mac McCloud, couldn’t write his name. Just came from a desperate background situation and so you had a different perspective if you took advantage of the opportunity to get acquainted, to learn. 00:30:39 (JS) At this point the army was in the process of racial integration as well. Were there black troops training along with you? (RM) Oh sure, oh yeah. McCloud was black, African American from Cincinnati. So I just made a point of again, of taking advantage, trying to look at the positives. We gained friends. We would invite people to go out when we where going to have a tube steak dinner, that we could afford hot dogs. We tried to see points; we visited Winrock [Farm]. [Governor] Winthrop Rockefeller had developed this big estate with Santa Gertrudis cattle. I was intrigued with those things, went to rodeos, just benefited from Arkansas. (JS) Took advantage of what was there. (RM) Yes. (JS) So you do that for two years, then do you come back to Michigan after that? (RM) Yes. I was really on leave from Michigan State University. I had a faculty appointment, so I was on leave for two years and came back to finish my Ph.D. degree and again an extension specialist responsibility. That would have been in the fall of 1955. Then, to my amazement [laughs], in May of 1956 I got called to the Dean’s office. “Russ, can you come up 3:00 this afternoon?” Yes sir. The Dean and the Director of Extension said “Russ, we want you to start July 1 as the Assistant Director of the Michigan Cooperative Extension Service responsible for 4H youth programs.” I was 28 years old. My predecessor to my seat had been the state 4H Club leader for 30 years, a marvelous man, who was retiring. The Dean said “We’ve convinced President Hannah; he said ‘gosh Russ isn’t very old.’” The Dean said “I just told him that this was the right thing to do”. So anyway, 1956 was a big year. I [assumed] that responsibility. Ruth �and I had learned that we would not be having biological kids, so we went through the interesting experience of dealing with the Department of [Human] Services I guess it was called, to try to adopt a child, and that was completely unsuccessful. The agent came out and inspected the house from top to bottom and talked with us and she said “I regret to inform you, you will never be able to adopt a child.” And we wondered [why], Ruth’s major was in Home Economics. We said “Could you explain why?” She said, “You have too much education. These children aren’t born to people with education.” I had a Master’s Degree and Ruth had a Bachelor’s Degree, and we would never be able to adopt a child, which didn’t seem to me sensible. So, we then went the private route and Karen joined our family when she was one week old that fall. So it was just an exciting year. (JS) And she probably wasn’t really fazed at all by your educational level either. (RM) No, that’s right. It didn’t bother her a bit [laughs]. We were challenged sometimes, but she wasn’t. And then we, later on, a couple years later when she was two we adopted her older brothers, who tragically had been in foster care for four years. They were five and four years old. At age five, Doug could not, now just think about it with what kids are doing now, at age five Doug could not spell his name, couldn’t count to ten, didn’t know colors. Doug and Dave came with one paper bag, each had a broken toy, and one change of underwear, and that was what the state of Michigan provided. So I still think some improvement needs to be made in that sector of society. Anyway, that started our family, and I was on the faculty then at Michigan State and responsible for the 4H program in the 83 counties of Michigan. Tremendous opportunity, responsibility, and advanced to the rank of professor, and thought probably my career would be in the academic world, maybe someday a department chair or Director of Extension, maybe a Dean, or whatever, and then life changed again. [laughs] 00:35:46 (JS) So what happens that shifts you out of that? (RM) Well, to shift out of that. Okay. I was enjoying what we were doing, life was great, the kids were doing fine, lived out on a couple acres out east of East Lansing, had a pony, and life was good. I got a phone call. One of my realities of life, I have never applied for a job. [laughs] I got a call from a man who I had become acquainted with through the National Agricultural Extension Center for Advanced Study at the University of Wisconsin. I had been interacting with them, and by then had completed my doctorate and was moving into leadership circles in the 4H Extension nationally. So he had taken a position with the Kellogg Foundation as Director of the Division of Agriculture. He was leaving to go back to the University of Kentucky and said “I’m calling [for] Dr. Morris who is the president of the foundation and would like you to come down if you would and talk about an opportunity.” And I said “Oh gosh Glen. I’m happy here, everything is going well. I’m not sure it’s fair for me to come down.” “Oh,” he said, “just come on down and get acquainted.” So, I went down [laughs] and got acquainted and was just intrigued with the opportunity. The [W.K.] Kellogg Foundation, we’ll talk about in greater detail. So I joined on December 1st, 1964 and became the Director of the Division of Agriculture. I commuted back and forth so the kids could finish their school here at Williamston. We bought �40 acres here and built this house in the summer of 1965, moved in in August and been here ever since. (JS) Tell me a little bit about the Kellogg Foundation itself. What was it and what was it doing at the time you joined it? 00:38:00 (RM) Okay. We will go into more detail perhaps about Mr. Kellogg because any organization in effect is the consequence of the people who comprise it. Mr. Kellogg started the Kellogg Company in 1906, and then based on that success created the W.K. Kellogg Foundation in 1930. Concentrated for the first ten years on seven rural counties, and then, with the advent of World War II, expanded some specific programs in the health field nationally, and then became involved in Europe in the post-war period for about a 30 year period of time. And concentrated on three broad areas: one was education broadly defined from early childhood and the whole concept of lifelong learning, continuing education and everything in between; second, health, and a broad approach. Most foundations working in health concentrated on medicine and the medical profession physicians. Kellogg concentrated first on public health for disease prevention, health promotion, and then medicine, dentistry, which was not included [usually in health programs]. It’s an interesting story of why dentistry is not a specialty within medicine like ophthalmology is, but is a completely separate discipline. So, medicine, dentistry, nursing, allied health professions, and health services administration. It was a very broad approach to health. And the third, labeled agriculture, but really concerned with food systems, because good health, first of all is dependent upon nutrition, food systems; then the whole concern with the quality of rural life and rural community development. My area was that broad area of agriculture. We were organized in seven program divisions, of which agriculture was one of them. Active then in Latin America as well as nationally, and in Europe. They had gotten involved in Latin America at the beginning of World War II. The State Department invited major foundations like Kellogg and Rockefeller and Ford and so forth, to get together and talk about the western hemisphere, saying we don’t know what will happen in Europe, we don’t know about the Pacific, but the western hemisphere will have some common concerns for the future, and would you think about ways of getting interaction with South America? The Kellogg Foundation followed through on that by starting fellowships in Latin American countries that had basic training in medicine and dentistry and nursing and so forth, but not a place for specialization. The foundation developed a pattern in which they would work with an institution, usually a university in; let’s say Colombia, where in nursing they wanted to develop a specialty in pediatric nursing. The foundation would grant a fellowship to the university, not to the individual. The university would identify the individual then, the recipient, and the foundation worked out a fellowship study program at the University of Michigan, or Harvard, or wherever the right pediatric nursing. So that the link was with the institution, the person who came as a fellow knew she was coming to get a training to go back to perform a specific task. Her graduate advisors all knew what she was doing. If there was research, she probably did it back in her country. The brain drain was virtually zero. So many of those international programs, people came here and didn’t want to go home. But here, the link was clear, and so 95% of those fellows in medicine, dentistry, nursing, hospital administration, public health, returned. Then, the natural �thing was this Kellogg fellow goes back, needs some library resources, needs other…so you began to help the develop whole department, changed the nature of programming; then, in that process after the war, broadened it in Latin America to include food systems as well. So, that’s where the foundation was. Growing out of this interesting problem in seven counties here in south central Michigan, the foundation then had followed through because they worked on, for example, the consolidation of the one room school into a consolidated district because otherwise, rural kids didn’t have a chance to go to high school. They soon learned that administering a system like that is different than just being a classroom teacher, so, educational administration. The same thing was true in the health, hospitals, helped create a hospital in each of these seven counties seats, but running a hospital is different than being a good surgeon. So, health services or hospital administration developed. Then, in working in these seven counties, they began to take the school board, school superintendent, the principals, and so forth, hospital boards, public health boards, would go to Ann Arbor or East Lansing or University of Chicago for a short term, three or four or five days. They’d get on the train and go to Chicago and have an intensive learning experience related to hospital operations, health services. But, one of the challenges was then, how does the university accommodate that kind of a short term learning experience? So, the first of the Kellogg-assisted University-based residential centers for continuing education, the Kellogg Center in East Lansing. About the fourth one was at the University of Chicago. It was East Lansing, then Georgia, then Oklahoma, then Chicago, and so forth. Did 12 of those demonstrations on lifelong learning in variation. So, that’s where the foundation was at the time I came in. They sort of completed that moving on next as a major player in the whole spread of the community college effort nationally. During the 60s, for four or five years in the 60s, there was a new community college opened every week, somewhere in the United States. Just a boom and so again it was training of leadership for organizational development, second curriculum development, and third business operations; with graduate fellowships at 12 major public and private universities across the country. 00:45:58 (JS) So where was agriculture in all of this? You talk a lot about the education and the health dimensions and so forth. But agriculture seems to be maybe someplace else? (RM) Well, yeah, because it was a little later start. The emphasis was on food systems, dissemination of new technology both in the developing countries of Latin America, but in the U.S. Leadership Programs changing curricula and then all things related to the quality of rural life. Education, and of course the wonderful thing now is modern technology so you are no longer isolated as you once were, but concerned with community development, health services, education, across the board, so, a very broad definition. Now, one of the realities is that when I do have a job, I want to know what my job is, but I don’t want a very narrow job description. So I know what I need to do, but I also want some freedom to do beyond that. As now the new Director of Agriculture working with Dr. Morrison with total staff at the foundation I think including everyone, including the elevator operator, 26 of us there. We talked about a couple of ideas. One was the use of new technology, computers. As an undergraduate I had worked at Farm Record Keeping System for farmers around the state. They sent in their little account books and we had to add them up and so forth. All computerized, so the foundation helped in the computerization of farm records, you know efficiency records and dairy production and all of �those applications, dissemination of new technology by computer, and so forth. Then, concerned with developing farm, agricultural, rural leadership, and the theme there was leadership for agriculture in an urbanizing society. So we developed Farmer’s Study Programs across the country. One of the interesting things we were studying then was rural poverty, and started with a major program in the Appalachian Mountains. And then, we were sitting at an advisory group for programs in agriculture including Dr. T.W. Shultz who was an agricultural economist at the University of Chicago. 