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                    <text>I

--

/

•

•

•

'

�</text>
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                  <text>Grand Rapids Boat and Canoe Club collection</text>
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                  <text>Grand Rapids Boat and Canoe Club</text>
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                  <text>Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included.</text>
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                  <text>circa 1980s to 1940s</text>
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                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481"&gt;Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)&lt;/a&gt;</text>
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                  <text>Grand Rapids (Mich.)</text>
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                  <text>Boats and boating</text>
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                  <text>Racing shells</text>
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                  <text>Grand Valley State University Libraries</text>
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                <text>Herb Conlon</text>
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                <text>Note from Herb Conlon to Russ</text>
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                <text>Note written in blue ink: "Russ, am cleaning out my desk and these pictures have been around a long time - I also have some home in attic and some day I'll locate them and give to you. Kindest Regards, Herb Conlon."</text>
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                <text>Grand Rapids Rowing Club</text>
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                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481"&gt;Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)&lt;/a&gt;</text>
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                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
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                    <text>The elation of victory has become the memory of the elderly.
There boiled in us a powerless rage; and the normally stolid
people, do have the propensity for a wild outburst of fury.
Once the 5 long years of enemy occupation were over with its
violence, its terror and the total desbuction of freedom
the longing for the liberation had become a fervent hope that
from that day on happiness and savoring of freedom would continue
for the same amount of time.
It was not to be.
This unhappy composition of humam nature has as its result
that no suffering, no violation of mind or body, no destitution
nor fighting the good fight, is properly recognized and honored.
Payment has been in blood, tension and risk, but in exchange
come~ only a few days of elation and the hope that all will soon
improve must be payment en~ugh.
The great anticipation becomes sufficient reWfFd
No architect builds a house without ca culating the forces of gravity.
It should be no different when we build our societies, The essential
needs of the human being, the characteristics of his mind and organs
his relation with his envirement , all these are easily subjected
to scientific observation.
mnitil now man has been occupied with availing himself of all
the abundance of the 1',net and dazzled by the material results
of his scientific advances. But now civilization has reached a
point where it U~eatens to destroy mankind.
The unprecedented dangers of warfare with modern weapons,
the imbalance between riches and poverty that has given birth
to Marxisme and Communism and the retreat from morality in public
and private life, we need not describe in detail.
We have put so much emphasis on intei lect and so little on moral sense.
One of the qualities of the intellect is its inability to understand
life. Moral sense is so much more important than intellect,
When that disappaears from a nation, everuthing else begins to
crumble •
But how is it to be done on a great enough scale to reverse the
flow of materialism in our civilization; how do you change the
motives of men? Obviously from the top down.
Having received a Hi gh School or College diploma , does not mean
that you are educated • At be·s t you have been opened up a permanent
wish, even hunger , for more information, more good thoughts, more
ideas. There is low road, the minimum road which will provide a living
or get by socially. The other, the high road leads you to read
a couple of books every month for the rest of your life, to conceive
and carry ~ut fresh ideas and work at them.
And you, young men and women who are in your junior and senior
years, cab be a solid guide to freshmen and sophomores, simply
by your attitude and your behavior .

�Having had a solid formal education has been through life a
good foundation.
High schools and colleges should introduce subjects that will
tie in with the later needs of the graduates in the real world.
We will have to teach them history and geography simultaneously
as both these subjects are intertwined
Specialization will be beneficial but it also may make communication between the technical ( the so~called beta's) and the
salespeople ( the alpha's) •
Bothalpha and beta are based on the system of higher education
in The Netherlands, where at an early stage is being determined
which school will be attended.
The Netherlands' resistance operated behind enemy lines, atacking
them whereever possible, preferably where they were most vulnerable.
Writing about their exploits, based as it is on historical events
requires some research and one's own experience.
Like most men who have experienced extensive combat, resistance
members are notoriously closemouthed about their exploits and
generally unwilling to talk about themselves.
Since however it is germane to the overall story (history) the
more factual material as can be gathered and made relevant, do
belong to be put in writing.
Frightened people do frightful things
In the night from March 11 to 12 , 1938 /\.ustrian authorirties invited
the German in: Heim ins Reich ( Back to the fatherland) ~nschluss
( one state) ; the prodigal son coming home; the correction of a
historical mistake.
On April 10, 1938, one moneh later a referendum was held and 99.75
%of the voters approved what had happe:imed.
Europe would pay a high price: 70 of the Gestapo was composed of
Austrians •
On order of the Cabinet in London in September 1944, all resistance
groups would be bound together into a unified fighting force.
Those in the Resistance from the beginning clearly saw the danger
of infiltration of such a force by traitors or by individuals who
before D-day had been laying low or worse had been cozying up to
the occupier. There fears became in many an instance true.
~dd to this the total inexperience in intelligence work and in the
field of panning and executing the hard and stern work of striking
there where it counted, and you have a situation where efforts were
wastmd and mresulted in very many unnecessary casualties.
Enemy infiltration became also an ever present danger.

�Returning refugees; memories endure.
In 1945 Britain sent back to their homelands, and death, 70,000
Cossacks and Jugoslavs. Nobody wants to see a repetition of that
For most of todays boatpeople the impetus is that of wanting a better
life. There is nothing wrong with that. It is the same impetus impetus
that brought the forebears of most living ~mericans to the U.S.,
Many of these "boat" people also risked their lives in crossing the
Atlantic; no one turned them back at Ellis island because of an
inability to prove persecution back home.
The unduckable problem to day is in the numbers .
¢Faced with so many, western countries, even ~merica have long abandonned
any pretense of indiscriminatingly accepting everyone.
Most have decided that you can gain admission quickly if you are rich,
useful, related to a citizen of the country, or a refugee escaping
specific persecution. If not you must take your place in a queue as an
ordinary immigrant.
El DI

Seek purpos-e and duty as an ideal. Power and fame fade always.
Nothing in life just happens; you have to have the stanmila to meet
obstacles and overcome them and to struggle without ceasing.
the questions are simple What happened and why did it happen?
What might have happened, and why did i~ not.
under the evanescent surface, only a few countries remain in ~sia. that are
in control of themselves: these are Indonesia and Thailand.

Octavias Ceasar told Cleopatra's story to the Romans in their four principles
1. foreigners are inferior
2. women are inferior
3. a man dominated by a woman is no longer a real man
4. such a man is unaccountable for his crimes: the fault is the moman's.

�Thomas Jefferson, asserted that whenever a man has casts a longing
eye on public office , a "rottenness " begins in his conduct .
Too often since 1945 , loudly confident Americans, have so got up the
noses of other nations, that they have achieved the precise opposi~te
of their intentions.
quote: the strong one is mighty_ alone.
marriage is a bond of servive
and honors are a cult by themselves
events command; we perform
make it your hobby my sons, to watch the show go by.
and know yourself_ there is but one first aid - help yourself
in hindsight, how it all fits together, all of life.
there is danger everywhere down here and that too is necessary.
poverty: the school of vice
and joyous ia who can find joy
the currant does not know itself
your mind has to be tormented and exalted, before you can see God
that is hard
Death and life are in the power of the tongue;
and they that love it shall eat the fruit thereof. Proverbs 18:21
Plato: Education does not consist in telling people new things
it consists in extracting from their memories what they already know.
In the 19J0ties, it proved much easier to recruit committed antifascists in Europe for espionage work than for fascisme to recruit
its very limited band of supporters abroad.

�They had just stepped away from the road when they saw an army truck roll kl
by, filled with soldiers with their rifles at the ready. They could not
make out what unit they were from J ......:.f- M ~ J
~~
From the road the meadow was sloping down to the river. They kept
running until they reached the bank. Crouched behind the summer diEke
they kept running towards the city and only stopped when they saw the i:la:m!:e
lumber mill. The willows on the other side had some branches deeply
ha~ ng till they reached the water.
Th~ river seemed wider than it appeared durin~ the summer.
The water was high, swollen by the rains that always c~me in abundance
during the fall. Its current was swift with treacherous whirlpools in the
middle and near the stretch dams built into the river on the outside
of its many vurves •
They could hear the water scour the low dikes. The moon light was reflecti ~
1
in the myriad little waves and the depth of the water seemed uncertain.
It was hard now to measure the distance to the other bank.
Though the oppositebank looked quite uninhabited , they knew that even
if they managed to swim across, they would later have to proceed across
the only bridge that crossed the river in the hiiddle of the city.
There would undoubtedly be guards onE the bridge and even if they managed
to bring their small weapons and ammunition wrapped in oil cloth across
safe and dry, the thought of running into the guards seemed out of the
qµestion •
In the summer in bright daylight you could cross the river swimming,
even when the melting snow from the t1.lps had swollen the the stream
and speeded its course. You only had to swim diagonally with the flow
and not fight it to cross straight.
ot
~nd crossing here, and then proceed north to the brige and cross the
river again when the bridge was in sight was too risky. The current
could smash them into one of the bridge piles, and even in the pale
moonlight they would be visible from the bridge or its heads and draw
fire from the guards.

-L..-r,

·

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                  <text>Adriana B. and Peter N. Termaat collection</text>
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                  <text>Termaat, Adriana B. (Schuurman) </text>
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&#13;
Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II.</text>
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                  <text>1869 - 2012</text>
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              <description>A related resource from which the described resource is derived</description>
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                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719"&gt;Adriana B. and Peter N. Termaat collection, RHC-144&lt;/a&gt;</text>
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              <description>The topic of the resource</description>
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                  <text>Netherlands</text>
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                  <text>World War, 1939-1945 -- Underground movements -- Netherlands</text>
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                  <text>Dutch</text>
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              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
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                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
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                  <text>RHC-144</text>
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            <description>An entity primarily responsible for making the resource</description>
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                <text>Termaat, Pieter</text>
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          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
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                <text>Notes and advice to young people</text>
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            <description>An account of the resource</description>
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                <text>Notes by Pieter Termaat about the Dutch resistance movement and advice to young adults.</text>
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          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813218">
                <text>World War, 1939-1945 -- Underground movements -- Netherlands</text>
              </elementText>
              <elementText elementTextId="813219">
                <text>Netherlands -- History -- German occupation, 1940-1945</text>
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          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
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                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719"&gt;Adriana B. and Peter N. Termaat collection (RHC-144)&lt;/a&gt;</text>
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              <elementText elementTextId="813222">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
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                <text>application/pdf</text>
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                <text>eng</text>
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              <elementText elementTextId="1033028">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
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                    <text>Anti-Semitism existed in Germany and other European countries for many
hundreds of years. The racist doctrines which made their initial appaerance in the 19th century added momentum to the hatrsd of tne Jews.
In many countries, racist anti-semitism was used as an instrument of
political propaganda to gain the support of the masses. However it was
only in e 1930's with the growth of the National Socialist Party and
Hitler's rise to power in Germany that anti-Semitism was adopted as a
policy by a major political party.
Racisme added new and substantial dimensions to t.radi tio ·inal antisemitism. In the past. hatred of jaws had had specific grounds and
vertain lines of development. The hatred nurtured by ancient Christian
.concepts regarded the jews as the people of Israel and the people of
the Messiah, but also as the people who had re3ected its redeemer
Jesus, and thus had condemned itself to ostracism and the eternal
enmity of the Christian world. The jews had to be kept in a state of
servitude, misery and degradation.
Moreover , their eternal wandering among the nations forever at the
mercy of Christians, seemed. to coni"irm the veracity of Christian
teachings.
Later aniti-semitism was reinforced by a greatre stress on economic
social and pol..J.tical factors.
According to Nazi theorists the danger ca.me only from their tainted
J ew1.sh blood •
The German people constituted. in their opinion the highest stratum
of the Nordic -Aryan race. All others especially jews were sub-humans.
Manifest destiny demanded of the Germans that they wage an uncompromising struggle for their heritage, primacy and power.
According to Nazi theory, humanity is not a homogenous unit, and the
human race has no common denominatot.
On the eve of WWII in January 1939 Hitler said:
11
Today I w111 once more be a propnet • If the 1ntinmational financiers
inside and outside Europe should again succeed in pl~ng the nations
into a world war , the result will not be bolsnevisation of ~he
ear'th and thus the victory of jewry , but the annihilations of the
jewish. race tnrougneut Europe • "
Thus jewry ca.me to be regarded as enemy number one, and the murder
or jews became one of the aims for which the war was being waged.
In 1Y2J the NSDAP attempted a political coup in MUnich.
In 1924 the Nazi's received only J %of tne votes cast and had 14
representatives in the Reiohstag.
In 192~ they received only 2.6% of the vore and had 12 Jllll"epresentatives
in the Reichstag •
However 1Y29 saw the commencement of a worldwide economic crises, with
the accompnaying social ferment and political unrest.
Thus in 1930 the elections gave the Nazi 1 s lb.J %of the vote and 107
seats in the Reichstag •
In 1932 howver they lost 34 or their seats in the elections.
They never gained an absolute majority in a free election, not, even
in the election or March 1933, when they were already in power.
It was Field Marshall Paul von Hindenburg who appointea Hitler Chancelor
on the advice of Krupp.