00:49:02 Ted Shultz was on our advisory committee in agriculture talking about rural poverty. He is the one who really pioneered a lot of the study on the returns to society of investments in higher education for people, and what are the returns to society of these investments. He said, in the South, for blacks, this was just after civil rights legislation, ’65 ’66, the opportunities are tremendous, but there are more black students in the public black universities than in the private ones. But foundations were working with [the private institutions] Spellman and Howard and so forth. The land grant universities were established originally in 1863. This is history, in 1863, one in every state where land was given to be sold to create a college. In 1890, there was a second piece of legislation that established a separate, segregated black school in each of 13 states. They were training mostly teachers for segregated school systems, some students to go on from there into professions of medicine, nursing, law, and so forth, and in theology. This was a dramatic time for change. So, here I am, head of agriculture, again talking with the president and with the board of trustees about [rural poverty]. So I self-invited myself to seven of those institutions saying I was going to be in the area, and I’d like to come by and visit, would it be alright? I went and talked with them about the opportunities they saw now with the changing realities and so, provided assistance then, for example, the first one had been North Carolina A&T where they wanted to move their College of Engineering to accreditation. They needed to send some bright faculty members away for advanced degrees. So, we provided that they would select the study center, in turn, we would try to get their study institution to provide some counseling help back and visiting professorships, and so forth. We did that at Fort Valley, I don’t know if you are familiar with Fort Valley in Georgia, North Carolina A&T, Alcorn A&M in Mississippi, and so forth. Talk about a tremendous educational experience for me in going to those institutions talking about the realities of how you live in a segregated situation; fascinating. There’s more details. I was at Tuskegee, which is sort of public and private. It was awarded land grant money but was a private institution. I happened to be there at the time of Farmers’ Day. Dean Benny had asked me what experience I’d like while I was there and I said one thing I would like to do is visit two or three farms and two or three rural schools where your students come from. So we did that, where the wallpaper on the house was newspapers, and so forth; the school with just a desperate situation. They had Farmers’ Day, and Benny was getting uneasy because they had programs in the morning, and Tuskegee was loaded with people, they all had free lunch at the Union. With such a crowd, it was running late and getting anxious about getting the program started. The choir was going to sing and so forth. I said “Gosh, I don’t see that any of the places we visited, they don’t have to get home for chores.” He said “That’s not the problem. They’ve got to be home before dusk. It’s at dusk that my people have trouble.” You know, it is just mind boggling to this old �farm kid that people were living in that circumstance in the late ’60s. That’s the way I approached it. Got very much involved, and then to my surprise and I guess everybody’s amazement, I became Vice President of the foundation for programming across the board in about 1968 and became the CEO in 1970. 00:54:03 (JS) That’s pretty quick on the whole… (RM) They were desperate apparently; [laughs] and I became President and served as the CEO for 25 years during a period of dramatic growth. My first year at the foundation, just briefly, fiscal year 1965, total payout, you know, expenditures, $12 million, about $1 million a month, a lot of money. When I retired in 1995, payout was $1 million a working day… [End] PART 2 (JS): You are already to the point where you had now become; you have sort of taken over the Kellogg Foundation, in effect. (RM): That’s right. (JS): You were talking about one of the changes was just the amount of money that they were spending. Where did all the other money come from? 00:00:26 (RM): Ok. Well we need to go back, just a brief history of the Kellogg family. The Kellogg family came to Battle Creek because of the Seventh Day Adventist Church. They came through Pennsylvania, into eastern Michigan, became active in the church; the headquarters then and still to some extent, is in Battle Creek, very important. So the Kellogg family came here, and Mr. Kellogg, W.K. Kellogg was born in 1860 as the seventh son in a family of fourteen. They were very active in the church, and his oldest brother was sent by the church to medical school to come back to Battle Creek and start a hospital, clinic in Battle Creek. The family operation, the business that his dad had, was broom making. W.K. dropped out of school at about age 13 and went to work as a salesman, then went to Texas to start a broom factory for the church. Came back to Battle Creek, and his brother Dr. John Harvey Kellogg had started the hospital. Dr. Kellogg was an innovator, a very charismatic person, changed the name to the Battle Creek Sanitarium, not Sanatorium, but Sanitarium with an emphasis on lifestyle, and the Adventist faith of no caffeine, no alcohol, no tobacco, and a vegetarian diet. He hired his kid brother, W.K. to be the business manager. So at about age 20, he became business manager of the Battle Creek Sanitarium. And it grew and was a very successful operation, and the Kellogg brothers of course began to experiment with what you do with grain besides cornmeal and oatmeal, and that led to granules, and led to flakes. They developed a little �production operation for those products to use at the San, and they became very popular. W.K., a business man, wanted to start marketing them and the doctor refused. He said that would not be appropriate. I think the medical profession has changed now, [laughs] but he thought it was not appropriate to commercialize it. In 1906 when W.K. was 46 years old he quit his job with the San and started the Kellogg Company. He was a very successful business entrepreneur. We won’t go into all the tough experiences he had along the way, but he was concerned with a good product, a healthy product, good for the customer. He wanted to be a good employer, he wanted to be good, a good investment for investors, and those were his goals. As he became successful, he was a genius at marketing techniques, had this beautiful Sweetheart of the Corn back in 1909 and 1910, advertising. It was a real change in the old American diet of bacon and eggs. 00:03:46 So, very successful, started the business, and then, as he realized he became a man of wealth, he formed a little fellowship corporation - half a dozen friends in Battle Creek - to help him make some decisions about how he could use some of his money. He said, “I know how I will invest my money: I’ll invest it in people. I want to be a good steward of that which divine providence may provide.” Those are his words. He wrote diaries and letters and so forth. He formed this little group and out of that immediately began to demonstrate in addition to being a business entrepreneur; he was a social entrepreneur. The first was to provide for, in celebration of his 65th birthday in 1925, funding for a civic auditorium to benefit the total community, but to have as a part of the Battle Creek Pubic Schools. So, it would have an educational emphasis; would be used not just for civic events in the community but all the time. That was an innovation of linking private funds with public funds for a purpose. He had a grandson who fell from a second story window as a youngster and was badly damaged, [with] physical and mental limitations. So he was concerned about opportunities. In his own hand he said, “Here I am with all of my means. I have done everything I could do for Kenneth, and I could do so little. How desperate people of lesser means must feel.” So again, when the Battle Creek Public Schools were building a new neighborhood school, he went to them and asked them to design the school so that it would be accessible. No steps, the classrooms, everything to accommodate people of handicaps, a swimming pool. At that time most of the kids in wheelchairs were polio victims, and so the swimming pool had a raised [edge, so] they could come up in their wheelchair and sit into the pool. The teachers were trained, and kids from all of the schools of the City of Battle Creek and beyond were bused to Ann J. Kellogg School, mainstreaming the handicapped in 1929. So he was a social entrepreneur. 00:06:20 In 1930 he was invited to Washington D.C. by President Hoover to attend a White House conference on children and youth. He came home and in effect said, “Well, I need to organize my philanthropy differently.” So, he established the W.K. Kellogg Youth Welfare Foundation because he was concerned essentially with kids. Named a board, and a director, started planning in June, very quickly they decided that that was too narrow. So much of what determines the �quality of life for kids is determined by things beyond: jobs, housing, and sewer and water, recreation, hospitals and all the rest. So they changed it in the fall, to the W.K. Kellogg Foundation, still with the same mission of helping people help themselves for the betterment of mankind, but with a special concern for children and youth. So that has characterized the foundation since then. [The trustees decided to confine their activities initially to even more counties surrounding Battle Creek.] 00:07:35 Then he had a particular concern [for rural youth]. He had built a home at Gull Lake, outside, a summer home and became quickly aware that none of the kids out here could go to high school. It was twelve miles to Kalamazoo, ten miles to Battle Creek, so he worked with the local school districts. Under Michigan law at that time, one and two room high schools could use tax money to pay tuition to go to high school but they couldn’t use tax money for bricks and mortar outside of their district. So he said, “If you can figure out…if you do want a high school, consolidating grades one through twelve, and if you, if you can figure out how to operate it, I’ll build it for you.” Over the door it still says W.K Kellogg Agricultural School. So the emphasis shifted then to these seven counties, in public health, plus then hospitals for access, school consolidation, and improvement of libraries. That led then, through the whole decade of the 30s as their area of concentration here in seven counties. That led then to concern with professions, like educational administration, public health administration, health services administration, the whole concept of outdoor education. Built three school camps in which kids during the school year would spend a week on nature education outdoors and then the camp operate during the summer. So that was the decade of the ’30s; he was directly involved. 