�</text>
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&#13;
Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II.</text>
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                  <text>1869 - 2012</text>
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              </elementTextContainer>
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            <element elementId="48">
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              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="810180">
                  <text>Netherlands</text>
                </elementText>
                <elementText elementTextId="810181">
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                <elementText elementTextId="811643">
                  <text>Dutch</text>
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            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="810184">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
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              </elementTextContainer>
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              <name>Identifier</name>
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              <elementTextContainer>
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                  <text>nl</text>
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          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="813371">
                <text>RHC-144_Termaat_WRI_PNT-Anti-semitism-319</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813372">
                <text>Termaat, Pieter</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
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              <elementText elementTextId="813373">
                <text>Notes on anti-semitism</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813374">
                <text>Notes by Pieter N. Termaat on the nature of anti-semitism in Europe and Germany.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813375">
                <text>Antisemitism</text>
              </elementText>
              <elementText elementTextId="813376">
                <text>Germany -- Social conditions</text>
              </elementText>
              <elementText elementTextId="813377">
                <text>Social conditions</text>
              </elementText>
              <elementText elementTextId="813378">
                <text>Germany</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="813379">
                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719"&gt;Adriana B. and Peter N. Termaat collection (RHC-144)&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813381">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
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            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
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              <elementText elementTextId="813383">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
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            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813384">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1033039">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
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  </item>
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                    <text>Liddell Hart, the English military analyst,
did interview many German generals after the war, and has writeen
a oook about tnat named: ."The other side of the hill"

para's

Generagl Student had been in command of the German airborne forces,
then the first of its kind in the world.
Quoting Stment, he told that Germany had in 1940 4,500 experienced
paratroopers.
Generals Student and Sponeck were called in by Hitler on the second
of May, 19~0, and tney were the first ones to learn the date of the
attack on western Europe: May 6th. Weather conditions postponed
this to May 10th.
Hitler's special instructions were to capture Queen Wilhelmina and
the members of the Royal House, witnout doing them harm.
Queen Wilhelmina was not only nignly popular in Holland, but was
respected throughout the lfOrld. Tnis part of the generals instructions
was in writing.
Hitler told them that he would take Holland with,n ~hours.
5 batallions together 4,000 men strong and the 22nd airlanding regiment
12,000 men strong were to attack.
General Student commanded the attack on the bridges in Rotteraam,
Dordrecht and the Moerdijk, thus trying to capture the main roads
toward the south. The bridges were to be captured before they could
be blown up.
The surprise attack was completely succesful, with losses on German
side of ltlO men dead or wounded.
The second ll[attack was directed towards The Hague.
The royal palace, mi.litary headquaters, and civilin departments,
were the goal of Graf' Sponeck.
Small airports round The Hague were used to land German transport
planes, as were the beaches .Many transports were lost because of
the soft muddy soil conditions, as were the transports which landed
on the beach, which 1mmediatrly sank their landing gear into the
sof't sand.
Withing 2 days Dutch depot troops had recaptured the airfields
On the airfield Ypenburg, operational orders from General Student
re attack ,tactics and training, were captured by the Dutch and flown
to England. and the p.o.w.'s from the German divisions were immediately
shipped. to Eng lana •
On the 5th day of the attack Hitler ordered tne bombardment of Rotterdam
, furious that that his time ll.lllit van tl hours had not been met,
and even more inceased over the loss of most of paratroapers .,
This last Dutch acyion postponed the German on England by about J months.