00:09:42 It’s interesting in the history of that period, the trustees in their report said we studied the issues of importance in these seven counties and it was really health care and educational opportunities. They studied then what other foundations were doing nationally. And they decided in their words that “our resources will be used essentially for the application of knowledge,” in other words, putting to use that which is already known. And says specifically, not research per se; research is important, but we need to encourage its use. Not relief because other sources are taking care of desperate poverty, but the application of that which [is already known]. What greater service can we be, than to help people in their own lives, in their family, in their community, and their institutions use that already known. That’s been then the characteristic of the foundation ever since. He also would say the foundation doesn’t have a problem, people have problems, communities have problems, institutions have problems. We can’t solve all problems so we need to identify some issues of special importance like education, like health care access, and then simply say to institutions, to communities, “If you share our concern with this issue and have a plan to do something about it, we’ll try to help you.” So rather than the foundation saying, now this is what needs to be done and this is how you have to do it, if you’re going to get money from us; it was �the opposite, saying if you share your concern for early childhood care in contemporary terms, with a single parent or with both parents working daycare for children is tremendously important. But the answer to that is so different in Grand Marais in Alger County in the Upper Peninsula than it is in downtown Detroit that you can’t decide in Battle Creek how it should be done. So, you simply indicate and then program it in that direction. So that’s been the characteristic of the foundation through time. 00:12:04 (JS): Was that at the time an unusual approach? Was it more common to do outreach by saying “Here, we have things; we want to come and do them for you.” Because in a way what you are describing sounds like an awful lot of grant application procedures now, where if somebody says I want to go do this thing and then you apply to foundations and try to find someone to fund it. Was that a relatively new thing at the time? (RM): Yeah, relatively new in the foundation world. More typically, they would identify a problem and design, prescribe a solution, and if you wanted to conform to those requirements, it was sort of a request for proposal versus simply identifying the issue and saying, “If you have an approach that you think will really work in your community, we’ll consider it.” So that has continued to be the pattern, and it made Kellogg, in many respects, different from a lot of the major grantmakers. To some extent, you know, foundations change. I’m talking about the foundation through 1995, and the Kellogg Foundation is completely different people now, so to some extent it’s probably different because people make it different. One of my great goals was somehow to be true to the vision and the values of the man who made it all possible. They operated as a foundation for the first five years, the board would develop a budget, they were going to build these units and so forth, and he would fund it. In 1935 then, if you look at our annual report, there are really two foundations. One is the W.K. Kellogg Foundation with the board that makes the grants and so forth. It has a small portfolio of its own. The big trust fund is the W.K. Kellogg Foundation Trust, into which he put his share of ownership of the Kellogg Company in 1935, 56 percent of the value of stock at that time into perpetual trust for the benefit of the foundation. Now that’s an interesting interlock because the foundation trust, the foundation has to report quarterly to the trust to say that they’ve had a board of trustees that met monthly, in Battle Creek. We’ve gotten that modified so once or twice a year they can meet elsewhere, hold a conference call to do some Battle Creek business, but get trustees out to site visits. But basically, he was committed to having a monthly meeting of the board of trustees, oriented specifically to hometown Battle Creek. So that made pretty clear some of the things that he felt were important as he developed the concept of his foundation. 00:15:23 (JS): So then was the growth of the company, the value of the company, then directly affect what kind of resources the foundation has to work with? (RM): Oh yeah. That’s right. The foundation [originally had only Kellogg stock, now as a result of the] Tax Reform Act of 1969, the foundation has a diversified portfolio. Now, the interesting thing is that the growth of the foundation as I described, has been largely due to the tremendous �success of the Kellogg Company over its now 100 year history. So, it’s been hard for the diversified portfolio managers to keep up with the success of the company. My predecessor, Dr. [Emory] Morris, was a wonderful man. He grew up in the town of Nashville, Michigan. His father was a horse and buggy doctor in Nashville. Emory Morris went to University Michigan Dental School. Didn’t go back to Nashville, went to the big city, Battle Creek, to practice, and got involved with the foundation first of all when they started these summer camps. They got dentists and doctors to come out and volunteer to give exams. So Emory, I suppose was the newest dentist in town so he got the responsibility of organizing the volunteers and then he became an employee in 1932, became the CEO in 1942, and retired in 1970. 00:17:32 He knew Mr. Kellogg well. I tried to benefit from his understanding. And then I made a point of getting acquainted with grandchildren of W.K. At that time there where five living grandchildren. Many of them were living in California and in Chicago, very little connection back with Battle Creek. I tried to reestablish that, got especially well acquainted with two wonderful grandsons: W.K. Kellogg II, who went into business in Chicago and then retired in California; and Norman Williamson, Jr. I tried to learn more about Mr. Kellogg and his values and his vision. So I wanted to be true to that, yet in a contemporary sense because Mr. Kellogg himself was a change agent. He wouldn’t be doing things today as he did them in 1920 if he were here. That’s never quite the way I approached it saying, what would Mr. Kellogg do? But tried to look at his vision and it was in those letters at the time of the commitment of his fortune that he ends up saying, “I’m glad the educational approach has been emphasized. Education offers the greatest opportunity for improving one generation over another.” So consistently education and then the multiplier effect of training professionals with different skills and different even values does change the availability of delivery of services. 00:19:20 (JS): Now at the time that you became executive director, were there particular issues or problems that were kind of in the forefront or that you really had to focus on or wanted to focus on? What direction did you go in once you took over? (RM): Well, programmatically, just moving in continuing the emphasis upon life-long learning, which was a new dimension. Most universities didn’t see any organized responsibility for that phase of education, so continued in those areas. The tremendous growth in the community colleges was going on. We were moving then particularly in the proving of opportunities for minority education, African Americans specifically then. Moved later to a quite different problem of Native Americans and they were establishing their own institutions. There are now 37 or 40 Native American colleges. And then some institutions developed a particular orientation to Hispanics, although that doesn’t seem to be quite as different as the African and the Native American. So moved in a variety of areas like that, programmatically. �The big challenge immediately, the Tax Reform Act of ’69, 1970. I am the CEO. There were a lot of good provisions in that Tax Reform Act, one was the required payout. If you’re going to have tax exemption, you need to be a benefit to society. But it was on a formula basis to be established each year by the Secretary of Treasury. You couldn’t determine what it was, and they related it then to the rate for short term Treasury Bonds that moved toward 12 percent. If you looked historically, portfolios don’t perform that, the best long term study going back into the early 20s is the University of Chicago. That’s where you come out with about a 4 ½ to 5 ½ percent, and that’s what we managed, but had to appear before the Wilbur Mills Tax Committee and so forth to work on those issues. But the first reality was that in Michigan, foundation people didn’t know each other. A wonderful guy named Bill Baldwin was head of the Kresge Foundation in the fall of ’69 as all of the discussion was going on in Washington, had invited foundation people in Michigan, 25 or 30 that he invited to lunch over at Meadowbrook Hall over at now Oakland University. And so Emory had me go with him. So I became CEO and became immersed in that. The payout was the big concern. Excess business holdings was a problem to us, and we felt since Kellogg’s stock was publically traded - the big problem in a privately held foundation if it wasn’t publically traded, how do you value it in terms of payout requirement? The Kellogg stock was publically traded and we thought that could be separate. We were unsuccessful in getting that changed. One very positive was the encouragement of the Community Foundation, in which people like me who will never be able to establish my own foundation can have the Mawby Family Fund as a little unit within the Battle Creek Community Foundation and don’t have to worry about all the paperwork and the tax returns and so forth, but can operate in a modest way with that. So a lot of good things. 00:23:29 I called Bill Baldwin and said, “Well, now that we know what the law is, we ought to have another meeting and see how we can get acquainted in Michigan to working on these issues.” He said, “Well, I invited you to lunch last time, you ought to invite us to lunch this time.” [laughs] This is getting into the role I tried to play, a concern with infrastructure within philanthropy in Michigan. I worked on inviting people from family foundations, from independent foundations like Mott and Kresge and Kellogg, family foundations like Dow, community foundations like Kalamazoo, and there were a few, and then corporate grantmakers. So we had lunch and talked about the advantage of having a statewide meeting, getting acquainted and so forth. And so I was chairman of the first conference of Michigan foundations. We met over in Ann Arbor at a motel that had a Schuler’s restaurant. That was a fascinating experience, and that’s where I first got acquainted with S.S. Kresge, Stan Kresge was there; just a delightful guy. That’s another whole story. I’ve been blessed with great experiences. But one of the exercises we did at each luncheon session was to talk about the future, each meal session. So the first question, “Should we begin thinking about a conference another year, next year? How should that be planned and organized?” So out of that process we ended up, by noon on the final day, three days, with a committee established to plan next year’s event, a committee to think about organizing some way for continuity, so moving from a conference to a council, and third, how could the whole thing be funded? That led to the creation of the Council of Michigan Foundations, as one of what we call RAGS, Regional Association of Grantmakers. [CMF is] the strongest of any of the country, the premier. We’d be in desperate problems with state and federal public policy issues and so forth if we didn’t have this organization working on improving governance, the governing �boards, the trustees, staff, preparation, pre-service and in-service training, policy issues, and all the rest. So that created the Council of Michigan Foundations, but then when you begin to work in difficult public policy issues, like payout for example, foundations can lobby, but on very narrow topics. We can’t do anything on health care or education or economics. We are just directly related to the legal status of foundations. So, the ones who are the really important then in most of those public policy matters are the grantees. I always call us the givers and the doers. In our mindset at Kellogg, I always said the most important players in this whole process of philanthropy are the ones who are making it happen in the lives of people and institutions, communities, and neighborhoods. Everything we do [as grantmakers] should be un-bureaucratic, we should be responsive, we should have quick turnaround time. The greatest disservice you can do to an applicant is to delay the decision, particularly if you sense it’s going to be negative. That’s the worst thing, to wait and wait and wait and wonder if it’s going to happen, because if you’re the applicant, you don’t want to go off on another direction if the answer hasn’t come yet. So our attitude was always, get back, and if you’re going to be gone, your secretary or someone else can handle that problem, particularly if it’s a crisis. 00:27:40 We began to recognize the importance of collaboration between the grantmakers and the grantseekers; with the grantseekers, the ones who do, because they have contact with legislators and congressmen and all of their communities. If it’s an issue, for example, on the liability responsibility of a volunteer, and if you’re a volunteer and something happens to one of the kids or the adults, do you have personal, legal responsibility? So, all of the different aspects of nonprofit organization operation. Again, through informal conversation, [it was] decided that we needed to do something about bringing together the nonprofit world differently. I see the world simplistically in our society; one is the for-profit, business-making sector of society. That’s the generator of resources, and so that’s tremendously important. That’s the private sector. The second sector of course is public sector of government at all levels. Very important that we have good government locally, in the school district, the village, county, state, nationally. So that’s imperative. The third is the nonprofit sector. Usually, of course dependent upon the private sector, but usually with a lot of relationships both in policy and in practice, because most nonprofit organizations get some tax money also in one way or another with all of the things going on. So, those three sectors, and we needed to get together. In consultation, picked ten statewide nonprofit organizations that had operations statewide in education, and health, and the arts, we had the United Way, and so forth, invited these ten organizations to come together, bringing two people: one, the chairman of the board, the citizen volunteer which is on the chair of the governing board, and then the chief professional officer, chief of staff. 