�</text>
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            <element elementId="39">
              <name>Creator</name>
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                  <text>Termaat, Adriana B. (Schuurman) </text>
                </elementText>
                <elementText elementTextId="810176">
                  <text>Termaat, Peter N.</text>
                </elementText>
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            </element>
            <element elementId="41">
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              <description>An account of the resource</description>
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&#13;
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                <elementText elementTextId="810178">
                  <text>1869 - 2012</text>
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              </elementTextContainer>
            </element>
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            <element elementId="49">
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                <text>Termaat, Pieter</text>
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          <element elementId="50">
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                <text>Notes on German aggression against the Netherlands</text>
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          <element elementId="41">
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                <text>Notes by Pieter N. Termaat on Germany's military agression and strategy in the Netherlands during World War II.</text>
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                <text>Netherlands</text>
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                <text>Germany</text>
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                <text>World War, 1939-1945</text>
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                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719"&gt;Adriana B. and Peter N. Termaat collection (RHC-144)&lt;/a&gt;</text>
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                <text>eng</text>
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                    <text>Wilhelm PrU.1.ler, drafted into tne German Army, not a Nazi,
nas published abooklet : "Diary of a German soldier 11
Re fought wi.tn nis unit on the Russian front •
He writes :
"We reached. our first target Nish Dolgoe, or rather the place
wnere it used to stand up till a few hours ago. The few wooden
huts were blown tQ smithereens by our rocket mortars.
Tony remains - a few strong wooden beams and bits of household
equipment are all that's left. Frightened covilians crwa.ling
out 01· tne cellars , the !'ear of death in their eyes ,
weeping children , grown-ups shaking with fear , the apathy
of the very old ones • '!'hat was Nish Dolgoe •
Dear God, we thank thee that this war must not be fougnt on
German soil • 11
Peter Sichrovslg has written about the children and r.andchildren of Nazi families.
He writes aoout 15 of the , a mixture of important personages
and simple fellow travelers. It was the vast mass of loya
decent oureaucrats, officers, policemen, mayors, railroad
employees, teachers and so on, that greased the wheels
of the Nazi dictatorship.
Says one:, For you gentiles and jews who s~:vived, the
suffering ended with Hitler's death. But for us the children
oft.he Nazi's, it didn't end. When their world collapsed
1n ruins and ashes, the heroes of the Thir
eich staked
another battle ground - the family."
Says another: 11 Once, one single t1me, my father was drunk enough
to talk about i t , how terrible 1t na been, that time
they had to shoot children one by one with a nandgun because
these idiot soldiers had aimed their automatic weapons too
nigh above the heads of the children • 11

I

Jean and I can tell you of our particular experiences, but
we must f it them to the purpose of the whole, with proper
attriDution to the many of our small band who did not live to
see the day of liberation.
We survivors are fast dwindling in numbers; we have the fee l ing
that we are still too close to it to write the definitive
history about i f . The names of them who passed away, mean
little to the generation of today. A few have been commemorated
on monuments or in street J[l'lames. In many cases history
has been falsified: in the period between Sept ember 17, 1944
t o ~ May 1945 , 9 of the 11 provinces of The Netherlanss
remained occupied , and unrepre.s ented in t he government .
In the f reed provinces of Brabant and Limburg a strong minority
existed of dubious loyalty, which has managed that cleansing
the country of Nazi's, collaborators etc. was frustrated .

�The German war industry put Hitler in power in 1933 and 193~ .
Bernt Engelmann came out of an intelligent, liberal minded
German family , and happened to survive Dachau when the A.m erican
armies overran that concentration camp.
In his book : "In Hitler's Germany" he explains , wonderfully
clearly ( and by the way in excelllent translation) how a small
minority of thugs could take over a great power.
What strikes our imagination is the speed with which these thugs
played on the field of geo-politics to set the stage for the
final blow against the Allies.

- - - - - - ---

J

Jan 26, 193~ German-Polish friendship and non-aggression pact.
Feb 7 , 1934 German Defense council orders the economic prepara: ·t ion
for war •
Jun 3u - July 2, 1934 Leadership of the s.A. killed off.
their "leader" R8hm inclu:led •
Aug 2, 1934 German President Hindenburg dies.
The office:;of Reichspresident and Re~chscharmlor
united in the hands of Hitler as:
"Fuhrer and Reichschancelor"
On the initiatmve of General Blomberg-Reichenau
the armed. forces take the oatn of loyalty to
Hitier personally.
July 25, 1934 Austria's democrat ,ically elected chancelor
tloll fusz murdered.
Sept 9, 1934 USSR joins the League of Nations.
T.ne thugs who took over Germany, the Nazi's, never amounted to
more than 10% of the adult popupiQ;tion.
In the other totalitarian country Russia, 7% of the adult
population had membership in the comm.must party.
It does not iake much to destroy freedom.
What followed 193~ what a systematized destruction of useless
elderly people ( 70, uoo Germans were annihilated ), Jews , in Germany
since old times the most nationalistic group, gypsies etc.,
Now we cannot face death without blinking; but to face not
only one's own !'ate , but also that of parents -grandparents,
children, grandchildren, familymembers, friends and acqaintenances simultaneously, is still another dimension.

Evil again proved more powerful than good. It seems a distinct
entity like a devo31ring flame, like a hcllocaust, like a mighty
storm, like a huge tidal wave.
The slmk to human dignaty A,~l)personal dignity was numbing •
"you are nothing , your country is all" the never ending drumbeat of propaganda droned on: to hate became the goal, and it
_ _ _ _ _____ was carefully taiaght day in day out.

�</text>
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&#13;
Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II.</text>
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                <elementText elementTextId="810184">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
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                  <text>nl</text>
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          <element elementId="43">
            <name>Identifier</name>
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              <elementText elementTextId="813386">
                <text>RHC-144_Termaat_WRI_PNT-Nazi-brutality</text>
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            <name>Creator</name>
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              <elementText elementTextId="813387">
                <text>Termaat, Pieter</text>
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          <element elementId="50">
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                <text>Notes on Germany</text>
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                <text>Notes by Pieter N. Termaat on Germans and Germany before and after World War II. </text>
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          <element elementId="49">
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                <text>Germany -- Social conditions</text>
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                <text>Social conditions</text>
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                <text>Germany</text>
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                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719"&gt;Adriana B. and Peter N. Termaat collection (RHC-144)&lt;/a&gt;</text>
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            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="813396">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
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                    <text>On March 31st ' 1986 ' the Connl.General of State ot Israel
placed the neva of our recognition by Yad Vash• on the Tela:.
Thereupon the Gram Rapids Pres• wrote an article about ua ,
which was written soberly and thovghttully •
On April 10, 1986 the st01"7 reached oar Church. bulletin , attar
Holy WMk and Easter •
.
The pr~ous Sllr.dq, ow Senior Pastor Dr.Shoup had. aslced. ua
after the eervioe te join hill 1n front of the Chwchoongregation
and introduced us. We joined in the singing of the hym 361:
" Once to f!IVer'Y man and nation " •
After that I spoke of the early commitment ot OUI" Re.farmed Chwch
f'ollowing the Nan occupation of The Netherlards.
Our Synod had a message read,. :f'rom all pulpits , warning us of' the
diff'icult years to come, exbrted us to stand on principle and reminded
us of' the words of the prophet Isaiah as printed in this Nevaletter •
I emphasized that these vellkncnm words, took on a immediate meaning
stood out , came alive ,neshed out and took on a lif'e all its own.
It became our guidance , nll nigh a mar'~ order dUl"ing the 5 years
to come or persecution, bloodshed, discrimination, cruelty, treason
and tears •
It was the stre1gth or 01:11" faith that carried us: a solid rock.
Many martyrs tell in our mostly unarmed struggle •
s

This too , next to the Grard Rapids Press article becomes part o:f'
yow heritage •
Mq all of you be spared tor the calamities, our generation worldwide
had to face , with 57 mill.irm soldiers and civilians dead •
But when difficul.ties or adversities do come , turn to God's Word •
It is a sure foundation.
Attached:

h1Jlll

361

award cer•o117
church nevaletter

•\.

�NEWSCENTRAL

E
E
N
T

R
lA

L

1986

I

w
s

C

April 10,

CONGREGATIONAL MEETING
The annual Congregational meeting for
the election of Elders and Deacons
will be held in the Sanctuary
imnediately following the worship
service this Sunday, April 13. 'Ihe
people nominated are as follow:
ELDER:

Barbara Davidson
Bernard Kool
Elin Moerland
Helena Riekse
Kenneth VanderKolk

DEACON: James Galer
Arthur Hasse
Timothy Hillegonds
Sally Tapley
Scott Usadel

'I.

J"

CEN1RAL MEMBERS IN TIIB NEWS
In recent years, PETER and ADRIANA (JEAN)
TERMAAT have received recognition for their
roles in World War II as part of the Dutch
resistance movement. Most recently they
were honored by the Yad Vashem with a
medallion which reads:

To Peter and Adriana Termaat - The
Jewish people reaognize that ''whosoever saves one Life saves the entire
universe." The BaaL Shem Tov.
Their service is expressed well by the words
of the Prophet, Isaiah, " ••• Shelter the
homeless, do not betray the fugitive."
(Isaiah 16:3 NEB)
Peter and Jean were further recognized by
our congregation at the close of worship
Sunday.

�Once to Every Man and Nation

361

8, 7. 8. 7. D.
Tho. . . Jolu, Williama. 1890

IIUNIIZD (TON•T•IIO'rU):

Jamu Ruuell Lowell, 1815: ale,

~

.,9--,.-~
I. Once

to

2. Then to
J. Though the

na - tion C.Omes the
no - ble, When we

ev - ery man and
side with truth is
cause of e - vii

'tis

•\.
l

-6-

.,

1
Some great cause, some new de - ci - sion, Of . - fering each the bloom or blight,
Then it
is the brave man chaos-es While the cow-ard stands a - side,
Yet · that scaf-fold sways the
fu - tun:, And, be • - hind the dim un - known,

I

I

And the choice goes by for - ev - er 'Twixt that dark-ness and that light.
Till the
mu! - ti - tude make vir - tue Of
the faith they had de-nied.
Stand-eth God with - in the shad-ow Keep-ing watch a - bove His own.
..(2..-19-_J;-l'II

Mo,lc copyrlgbt by Gwenlya Eva11s. Ltd.

,..-;---

A-MEN.

1I

Used by ,.ermlulo11.

[ 307 ]

LIPE IN CHRIST: TRIAL AND CONFLICT

�</text>
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                  <text>Termaat, Adriana B. (Schuurman) </text>
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                  <text>Termaat, Peter N.</text>
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              <description>An account of the resource</description>
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                  <text>Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar.&#13;
&#13;
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                    <text>Grand Valley State University
Veterans History Project Interview
Iraq
Christopher Notestine
Total Time (00:52:44)
Introduction (00:00:09)



Christopher was born in Charlevoix County, Michigan on July 26th, 1980 (00:00:21)
He has a younger brother and grew up with both parents and comments it was a “white picket
fence” type of family (00:00:55)
◦ Christopher had no major motivation to join the Army as he just drove by the recruiting
office one day and thought that's where he wanted his life to go (00:01:21)
◦ He worked as a roofer before he started basic training at the age of 19 (00:02:06)
◦ Christopher did his basic training at Ft. Benning in Georgia and trained as 11 Bravo
(Infantry) (00:03:15)
▪ After AIT and basic training, he showed a knack for weapons and did a few more weeks
of additional training in Dragon and Javelin weapons systems (00:05:26)
▪ Christopher spent a few weeks at home and then headed out to Ft. Lewis in Washington
(00:06:35)
▪ He was part of the 2nd Battalion 23rd Infantry that worked with Stryker vehicles
(00:07:04)
▪ His unit was originally decommissioned; eventually they became recommissioned and
became the 23rd Infantry Stryker Combat Team (00:09:16)
 His units did hard training as they wanted to get the units up and running- they
trained in Yakima, Washington at high altitudes; this was all prior to the September
11th, 2001 attacks (00:11:09)
 They went to JRTC Ft. Polk, Louisiana for about a month and then to NTC in Ft.
Irwin, California (00:11:40)
 The attacks of September 11th occurred right before he left for Louisiana and
California while he was in Washington (00:11:57)
◦ Christopher was told he was going to train before heading overseas- he didn't
have a clue where he would be heading at the time though- about eight months
later Christopher and his unit were in Iraq (00:13:54)
◦ At the time he remembers he and his unit being gung-ho about getting revenge
for what had happened- even though he comments now that he didn't know what
was going on then and just wanted to go do something because Americans were
killed (00:14:28)
▪ In preparation to go to Iraq, there was physical and mental testing done- he
said they just went and jumped on a plane and left as they didn't have any
plans and then just went to war (00:15:36)