00:29:55 So we invited those 20 people to sit down and talk [on areas of common concern]. Immediately of course, those in Big Brothers Big Sisters are in competition with the YMCA for money. So, we’ve got an element of realistic competition but, on more important issues, a lot of common concerns. We identified the business of recruitment of trustees and their training and how they understand their serious responsibilities in governance, staff issues, etc. One of the big problems for small scale nonprofits of course are benefits; health benefits and retirement benefits. By �collaboration our little unit can’t do it but we can be a part of the Michigan Nonprofit Association. So out of that meeting we set up [special committees], looking at what are the common issues, what can be the goals, what are the kinds of things to go on, what about the first meeting, how do we put together an organization and how might it operate long term. The first meeting we called the Michigan Nonprofit Forum, just come together and talk. And again out of that a process, leading [to organize] legally as a forum, three or four years later named it the Association. And again, it just makes such a tremendous difference in the viability of the nonprofit sector broadly. That was the second one that I got to be the founding chairman or whatever. Third, the Council of Michigan Foundations was [established in] the early 1970s. The founding date of MNA is 1990. In 1991 too then, there were two developments that began to take shape. At the federal level, there was talk of a domestic Peace Corps, of providing [service] opportunities [for youth;] became AmeriCorps in which young people, people of all ages, but basically it’s people from 18 to 25 could come together [in programs of public service]. If there was going to be funding, there had to be an entity created in the state to manage that. And so I was involved in the planning of the Michigan Community Service Commission. I did not become a member of it, but helped organize that including funding to get it started. Then, [later I] actually became a member. The commission is governor-appointed and Governor Engler was concerned as his term limit was coming up and Mrs. Engler chaired the commission. How do we make the transition to the next administration? [They wanted a credible citizen, without strong political identification.] So, the Governor and First Lady asked me to become a member of the commission and be chairman. When there was a year and half yet in his term, I became chair, to deal with the transition. Then of course Governor Granholm was elected and contacted the First Gentleman, Dan Mulhern, lawyer by training, great volunteer, great leader. Both he and the Governor committed to mentoring. So we met with Dan and persuaded him that he would be the public chair, so I resigned as chair but have continued on the commission at the Governor’s request. 00:33:56 Then the fourth [statewide initiative on philanthropy] that I’ve been involved in is Dorothy A. Johnson Center on [for] Philanthropy and Nonprofit Leadership. The whole area of philanthropy had not been a recognized field of study: research, concentration, education and so forth. But it started in some limited ways at Case Western Reserve, Yale and [elsewhere] with a course or two, or with a little office side lined, not a part of the intellectual life of the institution. The one exception was at Indiana, where with marvelous support from the Lilly Endowment, Indiana University had created the Center on Philanthropy. Bob Payton became, maybe the second head, the real dynamo in orchestrating the development of that. Bob had a distinguish career in academia, had been University President, Ambassador to a couple of African countries and then was one of the corporate grantmakers for one of the big oil companies, Esso I think. Anyway, Bob did a great job of integrating the concept of philanthropy (giving of time, and talent, and treasure) [throughout] the institution. They have adjunct professors in every college: in law, in engineering, in business, as well as the social sciences and so forth. �I think that’s the goal at Grand Valley State, to make [philanthropy an integrated part of the institution]. Because whether your life is in teaching or one of the professions or business, your civic responsibilities require you to, the expectation is that you, so that having a part of it in the process. The Lilly [Endowment] was the major funder; Kellogg became a major [partner]. I was never on the board of the Center, but they have an advisory group very much engaged, a major supporter again with another donor out of New York City. So began to feel that in Michigan, we needed to have a [university-based] center on philanthropy somewhere because this concept even in the private liberal arts colleges where you would think it would be a natural because they’re dependent upon that their lifeblood, not in the curriculum much of anywhere. 00:36:25 (JS) But it wasn’t a conventional academic subject. It didn’t fit into a box. And again in a way it’s also the application of things as opposed to the theory. (RM) That’s right…So, wanted to get it in [Michigan]. In my role, I was on first name basis with the Presidents of a lot of the colleges in Michigan. We had a lot of activity with the University of Michigan, with Wayne State University, with Michigan State, with Western Michigan, with some of the private schools. And then as Grand Valley came along, became engaged there. So finally what we weren’t successful in getting any spark, you know got to have somebody somewhere that wants to make it happen. So finally invited all of the public and private colleges in Michigan, so Alma, Hope, Calvin, Grand Valley, all invited to a meeting; talked about the idea, just talked about what’s going in, had the report of what Indiana was doing, etc. Had a roundtable discussion and we adjourned, said, let us know if you have any interest. And there was one spark. [laughs] Good old friend Don Lubbers, whom I’d known a long time. And so that’s why the center is at Grand Valley State. Comes back to that whole notion that people make things happen, money doesn’t make it happen in itself. Money’s useful but money doesn’t make anything happen. 00:38:00 (JS) Of course, Lubbers was certainly an entrepreneurial spirit but if he was somewhere and saw a good idea or whatever he wanted to go with it. I kind of miss that now but that’s a personal aside. But anyway, so pick up on that. But, what did he have to do or what had to happen then to actually sort of make that center happen? He says, “Okay, good idea...” (RM) Yes, well then, you unearthed it, that’s up to them. How do they want to organize it? Look at what Yale’s doing, Case Western, their own experience, and so forth. How would you organize it? Again, the contribution that the foundation can make in those discussions of someone, if you’re working on whatever the child care or whatever, and an applicant comes, is if you can sort of sometimes be helpful saying, well have you seen what they’re doing in South Chicago or what they’re doing in Los Angeles or whatever. Have you thought about this, that, or the other? So there would be discussion based on, we’d talk with, how are they organizing �things, how do they get adjunct professors in engineering and business to be concerned about philanthropy and so forth, so interactive process but it really has to be the grantee. In my judgment, if a foundation put together a blueprint saying this is the way you’ve got to do it if you’re going to do it with our money, it’s a dead issue. It’s never the university’s program. That was the philosophy, Mr. Kellogg’s philosophy I believe, that he had always had confidence in the volunteers, he wanted the citizenship leader, he had great respect for the professions but he respected them, and he didn’t tell them how it ought to be done. He monitored, he was very much engaged, concerned, etc. So that’s the general philosophy that I tried to build in as we went through tremendous expansion. So those are the four areas in Michigan. [CMF, MNA, MCSC, and the Johnson Center for Philanthropy] Now at the national level, I was involved with the Council on Foundations, which is the counterpart of CMF. It was located in New York City. There were two entities there: the Council on Foundations and the Foundation Center. The Council on Foundations, and if you please, a trade association with this group, the Foundation Center, an intellectual fact-based resource, had to be credible. 00:40:33 Now there was a pressure to put the two together, and I resisted that along with others saying that’s the wrong way. If the Council becomes the factual resource about their own business, it will never be credible; it has to have an autonomy. The net of that was to move the Council on Foundations’ headquarters to Washington where the political action is. The Foundation Center is still in New York City. It has relationships with individual libraries and has some other major centers. I had not been engaged directly except indirectly in supporting of the center. The foundation had been involved long before my time in helping create the Center had helped create the Council on Foundations, but the big foundations didn’t participate, and that needed to be changed. And so, I was a part of a smaller group to get Ford and Rockefeller and Carnegie and the rest of us active. Not dominating, but we had to be a part of the game to make it comprehensive. But then they invited me at the Foundation Center - they needed to move from old technology, ballpoints pens or whatever, to computers. And so they came out in 1987 and asked me to become engaged with the fundraising drive. And they needed to raise $7 million to computerize the Foundation Center. They had put together a grand plan, we were going to have regional groups, and we were going to have a national group, and we were going to have a celebrity group and I said yeah, I agree with the purpose but that’s a bunch of busy work. We ought to be able to raise $7 million with 15 phone calls. So we did. But we raised $10 million. I went on the board then and was chair in the transition of leadership there. And then went off the board. I was on the board for five or six years of the Foundation Center as we made the transition both in technology and in leadership. I was also on the board of the Council of Foundations. And we had gone through, and I hadn’t been on the board but they had two or three different executive directors that hadn’t worked out well, and became a member of what I always called “the search and seizure committee.” [laughs] I got Jim Joseph, just an exciting guy who was with Columbia, [inaudible] and got him to be the president. Then I was chairman a year, then the darn, I guess it was House Committee, wanted to take up the excess business holdings again and I was on the �wrong side of the issue, so I resigned as chair because I was going to testify saying, “If the stock is publically traded it’s different than a privately held [asset].” So I was very active at the national level, and chaired the policy committee of COF, for two, three years and so forth. 00:43:59 So I had the privilege of being involved in a lot of those issues. Interesting at the foundation then, itself, one of the issues was making philanthropy a legitimate area of study concentration and so forth in the academy, and the second one was leadership. Because it was a long time that the great debate was, are leaders born and so inherited and Lord so-and-so passes it on to his kids and so forth or can leadership skills at all be taught? There was just absolute division of thought on that. My own orientation was well, there is such a thing as positional leadership if you get to be president of the country, you’re in a leader, that’s a power position. But there are lots of leadership opportunities. My definition of a leader is pretty simple: a leader is anybody who sees either an opportunity or a problem and does something about it. And if it’s recreational activities in the neighborhood for the kids, it’s a different person that’s going to start a little league softball team, than someone who is going to deal with public access to technology and healthcare, whatever. So, had observed that in applications, and I’d learned so much about health and education and all sorts of things that were just fascinating, some mysteries became very concerning. Anyway, felt that we were getting proposals by superb specialists, but none of the serious problems can be dealt with by one specialty. And the key in leadership then, is to develop a capacity beyond your own specialty to mobilize the others whose skills you need in order to put the whole package together. I always use the example in Michigan simplistically, the underground water supply. All of us drink underground water. Ok and we’re concerned with purity of underground water. That’s basically the responsibility of township government. It’s not even county or state, it’s township government. But if you’re concerned with underground pollution, you have to be concerned with technology, you’ve got to know soil structure, and filtration rates, and etc., and you have to see where the underground streams are going, so you’ve got to have that technology. But the solutions then in dealing with those were all political, and economic, and institutional. You have to get the township board, the county board and the state. So you’ve got to mobilize those specialties. So we had superb specialists bringing in proposals designed on their specialty, inadequate to deal with the problem. 00:47:15 So in 1980, the celebration of the 50th anniversary of Mr. Kellogg’s foundation, we created the Kellogg National Fellowship Program, a leadership program specifically to recruit young women and men who had already established some degree of expertise and even reputation in their field. And they’re probably in their late twenties, early thirties, late thirties, varied. But generally in that, let’s say the age of the thirties, could join in a three year fellowship experience to broaden their perspective, and coming together for group seminars on issues in this country and skills and so forth, having an international experience both collectively as a group and individually. Each then to develop their own study plan which had to be outside their specialty, it just can’t make me a deeper sociologist. I’ve got to get into something quite different, and it could be music, or �medieval history, but broaden your perspective. And develop skills then in helping to look at issues that need to be addressed collectively, skills to bring those together. And so we started the Kellogg National Fellowship Program in 1980. Sort of announced it saying, gosh we are going to do this in celebration of the 50th anniversary. There ought to be at least one group of Kellogg Fellows. If it seems to have promise we’ll continue it. If it doesn’t then we will just write a grand report saying we celebrated. [laughs] Well it became dramatically successful, and you find physicists with theologians with economists. The toughest group for us to include, the academic world could accommodate and visualize that very easily, business, a little more difficult, and in your business career, some degree of risk in moving out of your track to broaden. In some areas of the academic world, real risk in moving out, because you’re suppose to get narrower and narrower, not only your left foot, it’s the big toe, so in specialization. So some problem there, but the most difficult for legal reasons was to engage anybody from the public sector, if there were a growing administrator in the department of public health, department of education, difficult. But bright young people and just fascinating the kinds of experiences they had, and again practical experiences. I remember meeting with a group you know that were going to spend the night in the emergency room at Detroit Metro Hospital. Well, you know, they saw a sector of society, you know they’d been teaching at a university, never saw the kinds of people, the kind of problems that people out of desperation, the only place they could go to was the emergency room. We tried to get them into a whole variety of settings, nationally and internationally. Following that then, we began to get more acceptance of the concept of leadership and I’m surprised you know now, I look at catalogs and College of Medicine will have two or three courses focusing on leadership, or engineering, business and so forth. So that it, I think, is becoming a credible area and I think the foundation had a useful role in that. 00:51:29 So, those are just some thoughts about some of the areas that we tried to give emphasis. We had some early starters, that (I retired in ’95) I wish they had continued but didn’t. One was foster care, the whole concern with families for kids. We had demonstrations in seven different places, some at the county, some at the state level, with a goal of termination of parental rights when it seems so obvious that it ought to be done. A lot of kids are held in that terrible situation for three or four or five years beyond when really they need to get out of a dysfunctional home family situation. So goal was one policy regarding parental rights, still protecting but not making - it’s really disturbing to me when you read about a youngster who’s been adopted and seven years later the dad comes back and had never signed the release. So this youngster that’s had a family for seven years is now put back with dad who didn’t care. So parental release, and then one foster care family and permanent placement within a year, because these little guys we dealt with have been in eight or ten foster care families, no continuity, no tomorrow for them. So some disappointment, but that just disappeared. But that’s just changing and life moves on. So those are some of the thoughts about that. (JS) We covered an awful lot of material here and I want to return a little bit to the business of sort of philanthropy as an academic discipline or something to train people in. Why was it �particularly important to kind of get that established and to launch programs and do this? What was the need there for that? 00:53:47 (RM) You know, a part of it, one of the unique aspects of the founding of America it seems to me, is that it came in with no governmental structure. And most of the initiatives, because there was no government, was voluntary action. Four of us decided our kids needed a school, and we’re going to do something about that and we get others and we start a school. Or we need a health clinic and so forth. It developed really in our society as a great tradition and sort of an expectation. We give more as volunteer time. We lend our talent to the board and to volunteer leadership. We give money. The biggest source of funds, of course, is individual giving, not foundation giving, not corporate giving, it’s individual giving. That needs to be sort of an expectation of good civic responsibility. Usually it’s not been incorporated in an organized way, even in courses, where I don’t see how you can study history, for example, without recognizing that it was all volunteers that ran the Underground Railroad. It never would have happened otherwise because government couldn’t do it, but citizens did. Issue after issue after issue, it’s volunteer action that get things started and to try to build that in, and to learn some lessons on how, why people are motivated, develop a concept of accountability, sense of responsibility. I go back to five basic values when I look at anything. I’ve looked at the value of honesty, the value of caring, the value of respect, (I may disagree but I can be respectful and respect for other positions) sense of responsibility for self and beyond self, and then fairness. We don’t very often talk about those things as being important in life. All you have to do is look at what happened in greed in the last two years. Ethics has been destroyed. 00:56:13 PART 3 (JS) You’ve done a lot here in terms of laying out sort of the set of principles and ideas that you followed and worked with and have kind of followed main parts of your career path and so forth. Is there a particular initiative or thing that you kind of got involved in or helped promote that you are kind of particular proud of that you haven’t brought up yet? (RM) Well, as I think nationally, internationally, we haven’t talked about geography. I mentioned the foundation started in seven counties, spread nationally into Latin America in 1942, to Europe after World War II and went for about 30 years. And the concern in Europe, why would a foundation go to Europe after World War II? It was because of food systems. After World War I, Europe industrialized, and they imported raw materials and food. Food production and agriculture stagnated. They were still using the technology of the teens in the ’40s. And when the Germans came in and took the food, those countries did not have the capacity to feed themselves. They were concerned with the revitalization of food systems and then the quality again of quiet life in the countryside. So the foundation became involved with fellowships in �Finland, Sweden, Denmark, West Germany, the Netherlands, the United Kingdom, and the Republic of Ireland. 00:57:58 As the director of agriculture I had to go to those countries each year, tremendous experience, but a concentration on fellows coming here for advanced study in all of the specialties of Agriculture, Engineering, and Marketing, and Horticulture and so forth. Plus then an emphasis on women’s role in community life, the most powerful women’s organization I ever experienced was the Irish Country Women’s Association. Marvelous example of where women took the initiative in changing the role of women in society through their organization. It was a time when, for example, women couldn’t study in the college of agriculture. The concern then with rural youth also, and 4H or young farmers’ clubs and so forth, so fascinating period of time, then Europe changed. We began looking then as a board at geography and studied the continent of Africa, which is a very troubled continent, then looked at Latin America. In 1980 we began to phase out over a five year period of our direct involvement in Europe and doubled our activities in Latin America, all the way from Mexico south and then began to look at Africa. In 1985 then, and it was a period of course when apartheid in South Africa became a great issue, appropriately so. The Kellogg Company was experiencing shareholder requests to divest, get out of South Africa. And Bill LaMothe, who was then chairman, and I was on the board because of my role with the trust, and when you’re at the company board meeting you have a completely different professional governance role then at the foundation concerned with every shareholder and their best interest. Shareholder requests a couple of years to divest, and Bill said to the board of directors simply, “I can’t do that,” he said, “We have been there since 1947, I’ve been there, I’ve given our employees 25 year pins, we have more than exercised the Sullivan Principles, we have blacks in every aspect: finance, and production, and sales. We are involved in the villages in improving schools, and housing loans and health services.” He said, “I can’t. If we sell it will go either to a German company, Japanese, or South African and all of that will be lost”. So he asked three members of the board to go to South Africa and talk with anybody we want to before we go, anybody there, come back with a recommendation to the board of directors. And named Pete Estes who had retired as President of General Motors and had gone through a lot of those exercises with their operation in South Africa, Paul Smucker of the jam and jelly company and me. Now I had talked with our [Foundation] board ahead of time then because we had been thinking about South Africa, so I went with, in a sense, two questions in my mind, as we met with labor leaders, Kellogg was the first to have an organized black labor union. Went into the villages, talked with government officials, both sides of the issue, came back and recommended that the company stay. That leading the playing field you can’t make much difference in the game. 01:01:56 And I recommended then to our board that we begin a program of bursaries. There I discovered that most of the big universities were all integrated, and in their judgment there were more qualified blacks to come to the university than they had scholarship support for. So we picked �five areas. We picked the health professions, food systems, education, business administration, and public administration, because there need to be more blacks qualified in all of those fields with new opportunities. Then in talking over there, they said people from foundations, they come and talk to us and then nothing ever happens. So we authorized the vice president to go and meet with those universities, half a dozen of them I think initially, to talk about their situation and to end up right at the end of the meeting saying, we’ll start. You’ll have 20 fellowships starting this fall for undergraduates. We’ll see them through to the completion of their degree so long as they continue to make progress. [snaps fingers] It started immediately. That would be 19[85]…I went in February and the first group was that fall, quick. So that five years later, apartheid of course ended much more quickly. By then some of these people could move very quickly in the bursaries. So geographically moved in that way and then expanded the program after I retired. So I’ve been pleased with some of those initiatives, sort of counter, but it’s back to what’s right. [laughs] What should you be doing. I want to mention also; I talked earlier about youth and prolonged adolescence. Council of Michigan Foundations had a goal of spreading the community foundation concept throughout the state. You had it here there and elsewhere and voids in some areas. They wanted to develop a program so we could say that every community in Michigan has access to a community foundation. You get to the northern part in the Upper Peninsula, it’s not the population base and economic base to have a community foundation, but you can have regional ones, and sub-groups within one organization. So they came with a proposal and we talked about that. That was encouraging, but then said, well this looks interesting, put together your plan as we talked about. But please think about how you might engage teenagers. How can we get kids more responsibly involved? Because they’ve got energy, they’re smart, they have the right values, they want to do things. And they came back with what they Michigan Community Foundation Youth Program, MCFYP. Each community foundation, in order to qualify, the foundation could qualify for a Kellogg matching grant up to a million dollars, but to do so they had to establish a youth advisory council. 