Deployment in Iraq (00:15:58)
 Christopher and his unit landed in Kuwait and went to a base just south of the border of Iraq
and waited there for about a week for their vehicles to get there (00:16:02)
 It was October of 2003 and very hot- weather in triple digit degrees (00:16:28)

�◦ After the vehicles showed up he mentions the Army figured out their vehicles weren't RPG
proof so they had to rework the vehicles which took a couple days (00:17:36)
◦ He describes the process of moving north towards Iraq as they witnessed chaos and mayhem
and didn't really have any guidelines on how to deal with it all- they didn't stop because of
IED's (00:18:24)
▪ One of the first bases Christopher went to was Anaconda- “it was horrible” he comments
while he laughs about it (00:20:43)
▪ The living situation was pretty bad at the camp so they slept in their trucks for about a
month (00:21:24)
 One of the Stryker units' duties was to be the first group there after a base had been
mortared- he says that the mortars were hit and they'd be out the gate before anyone
called them out there (00:23:09)
 nine out of ten times they wouldn't be able to catch who was mortaring them but if
they did catch them, they would (00:24:11)
◦ Christopher mentions there was all types of ethnicities and genders represented
in his unit- he says he thinks every unit in the Army is like that (00:26:08)
◦ He jokes that tires were their best technology in detecting IED's (00:27:39)
▪ A lot of the raids he was involved with dealt with insurgents who were
weapons dealers- a lot of the time there wasn't anything there (00:29:14)
▪ The nature of the fighting stayed the same as he mentions Saddam Hussein's
forces used mortars and the insurgents or other people that didn't want the
United States there used IED's- all the action was jumbled together
(00:32:19)
▪ After they spent about nine-ten months in Mosul, Iraq, they showed the next
group of soldiers what they did and advised them on what to do; they handed
over their Strykers and were shipped out Diamondback Airfield across the
Tigris River (00:33:16)
 On the way to Diamondback, one of their C130 planes got hit and had to
do an emergency landing between their and Kuwait (00:34:31)
Back to the United States (00:35:10)
 The homecoming process was very long as Christopher just wanted to see his family but had to
go through and be 100% accountable to the Army and their check-ins (00:35:30)
 Christopher and his unit got about a month's time worth of leave (00:37:52)
◦ He got married a few months before he deployed and had the wedding ceremony when he
returned from Iraq (00:38:59)
▪ Christopher was injured in Iraq by an IED and couldn't do infantry anymore; he didn't
feel his service was complete- he joined the National Guard and came to the 1434th
Engineer unit out of Grayling, Michigan and has been there since 2005 (00:40:25)
▪ Christopher gets the impression that the Iraqi's don't really care to change their ways and
it angers him that the United States is still there and not much has happened although he
acknowledges he's sure not everyone is like that (00:41:34)
Back to Iraq (00:42:36)
 Christopher and his unit were doing construction missions on his 2nd deployment to Iraq; they
would go out to certain bases and build police stations or army style barracks for the local
police (00:43:05)

�

He was deployed for eight months with few additional months of training (00:44:06)
◦ His unit went through specialized combat training but Christopher didn't have to because he
was previously in the Army; they trained at Ft. McCoy in Wisconsin for about a month or so
(00:44:35)
◦ If his unit needed anything he was the go-to guy for fixing things (00:46:51)
◦ The timeframe for his deployment was 2009-2010 (00:47:37)

Back to the United States (00:48:16)
 The homecoming the 2nd time around was in Grayling, Michigan and was a lot different: there
was not much checking in with the National Guard and they saw their families and friends
immediately (00:48:37)
 He mentions he didn't do a darn thing for about three weeks after he got home from Iraq
(00:49:44)
◦ He went back to work for the National Guard; he had to go to Wisconsin to do inventory
(00:50:32)
◦ Christopher and his unit went to El Salvador; they built four or five school houses for kids
but they spent several million dollars- he says it would have been cheaper to contract it out
(00:51:42)

�</text>
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                    <text>Nothing to Pay
From the series: Images of God in the Stories of Jesus
Text: Luke 7:42
Richard A. Rhem
Christ Community Church
Spring Lake, Michigan
Pentecost XI, July 23, 1992
Transcription of the spoken sermon

When they could not pay, he canceled the debts for both of them. Luke 7:42

How does one speak of God? I suggested last week that when Jesus spoke of God,
Jesus did not leave us a catechism, but he told us stories - parables. Parables are
extended figures of speech. Figures of speech enable us to deal with that which is
beyond our experience in terms that are familiar to us. Metaphor comes from two
Greek words, meta which means to carry over or beyond or across and pherein to
carry, to bear. A metaphor carries us across the gulf of our knowing and enables
us to have some sense of that Mystery that is beyond us. We deal with the
unknown in terms of that which is familiar.
Jesus told us stories. He didn’t leave us a catechism or give us a lecture on the
nature of God. Thank God. But that reminded me that in our tradition we have
certainly done a good deal of that. I pulled down a copy of the Westminster
Confession, one of the great faith documents of our tradition, and the fourth
question is “What is God?” Simple little question. The answer: “God is a spirit,
infinite, eternal and unchangeable in His being, power, wisdom, holiness, justice,
goodness and truth.” What is God? God is a spirit, infinite, eternal and
unchangeable in His being, power, wisdom, holiness, justice, goodness and truth.
Turn you on? Move you?
Well, we could talk about all those terms I suppose, but it is interesting in all of
the attributes that I referred to there is one glaring omission. Did you catch it?
There is no mention of God’s love. Not the simple definition that we have in the
first Epistle of John, where John writes simply, “God is love.” I don’t mean to put
the catechism down. It is a faithful document coming out of its own historical
context that has been used in a significant way.
As I was thinking about the current series, “The Images of God in the Stories of
Jesus,” and the contrast from the way that Jesus revealed God and the way that