01:05:15 The Kellogg money had to go into the youth account. Now the matching, they could use it in the youth account or they could put it into whatever their local situation was but Kellogg dollars: a youth account. The kids involved then in managing it, particularly in making grants from the income. So in every community foundation you would have a youth advisory council, basically high school age, 14, 15, 16 through high school. Sometimes if they go to a community college they may be still local but whatever. And, gee, I’ve sat in on some of those meetings. They’re tougher than the foundation board. You know they’d say, “Well that’s fine Jim, that’s a good idea but if you change this and this you could get that done for $75 instead of $90. We’ll give you $75.” [laughs] Very thoughtful, careful. And we’ve done, on some of these things, longitudinal studies to see what happens later. And you’ve got ten years later, they’re now graduated, they’re working, they’re married etc., etc. But they are engaged. I’ve just been pleased with that youth initiative. �The other change that we accomplished then in Michigan, in order to be on a nonprofit board you have to be 18 years of age, on a board of directors. But we got an exception. A nonprofit board can have 16 and 17 year olds on the voting board. Now there’s some specifics: the majority have to be adult. Increasingly you think about the YWCA board, or the Urban League board or on, on, and on, even a nursing home board, if you get kids involved, the service projects out of school will began to relate to nursing homes, etc. So it just begins to make a difference, so excited by that change. (JS) Now, are there particular things that you tried that really didn’t work in terms of that stands out in your memory? 01:07:35 (RM) There were three things that again, you hear me coming through and that’s just because people had the privilege of having a certain role based on experiences in the past. One that I really hoped we could do something about is to do something to strengthen the role of the America family. The role of the family in the lives of so many kids has sort of disappeared, disintegrated, unraveled; and most kids who end up as unproductive adults are a consequence of inadequate home and family situation in the early years. Look at those who are in prison or perpetually on welfare, etc., etc., just a disastrous kind of dysfunctional situation. We did some things but never really felt we found any way of addressing that tension. The second area that I am continued to be concerned about is our public school system. I’ve given speeches on this for the last 25 years; we’ve done some bits and pieces. But basically the public school system was established and institutionalized in 1835 with Horace Mann in Massachusetts after the North West Ordinance 1787, support for the one room country school, when he put together the curriculum: start school when the potatoes are dug and quit school when it’s time to plant corn. And it made sense in 1835, doesn’t make sense now, that ten weeks of the school year is wrong, the school day is wrong, with the state changing the role of the family and yet some of those things are just locked in. We made a little difference in the middle school, but, and some interesting little demonstrations, but nothing which has changed anything in the system and I’m really concerned now that Michigan, you know, is moving to an 18 year stay in school. I think just that compounds the problem unless we change the nature of high school for so many kids. Not every one of them see any reason for four years of math, and to make that a requirement to be a high school graduate is just going to, seems to me, be counterproductive. And every youngster needs the opportunity to go to college and every, certainly ought to do something beyond high school. Not necessary a baccalaureate, it would be disastrous. A lot of jobs wouldn’t get done if we all had to have a bachelor’s degree. So, we’re just not facing that issue at all. And the third is even more subtle and it’s reinvigorating caring, in what I call the caring professions. This is an old farm boy, doesn’t know any better, he thinks when he’s practicing pulling weeds out of the garden. The caring professions, what are they? Health obviously; education obviously, every effective teacher is a caring teacher despite the details that are imposed; third, the whole welfare social services system; fourth, the judicial system; fifth, theology. �And we’ve lost so much of the caring component and we benefit from superb specialization and so forth, but somehow the caring dimension is not encouraged and is not in a sense rewarded. A teacher now in the third grade classroom and the seventh grade classroom success is based on a MEAP score, which is something that’s just quantifiable in very specific terms, and no credit at all for the nurturing, they call it soft skills, of human relationships. The biggest problem whether it’s the family or neighborhood or the county or the world, is people getting along with people. And those are the soft skills and we have no way of putting caring… (JS) You can’t quantify them or put them on a test. (RM) You can’t, and that really troubles me. That’s unfinished business. I was never smart enough to identify, I always saw my role as a CEO to identify with people and stay out of their way and help whenever I could. 01:12:31 (JS) Alright, well, it makes for a very good story, so I’d like to thank you for taking the time to tell it to us today. (RM) Good! 01:12:35 � https://digitalcollections.library.gvsu.edu/files/original/020a4e1705e46f8f4f614dbb4b328619.mp4 d795e39b112664440cd54164d98014cb 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 Michigan Philanthropy Oral History Project Interviews Subject The topic of the resource Philanthropy and society--Personal narratives Family foundations--Michigan Charities--Michigan Description An account of the resource The Michigan Philanthropy Oral History Project (MPOHP) was initiated in 2006 as an innovative partnership between the Council of Michigan Foundations, StoryCorps, Michigan Radio and the Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership at Grand Valley State University to create an oral history of Michigan philanthropy. Additional video interviews were created by the Johnson Center for Philanthropy to add to the depth and breadth of the collection. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/516">Michigan Philanthropy Oral History Project (MPOHP) (JCPA-08). Johnson Center for Philanthropy Archives</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 2017-05-02 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 Sound Text Moving Image Language A language of the resource eng Type The nature or genre of the resource audio/mp3 application/pdf video/mp4 Identifier An unambiguous reference to the resource within a given context JCPA-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2006-2008 Creator An entity primarily responsible for making the resource Johnson Center for Philantrhopy Contributor An entity responsible for making contributions to the resource StoryCorps (Project) Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/516">Michigan Philanthropy Oral History Project (JCPA-08)</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/. Title A name given to the resource Mawby, Russell G. video interview and transcript Creator An entity primarily responsible for making the resource Mawby, Russell G. Description An account of the resource Russ Mawby discusses his youth on a fruit farm and involvement with 4H and the Boy Scouts, his agricultural studies at Michigan State and Purdue Universities, and his military service in the US Army. He reflects on the history of the Kellogg family, the Kellogg Company, and the W.K. Kellogg Foundation, and his work as CEO of the W.K. Foundation. He details efforts of the Foundation in Michigan and abroad, his involvement with the Council on Foundations and the Foundation Center, and his work developing the Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy. He concludes with reflections on the initiatives that have given him the most pride, and those that still need the most work. Contributor An entity responsible for making contributions to the resource Smither, James Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership, Michigan Philanthropy Oral History Project Subject The topic of the resource Philanthropy and society Personal narratives Charities Michigan Associations, institutions, etc. Identifier An unambiguous reference to the resource within a given context JCPA-08_MawbyR Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Relation A related resource Johnson Center for Philanthropy Archives Date A point or period of time associated with an event in the lifecycle of the resource 2010-05-27 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/70c74f48e9092431892ba2062567e3c7.jpg 1bcc28ba5c2783adcfd9f96d03b2e0ce Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1968 Title A name given to the resource Max Gibbs and Leroy Davis at South High School Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001610 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> Description An account of the resource Max Gibbs, GVSC student teacher, and Leroy Davis, 8th grade English and History, working together at South High School. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Grand Rapids (Mich.) Universities and colleges Education 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> 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/fd70520a5d1d6c4764a581bcaabf439a.jpg 92899a3cf7693a949717f67795212edb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000828 Title A name given to the resource Max Gibbs points out the intramural football standings Description An account of the resource Max Gibbs points out the intramural football standings. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Sports 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/e698ac1343b520c4d858a98e88759b9a.mp4 0f21052d0112e7ee36b0d433f3b8d09a https://digitalcollections.library.gvsu.edu/files/original/d47237c6c8b6b431bf740497ef8610bd.pdf 48f4652691fdc00dd945a3ff7cfb3b1f PDF Text Text Grand Valley State University Veterans History Project Kay Maxson Korean War Era (53:12) Background Information (00:14)         Born in Lowell, Michigan, in 1933.(00:18) His parents were divorced when he was a 9 in 1942. (00:40) He lived with his mother. (1:05) He attended high school in Lowell. (1:23) He graduated from high school in 1951. He enlisted in the Navy Reserve in January of 1951.he had no intention of going to college. (1:45) He moved to Galesburg, Michigan, with his father because it was closer to Grand Rapids Michigan where he was stationed. (2:20) In January of 1952 he was told he would be going into active duty. (2:30) At the time of his enlistment (1951) he had 2 siblings enlisted in the military and was very aware of the conflicts in Korea. (2:46) Basic training (3:25)        He was at Great Lakes Naval Base for 8 weeks for basic training in January of 1952. (3:25) Many of the soldiers he trained with were from southern states and other areas in the U.S. (3:40) In spite it being winter the men still did PT (physical training) outside. The men were also trained in swimming, weapons and even how to fight oil fires. (4:04) There was a great emphasis on discipline during basic. He didn’t have too much difficulty adjusting to this. (4:38) He had a lot of experience with water and boating before his naval training. (5:38) After Basic training he was sent to Norfolk, Virginia by train. (6:20) He served aboard the USS Oriskany, an air craft carrier. It was 189 feet long and 59 feet wide on the flight deck and 40 feet to the flight deck from the water. (7:11) Service aboard the USS Oriskany and in the Korean conflict (8:00)       The ship was originally supposed to travel through the Panama Canal but was 5 feet too wide. (8:25) The Ship stopped in Guantanamo Bay, Cuba, and then Rio De Janeiro, Brazil. (8:30) While in Peru, the ship got a liberty boat. Due to storms the Oriskany could not keep the liberty boat. (9:20) The ship than stopped for 2-3 days in Chile. (9:50) Most civilians had a positive outlook on the American sailors. (10:36) The ship was “tight” for 3 days due to a horrible storm that was passed while going around Cape Horn. (11:17) �               The ship than arrived in California and got a “green squadron” or a new squadron of aircraft. (13:12) The ship then docked in Hawaii and stayed there for 1 week. Than the ship circled the island for 1 week in order to give the new squadron practice landing on a moving ship. (14:13) Kay worked damage control. This included many tasks including refilling the CO2 bottles on aircraft. (14:45) During practice, several aircraft ran out of gas. The squadron lost planes but no pilots. (16:00) After a week in Hawaii the ship docked in Hong Kong for a good will mission. (17:42) Because this aircraft carrier was the first to arrive in Vietnam since World War II, the ship was met with much celebration. (18:10) He did not have the immediate perception that there were many Chinese refugees there. (19:48) Next the Ship Docked in Yokosuka, Japan. Here the men took R and R. (20:28) The ship then moved to North Korea where they patrolled 7-8 miles away from shore. (20:41) Occasionally the ship would be warmed of enemy submarines. (21:28) The ship did have escorts including 6 destroyers. (21:41) Due to an accident with a bomb on the ship, 2 men were killed, 7 were injured, and the ship was damaged. After this the ship was out of commission for 24 hours. (21:30) The carrier deck at this time (1952) was made of wooden planking. (24:42) Kay had exact knowledge of what the ship’s mission was and what the air aircraft aboard the ship was being sent out to do. (25:07) Aside from enemy submarines, Kay himself was never under threat of enemy attack during his service. (26:39) Life and Experiences aboard Ship (28:00)            While ashore in Japan, he was surprised with how friendly the Japanese people were to Americans. (28:45) He did have 1 weekend in Tokyo. He traveled by train to get from port to Tokyo. (31:00) While in Japan, there was little evidence that a war had recently ended there. (32:10) He arrived on ship in April 1952 and got off in September 1953. (32:35) There where black and white sailors aboard ship. There weren’t any discrimination problems. (34:07) Because he didn’t like seeing the big cities too often, he would often be paid to take other men’s watch duty so that they could go into town. (35:30) When charring supplies the men had to carry it on their shoulders because the hallways where so narrows. (37:10) The men pulled into Yokosuka to dock before heading back to the US. But on May Day (May 1st 1953) the men were supposed to come home. However because no one in Japan was working on that day, the men left one day later (May 2nd) (39:54) The ship did not stop often on its way back to San Francisco. (41:03) He was given an early discharge in October of 1953 instead of February of 1954. (42:33) Kay was given an opportunity to reenlist in the Naval Reserve; However, Kay turned it down. (43:50) Life after Discharge (43:00) �      When arriving in San Francisco it was so foggy the men couldn’t see the Golden Gate Bridge. (45:50) After finishing his service he attended college on the GI Bill. He spent 2 years at Western Michigan University in Kalamazoo Michigan and 1 year at Wayne State University in Detroit Michigan. He studied mortuary science. (47:13) He married a woman from Kalamazoo Michigan. (47:33) Due to the GI bill he and his wife he actually made money while he was going to school. (48:55) He worked for his father-in-Law. (50:04) He received his mortuary license in 1957 and his insurance license in 1958. (50:20) Thoughts on Service (51:00)    He thinks positively on the experience his military service gave him. (51:05) He is particularly moved by his visit to Pearl Harbor.(51:30) He believes his service made him a better student in college and gave him direction in life. (52:20) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context MaxsonK1168V Title A name given to the resource Maxson, Kay (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Maxson, Kay Description An account of the resource Kay Maxson, born in Lowell Michigan in 1933, enlisted in the Naval Reserve in early 1951, and was called to active duty in January, 1952. Trained in fire and damage control, he was assigned to the aircraft carrier USS Oriskany. After he joined the ship at Norfolk, Virginia, it sailed to Guantanamo and to Panama, but the ship turned out to be too wide to get through the Canal, and had to go around the Horn instead to reach the Pacific, and was damaged in the processed. They stopped in Chile and Peru, then went to San Francisco to pick up its aircraft, and then went to Hawaii to train the pilots before going on to Korea. They crossed the Pacific and visited Hong Kong, Vietnam and Japan, and patrolled off the North Korean coast before returning to port in 1953. 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 Korean War, 1950-1953--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 2011-09-20 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/68ef37a9584d6720134d89c0092c30b0.jpg ea16fe8d9b274d00c5abe199cac97855 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 MaxwellRonald Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1979 Title A name given to the resource Maxwell, Ronald Description An account of the resource Ronald Maxwell Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1979s https://digitalcollections.library.gvsu.edu/files/original/90e6239f4bf648e3b3e0d47bf81259c3.jpg 6fdc195f6973fdf1c03013e38fd40856 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_FilmPacks_10_003 Date A point or period of time associated with an event in the lifecycle of the resource 1937-05-06 Title A name given to the resource May and Flora at Brooklyn Botanical Gardens Description An account of the resource Black and white photograph of two women, May and Flora, sitting on a short stone wall with trees in the background at Brooklyn Botanical Gardens. Subject The topic of the resource New York (N.Y.) 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/a8b8ef5c631d67ce8c824e9a27d1df52.jpg bfd01eb6297b59998af0c169c44d21ac 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_1_1909_004 Date A point or period of time associated with an event in the lifecycle of the resource 1909-06-08 Title A name given to the resource Maybees Waste Weir, Erie Canal Description An account of the resource Black and white photograph of the Maybees Waste Weir, located on the Erie Canal section of the New York State Barge Canal. Taken by Robert Merrill from the canal bank. Subject The topic of the resource Canals New York (N.Y.) 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/c21ceab2e76efe03f56852a41d8434a4.pdf bdc2e7231b2c2eab676702cb63d28b34 PDF Text Text CITY OF MUSKEGON MICHIGAN November 5, 1973 Mr. Richard Kaufman 740 Lake Drive North Muskegon, Michigan 49445 Dear Mr . Kaufman: I want very much to apologize for being unable to attend the 25th Anniversary Celebration of the Temple B'Nai Israel. In a somewhat bizarre situation I found myself with a wedding party of 28 persons at City Hall at 6: 15 P .M., waiting for the bride and groom who appeared at 7:30 P . M. The groom, if you will recall in my phone conversation with you , was al lowed to leave a dialysis machine keeping him alive at the University of Michigan , to come home for the ceremony . (We had to interrupt the ceremony so he could take a pain pi 11 . ) I won't bother you with more details except to say I hurried them as best I could but didn't get home to a wondering wife unti. l 8 P .M . , who, along with myself, would have felt too embarrassed to then drive down and arrive an hour and 15 minutes late. All I can say i.s that I am extremely sorry it happened. I am enclosing for your information a copy of the brief remarks I would have made on behalf of the City had everything worked out as expected. To that I can only add that i.f I can be of assistance at any other ti.me, in any way, please get i.n touch. I won't let something like that happen again. Very truly yours , EJS:DS �" REMARKS REGARDING B'NAI ISRAEL TEMPLE 25th ANNIVERSARY It is indeed a pleasure for my wife and myself to be here representing the City on this very special occasion. As a community we all stand proud of the commitment this Temple represents, and we stand indebted to those who had the foresight and fortitude to build this Temple and proclaim their faith in our community 25 years ago. Not only did those leaders of 25 years ago build this Temple, they helped build a community. Today many of them are still helping and providing their leadership in that capacity. I would only add to that by stating that, 25 years hence, should those of us who are here tonight be fortunate enough to again gather to observe and celebrate 50 years of commitment, we would agai.n find Leo out in front, and we would again stand proud of the leadership that not only proclaimed their faith and built this Temple, but went on to build a better community for all . Tonight we may all stand proud of those leaders. Thank you. Edward J. Stewart, Mayor 11/3/73 �25TH ANNIVERSARY SABBATH RESPONSIVE READilU Leader; Cong: I rejoiced when they said unto me; Let us go into the house of the Lord. Lord, I love the habitation of Tey house, And the place where Thy glory dwelleth. I love Thee, 0 Lord., 'I!J3 strength, My shield and my hom of salvation., my high tower. One thing have I asked of the Lord; That will I see after: That I may dwell :in the house of the Lord All the days of my life. To behold the graciousness of the lord. And to visit ear l;r :in His Temple. 0 Lord, my God. 1 I will give thanks unto thee forever. I will sing, Yea., I will s:Lng praises unto tm Lord. We have meditated on Thy lovingkindness, 0 Lord, In the courts of the Temple. I will fill this house with My glory, And in this place will I give peace. I will now say; Peace be within Thee, Peace be within Thy walls. For the sake of the House of the Lord, our God. 1 I will seek T}v good. Blessed be the Lord, God of Israel From everlasting to everlasting Amen. Barechu. Et Adonai Ha-M 1Vorach Praise Ye the Lord to whom all praise is due. Baruch Adona 1 Ha-M'Vorach L'olam Vo-ed Praised be the Lord., to whom all praise is due forever and ever. �, THE PLEOOE Leader: Cong: And they entered into a covenant to seek the Lord, God of their fathers with all their heart, and with all their soul.. In like manner are we gathered to renew our covenant as a Congregation in Israel. What camnon experience leads us into spiritual fellowship with God and one another? Acknowledging the God of Abraham, Isaac, and Jacob as our God, we have established this Congregation as the Symbol and Center of our corporate life as Jews. Even as God ma.de His covenant first with Abraham, so do we invoke His divine aid in this enterprise,. undertaken in His name. By what pledge do we seal this covenant? By the same pledge as did our foretathers at Sinai., making our children surety for the sincerity of our hearts and minds. We are organized to insure that they shall find here a well from 'Which they may draw inspiration for their daily life. Wha.t are some of the privileges and duties in this, our Congregation? With this aim, we engage to strive together for the advancement of our body in knowledge of our God and of His Holy Tarah; to transmit such understanding as we gain to those who sba.11 later join our ranks; to sustain the ordinances and comnandments, disciplines and doctrines of Historical Judaism and to worship God after the dictates of our Rabbis and sages. What duties do we gladly undertake as stewards of that mich God has entrusted to us? To contribute cheerfully and regularly to the support of the synagogue edifice which houses our Congregation, and to maintain its devotional, educational, and recreational facilities as God will give us the strength and means to establish them. For the sake of our home and loved ones, what tasks do we prayerfully assume? We undertake to naintain regular hours of service; to edueate our children in the religious way of life; to seek the good of all whom our influence shall reach; to maintain the bands of union with the whole household of Israel; to ask after the peace of Jerusalem by ll!IOrking for the upbuilding of Zion. For the sake of our brethren who· are scattered all over the world# how shall we govern om-selves? We agree to rem.ember that we are part of a greater Corgregation of Israel and therefore we will recognize in deed as well as ll!IOrd, the principle that all Jews are responsible for each other. We wil.l remember each other in prayer; aid each other in siclmess and distress, and practice the ancient Mitzvah of relief and rehabilitation. We Pray that the God of our fathers keep us steadfast in this detennination and bless the work of our hands. Amen. (Congregation and Reader) Hear, 0 Israel: The Lord our God, the Lord is One. Praised be His name whose glorious kingdom is forever and ever. �Leader: • Cong: Thus saith the Lord; the heaven is My throne, and the earth is My toot stool • What manner of house will ye build Me, and 'What shall be My rest? for all tbsse things hath My hand made. But to those men will I look, even to them that are poor, and of a contrite spirit, and that tranble at My l'm"d. We have surely built thee a house of habitation, a place for Thee to dwell in forever. Almighty God, to whom all hearts are open, mo lmoweth the strong am tender ties that bind us, and who understandeth the fair menories and the stirring hopes that make us one, look upon us in canpa.ssion as, with united hearts and undivided purpose, we consecrate ourselves anew to thee and Thy service. We, the people of this Congregation, do now dedicate ourselves anew to the l-A'.