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we have subsequently dealt with the nature of God or theological matters. In
general, we have tended to write catechisms. We have tended to try to define in
an intellectual fashion. We have used reasonable discourse in order to probe the
mysteries that are beyond us. And, as a matter of fact, you cannot probe a
mystery rationally. You can only deal with a mystery through a metaphor. That’s
why Jesus told stories. And we pick up the image of God. We get the sense of who
God was for Jesus in the way he behaved, in the manner of life, and in the stories
that he told. He conveyed the depths of God’s being through the images that
come through in his teaching and his ministry.
I want to suggest an image from God through Jesus that comes out of the
morning lesson. There is a parable within a story. That story itself is very
revealing and the story is the necessary context for understanding the parable.
And the story itself was told by Jesus as an illustration. I should say the story was
recorded in this context by Luke as an illustration of that which he was dealing.
It’s the same thing we had last week in the parable of the Prodigal Son. There
were those who were grumbling because Jesus opened himself up to tax
collectors and sinners. Jesus ran with ordinary people. Jesus had a kind of
inclusiveness about him, about his relationships, which ran counter to the
exclusivity of the religious leaders of the day--the Pharisees and the scribes.
As I said last week, the poor Pharisees were the best people in town and they get
poor press in the New Testament. But this is because they are always set over
against. They are always in that adversarial position, and in the case of Jesus they
took offense because of his openness to all people and his refusal to discriminate
against any, to draw lines and draw people out, and so they grumbled about this.
He told the story of the Prodigal Son in order to deal with that. In this context,
the discussion had been John the Baptist and Jesus, and in the 7th chapter in
verses 29 and 30, Luke puts in a parenthesis and he says that the common
people, all of the people including the tax collectors, had received John’s baptism,
and to have received John’s baptism was to acknowledge that God was present in
the life and ministry of John the Baptist. Just as to hear Jesus, Luke is saying, is
to acknowledge that God was present in the life and ministry of Jesus. In the 30th
verse of this 7th chapter of Luke, Luke tells us, by refusing to be baptized by him,
that is John, the Pharisees and lawyers rejected God’s purpose for themselves.
And Luke is saying similarly that, to refuse Jesus, to reject his message and
manner of life was to refuse the purpose of God and then, as though to give an
instance of this division between people – the ordinary folk who heard Jesus
gladly and the religious elite who rejected him – Luke tells us the story of Simon
the Pharisee who invited Jesus to dinner. And Luke doesn’t tell us that there was
anything sinister here, but obviously Simon, one of the religious leaders, was
interested to find out for himself who this person was and what he was about, and
whether the rumor was true that this one seemed to be a prophet of God.

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And so Jesus came to dinner and as he was reclining at the table, as was the
custom of the day, in a house that was open, which was also the custom of the day
so that people off the street might wander in and wander out, while they were at
dinner, a woman who was a sinner (The word probably indicates that she was a
prostitute, a street-walker, a woman of the city.) came in and began to weep. Her
tears wet the feet of Jesus. She wiped his feet with her hair and she had brought a
flask of ointment and she anointed his feet in a display of emotion, which was
quite out of line for proper decorum in such a setting. But something within her
simply burst forth. This obviously was not the first time she had met Jesus. There
had to be a prior occasion when he had looked at her, a prostitute, and
communicated to her one way or another - through perhaps a word or a touch, or
simply the gentle affirmation of his eyes, that she, a woman of the street, was a
child of God, a person of worth to whom Jesus accorded a sense of human
dignity.
It was too much for her. She experienced full forgiveness, newness, self-worth
because she was valued by this one who was a prophet of God, and seeing him
again and having intentionally entered in order to be near him, she lost it. Simon
obviously was a bit uncomfortable with this rather erotically tinged display of
emotion, but at least he seemed satisfied that the purpose of a dinner party was
satisfied, for he says to himself, “If this man were a prophet he would know what
manner of woman this is, and obviously would not have embraced her and
allowed this display of emotion.”
So then Jesus, on the basis of Simon’s own criteria of what a prophet is,
demonstrates that indeed he is a prophet. He reads his mind; he discerns the
thoughts of Simon; he is aware of that turning of the wheels in Simon’s mind and
so he says, “Simon, I have something to say to you,” and Simon says, “Speak on,
teacher.”
And he tells them the parable: Two debtors, one owing a huge sum, another
owing a lesser sum, but alike in this: neither had anything to pay. And they were
alike in this too: their creditor freely forgave them both. In that parable we have
an image of God. In the King James Version, the version of which I memorized
the Bible, the phrase, which is the title of the message, will be found. They had
“Nothing to Pay.” They had “Nothing to Pay.”
And before we get to the image of God, perhaps we should say that there is also
an image of humankind. In the presence of God we have “Nothing to Pay.” Some
of us have incurred a huge debt. Some of us need only a little bit of credit. We are
not all the same. As Mark Twain said, “He was a good man in the worst sense of
the word.” God save us from too many people who are too good. They are not fun
to be with. But there are good people. And then - there are the rest of us.
There is a whole spectrum of righteousness, or morality, or goodness. Jesus is not
lumping the whole race in one pit of guilt and sin, but he is saying this, “The
human condition is such that we are universally in debt and universally we have

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“Nothing to Pay.” We don’t bring our record to God. George Bush is going to run
on his record. But if you try that with God, that’s the very reason you are in
trouble. It is a record. We have “Nothing to Pay.”
But the parable for our purposes this morning is also an image of God and that is
where I want us to put the focus. The one who owed a great deal and the one who
owed very little both had “Nothing to Pay,” but the creditor freely forgave them
both. The word for cancel the debt or forgive the debt is carisomi. You are
familiar with that Greek verb I am sure. I only display my erudition because, if
you will listen carefully: carisomi, caris. The root of that verb is caris, and as you
well know in this congregation the Greek word caris is grace. There is only one
word really, isn’t there? Grace.
When neither had anything to pay, the creditor graciously, freely canceled the
debt. Now that’s an image of God. The image of God that comes through in that
story is very similar, it is exactly the same, as the image of God in the story of the
Prodigal Son, which is not a story of a prodigal son but of Prodigal Love. As I said
last week, in that simple story that Jesus told there is an image of God who
simply waits to receive the child that will return - freely embracing, loving
unconditionally.
And so I want to take the phrase that refers to the debtors, “Nothing to Pay,” and
play with that. Let’s turn it around. Let’s now make it the requirement of God. If
we have “Nothing to Pay,” let me suggest that, as far as God is concerned, there is
“Nothing to Pay.” Oh, that sets the Gospel on its head in terms of the way you’ve
always heard it. Hear me now. This is pure, undiluted heresy in terms of the way
you’ve generally heard the Gospel preached, because you’ve generally heard the
Gospel preached through the focus of Paul. And we have always used Paul to
dampen Jesus. The radicality of these messages is that I am suggesting to you we
ought to simply listen to Jesus once, without dragging Paul in, with all his
metaphors with Roman law and the Roman court system and the transactions.
Now, if I am going to try to make this point in a sermon, I’ll tell you I have to go
through the hymn book and really be careful about the hymns I pick because
almost every hymn, almost every prayer, almost all the liturgy, the whole
tradition of the Christian church conveys the idea that Jesus paid it all! Now,
what if there is “Nothing to Pay?”
A friend of mine, Ernie Campbell, who used to be the pastor of the Riverside
Church in New York, edits a little quarterly newsletter for preachers in order to
help us out when we get in a tight spot on Saturday and don’t have an idea. Ernie
writes this:
A couple of times in the last two months I have heard grace defined as
“God’s riches at the expense of Christ.” I have not been able to track this
definition to its source. Perhaps one of our readers could help in this
regard.

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“God’s riches at the expense of Christ.” I find this description of grace deeply
troubling. What are we to make of the phrase “at the expense of Christ?” Are we
to assume that God would be indifferent to us but for the intervention of Christ?
And why the need to reach for a “transaction” metaphor: this for that, as though
God were trapped by the accountant’s logic and could credit us only if he could
debit Jesus. And are we saying that, because we have received grace through
Christ, grace is not available to others under different auspices? Must grace be
mediated? Is God not free to directly lavish grace on any or all out of the fullness
of the Divine Nature? If grace is to be understood as exclusively Christ-related,
how do we explain the lovingkindness of the Lord toward Israel?
The definition that most of us learned years ago is still valid. Grace is “the
unmerited favor of God.” The unmerited favor of God. Period. Christ did not have
to win it or earn it on our behalf. It was always there. Christ did not come to make
grace possible but to make grace visible. Richard Niebuhr was right: “Most of our
miseries come upon us because we cannot believe that God is as good as Jesus
said He is.”
“Nothing to Pay.” We have “Nothing to Pay.” And God says there is “Nothing to
Pay.” Just open your life to my love that is always there; be valued, given worth.
Let your heart be broken by my unconditional love that requires nothing but
simple access.
Simon had an image of God and lived out his image of God – because we do live
out our image of God. Our image of God is probably the most shaping factor in
our attitudes and our manner of life. Simon had an image of God and his image of
God is revealed when he sees Jesus allowing this woman of the street to have this
display of emotion, and receives her and accepts her. Simon’s image of God is
this: God withdraws from the likes of that. If this man were a prophet of God he
would act as God would act. He would put down a barrier; he would erect a wall;
he would separate himself from this ordinary sinful human being.
Jesus lived out his image of God, and that was that God never erects a barrier,
never builds a wall, never turns the back, but is always simply waiting - longing to
do just one thing: to love us, to give us value. God’s love is groundless and
infinite. God does not seek value. God’s love creates value. The son in the far
country came into a pinch and began to strategize how he might go back and start
as a servant and prove himself, prove himself, prove himself. He wasn’t
transformed in the far country. He simply had started on the way back home. It
was the salty tears of the father, the embrace of the father that changed the boy
and got him out of that servant - servile mentality, enabling him again to be a
son. The woman in the parable, too, was transformed by an unconditional love.
What image of God do we as a community convey? Let me suggest to you that, by
and large, the Christian Church in its attitude, spirit, body language and
decorations conveys an image of God much closer to Simon’s than to Jesus’.

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Is there not a certain level of morality that is necessary in order to be a part of
this community? Is there not a certain expectation, a certain living-up-to, a kind
of standard? Is there not some kind of qualification to be considered a people of
God? Do we not have barriers and walls, subtly suggested criteria communicated
nonverbally by our very body language? And how about you - are you still doing
your darnedest to show yourself worthy? Have you ever let down your guard as
the woman let down her hair and wept in the face of a love that will never quit
and only waits to be experienced?
The image of God in this story of Jesus is a God who says to the likes of us, who
so love to pay our own way, “There’s nothing to pay.”

© Grand Valley State University

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                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="989144">
                <text>image/jpg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="989145">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1037559">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
</itemContainer>