>rship of God in this place, so that we may help establish His kingdom on earth. For many years of fellowship with each other, for the courage which has made burdens easier to bear., for the patience which has led us through the valleys of fear and across the mountains of despair; For many years made precious by sharing common burdens., enduring common sorrows., completing common tasks and triumphing in common purposes; For many years of coming week by week to renew our friendship with God and our fellows, for hopes renewed., for hearts encouraged., for sins forgiven, for burdens lightened, for problems solved, and for visions of eternal values; We give thanks unto thee for Thou art the Lord, our God., and the God of our fathers forever and ever. In loving manory of all those whose hearts and hands have served this sanctuary; with deep grat1tude for loyal comrades in this spiritual adventure; We dedicate this solemn hour in gratefulness to Thee, for Olll' lives which are canmitted into Thy hand and for our souls which are in Thy keeping. Let us then continue our tasks as we echo the words of the prophet speaking in Thy name; I will remember Thee a.Di the affection of Thy youth I remanber my covenant with Thee, and will establish for Thee an Nerlasting covenant. Who is like unto Thee, O Lord, among the mighty? Who is like unto Thee, Glorious in Holiness, Awe-inspiring., \oJOrking -wonders? Thy children acknowledged Thy sovereign power and exclaimed: The Lord shall reign forever and ever. SIIENT DEVOTION We call unto Thee., 0 Lord, out of the wordless places of our being. There are thoughts too deep for words; yearning too great for the lips to frame. But Thou knowest our thoughts before we utter them, and the yearning of our innermost self is not hidden frcm thee. May our thoughts soar unto the heights where Thy greatness dwells; ~ our yearning find fulfillment in the work of our hands. In the silence of our heart, we pray, 0 God, that Thou strengthen us by the memory of dear ones.. Let their lives continue through us, and their work find completion in our own. Thus the generations w.il1 be linked in love and in reverence; and the grandeur of man will become clearer in our sight. For those 'Who made this, our Temple, strong., -we thank Thee. For those who labor to keep it wortey of Thee., we express our gratitude. Blessed a.rt Thou O Lord, the Guardian of the hope and the Keeper of the Dream. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-08_BI-25thAnniversary_1973 Creator An entity primarily responsible for making the resource Stewart, Edward J. Date A point or period of time associated with an event in the lifecycle of the resource 1973-11-05 Title A name given to the resource Mayor's remaks for the 25th Anniversary Celebration of the Temple B'nai Israel Description An account of the resource Letter with enclosed remarks from Edward J. Stewart, Mayor of Muskegon, Michigan to Mr. Richard Kaufman of Temple B'nai Israel regarding his absence from the 25th Anniversary Celebration and his intended remarks for the event. Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8119b1417591fa316fa0637667bf4143.mp4 e1f4de5e9a8d825bbb9e5e889d1484a6 https://digitalcollections.library.gvsu.edu/files/original/4defcf1b10002d206173be6b60d64e06.pdf fbb5ba96746dc5513dd8875fc488cc80 PDF Text Text Grand Valley State University Veterans History Project Interview Interviewee’s Names: Jack & Norma Mc Caulley Name of War: World War II Length: (00:32:49) (00:20) Background Information      Jack was born in Woodland, Michigan in 1927 He went to school all over Michigan because his family traveled a lot Norma was born on August 28, 1925 in New Auburn, Wisconsin She went to a one room school house that taught 8 grades altogether Jack quit school in 1944 and enlisted in the Navy when he was 16 years old (6:25) Training  Jack was told by the Navy that “if you can shoot a gun, we will take you”  He was not old enough to enlist and his mother had to sign a release form for him  Jack was sent to boot camp at Great Lakes Naval Academy in Chicago, Illinois and he quickly found that he did not like training  There was much physical training, hiking, and marching  They had pretty good food and he avoided KP by pretending that he had pink eye  Jack was sent to Camp Barry in Virginia for 2 weeks and then sent to San Francisco  He was preparing to ship out when he came down with scarlet fever  Jack was in the hospital recovering for about a month and his unit shipped out without him  He was transferred to the 59th Seabees and later shipped out from California (10:25) Pacific  They stopped in Hawaii, the Marshall Islands, Guam, and Saipan  They helped build an Air Force base for B-29s in Guam  Jack spent the last months of his service in the Marianas Islands where there was still quite a bit of fighting going on  His job was to drive a large truck for the Seabees, delivering supplies across the islands  There were snipers hiding in trees all over the island (15:10) After Service  Jack met his wife at a roller rink in Battle Creek, Michigan and they have been married for over 56 years  Her family had recently moved to Michigan from Wisconsin  Norma had moved to Washington with her sisters during the war and they sang gospel songs on the radio �    Jack later got a job working for Post Cereal and he worked there for 36 years They traveled a lot through their marriage and visited all 50 states It’s hard for them to travel now because they are older and gas is so expensive Jack has been part of the Masons in Battle Creek for over 50 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/. Identifier An unambiguous reference to the resource within a given context McCaulleyJ Title A name given to the resource Mc Caulley, Jack (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Mc Caulley, Jack Description An account of the resource Jack Mc Caulley was born in Woodland, Michigan in 1927 and enlisted in the Navy in 1944 when he was only 16 years old. Jack went through boot camp at Great Lakes Naval Academy in Chicago, Illinois and then shipped out with the 59th Seabees. Jack worked as a truck driver delivering supplies on Pacific islands such as the Marshall Islands, Guam, and Saipan. Jack and Norma met after the war in a roller rink and have since been married for more than 56 years. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy 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 2005-07-16 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/432ca2d75dbc736b6ff7e248f2d3de92.mp4 9286bc9d779ae92d53e749546bfba3ff https://digitalcollections.library.gvsu.edu/files/original/8f0e5ff241d5b124cf1096081703e208.pdf 4217695816ea54bf891a2a72adba873d PDF Text Text Grand Valley State University Veterans History Project Interview Interviewee’s Name: Jerry McFarland Name of War: Vietnam War Length of Interview: (00:40:57) (00:30) Background Information      Jerry was born march 24, 1933 and enlisted in the Navy in 1950 He had envied his brothers who were in the service and had always wanted to join himself Many people were enlisting at the time and Jerry just felt that it was the right thing for him to do after high school He worked in an engineer outfit on transportation, building bridges, and repairing roads Jerry started as a private, then became private first-class, and corporal (5:35) Training  Jerry was sent to Great Lakes Naval Academy in Chicago, Illinois  He was very nervous when he first arrived and worried about making the drill sergeants angry  They were all very tired all the time and only got about 4 hours of sleep each night  They were not allowed to walk and had to run everywhere  The food was ok and they were well supplied (15:25) Discharged  Jerry had been stationed in Norfolk, Virginia and going back and forth to Puerto Rico, taking Marines to train down there on an LST for the Korean War  They also trained with the Marines but continued going back and forth, doing the same for about 4 years  Jerry was then discharged and moved back to Michigan, but got very bored with civilian life (16:45) Germany  Jerry enlisted in the Army and was training in Missouri in 1954  He was then transferred to San Antonio, Texas and got married  Two months after he was married Jerry was shipped to a staging area in New York  They then boarded a ship towards Germany and the trip lasted 7 days  Jerry began working in transportation at the 7th Army Headquarters  He drove staff cars for generals and the HQ area was very strict  Jerry was in Germany for 3 years and then transferred back to the US �(18:40) Traveling  Jerry worked in Colorado Springs for 2 years where he lived with his family off base  He was transferred to Korea where he worked for 13 months and transferred again to the US for another 2 years  Jerry worked in France for a short time and did not like the area or the people  He volunteered to go to Vietnam so that he could get out of France  Jerry spent 1 year in Vietnam and then worked in Fort Hood for 2 years  He was sent to Vietnam again for another year and then finally discharged after 20 years (24:10) Vietnam  Jerry was in an engineer outfit in Vietnam, camping on an old river plantation  He was a replacement with a unit that had already been working there for 3 months  Jerry was given a tent and in charge of supplies  They moved around a lot while in Vietnam and there were many abandoned rubber tree plantations that could no longer produce rubber  Jerry was always working from about 5 am to 8 pm because he always had to be ready if someone needed supplies (29:15) End of Service  Jerry could no longer sleep at night because he was so anxious about his retirement  He was retiring with 15 other men and it was all very exciting  Jerry moved back to Michigan and began working for a mill for about 10 years  He then began working for Dean Foods, which had bought out the old mill that he had been working at  Jerry kept in touch with many of his old friends for a while, but it was difficult because many of them had moved to Florida or California  Looking back now Jerry feels that the US is always at war and it’s never ending � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context McFarlandJ Title A name given to the resource Mc Farland, Jerry (Interview outline and video), 2005 Description An account of the resource Jerry McFarland was born on March 24, 1933 and enlisted in the Navy in 1950 after graduating from high school. Jerry trained at Great Lakes Naval Academy in Chicago, Illinois and was then stationed in Norfolk, Virginia. He worked there for about 4 years transporting Marines to Puerto Rico to train for the Korean War. Jerry was discharged after 4 years, but found himself bored with civilian life and then enlisted in the Army. While in the Army Jerry worked in Texas, Germany, France, Colorado Springs, and Vietnam, where he served with an engineer unit. Creator An entity primarily responsible for making the resource Mc Farland, Jerry Contributor An entity responsible for making contributions to the resource Ray, Emily (Interviewer) Gibbons, Brittany (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings 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. Navy United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2005-05-23 Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6d596f129433106331eaf0fec1b81f4c.jpg 103e8a85ec53795c490ae5e1619f0aca 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_K168-0013 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 1970-07-18 Title A name given to the resource MC5 On Stage Description An account of the resource Black and white photograph of the band MC5 performing at the WCFL Big 10 Summer Music Festival in Chicago, Illinois on July 18, 1970, by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource MC5 (Musical group) WCFL (Radio station : Chicago, Ill.) Concerts Soldier Field (Chicago, Ill.) 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 Chicago (inhabited place) 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/7781b0ec17f16bf8269590e01ddd50f0.jpg 8186def173c74d14ba9a96395a8b4215 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_K172-0024 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1970-07-18 Title A name given to the resource MC5 On Stage Description An account of the resource Black and white photograph of the band MC5 performing at the WCFL Big 10 Summer Music Festival in Chicago, Illinois on July 18, 1970, by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource MC5 (Musical group) WCFL (Radio station : Chicago, Ill.) Concerts Soldier Field (Chicago, Ill.) 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 Chicago (inhabited place) 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/2ebfcf2729923f5c74d2d13218ebf663.jpg 78ed21e07441e0584f175ddb07605bbd 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. PS3539.R23 M25 1905 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_Bindings0122 Title A name given to the resource McAllister and His Double Creator An entity primarily responsible for making the resource Yohn, F.C. (Designer) Description An account of the resource Binding of McAllister and His Double, by Arthur Train, published by, C. Scribner's Sons, 1905. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1905 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives