755 24 26018 https://digitalcollections.library.gvsu.edu/files/original/6108dbe9b59eff323683eba0b6c63aa4.jpg 7c495e9e12bdf5e3b4bdc303d880017d 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_LS00541 Date A point or period of time associated with an event in the lifecycle of the resource 1938-09-07 Title A name given to the resource Nova Scotia. St. Peter's Lock, Bras d'Or Lake Description An account of the resource Black and white lantern slide of St. Peter's Lock on Bras d'Or Lake, Nova Scotia. Subject The topic of the resource Lantern slides Locks (hydraulic engineering) Nova Scotia Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/b5cd08c91be30e1034bc8762191a8690.jpg cffd851c621c73a826c99b89784b907d 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_LS00563 Date A point or period of time associated with an event in the lifecycle of the resource circa 1938 Title A name given to the resource Nova Scotia. Vessel out of water in Bay of Fundy Description An account of the resource Black and white lantern slide of a ship drydocked in Bay of Fundy, Nova Scotia. Subject The topic of the resource Lantern slides Fundy, Bay of Boats Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/7a240b1f705acf85a2ea260aba78d8db.mp4 2e92dde9454e3af80d845d72c677f9c6 https://digitalcollections.library.gvsu.edu/files/original/b0117df69ffd6e75194944761884b077.pdf cece89f0e72a883bd054a5027cd5a54b PDF Text Text Interview Notes Length: 30:35 Chester Joe Novak WWII and Korean War veteran United States Air Force; February 1944 – 1952 Pacific – Aleutian Islands; Korea (0:00) Before grade school • Born in Bay County, MI in 1927 • Dad was a farmer • Mom worked on the farm too • 1 brother, no sisters (1:49) School • Went to school in Williams Township o 1 room school house o Would draw names to find out who was responsible for keeping the fire going o Would have to stand in the corner if misbehaved • At recess played softball, crack the whip, marbles • Never went to high school • Stopped school in the 6th grade to work on the farm o Had a 120 acre farm o Grew at lot of crops for the canneries (“truck farm”) ƒ Tomatoes, pickles, squash, beans, etc. o Dad had a 1929 Chevy truck that they used to take their produce to the farmer’s market o Novak learned to drive at 12 year old (5:58) WWII (before drafted) • Ate well because lived on a farm • Traded a lot for gasoline (7:01) Army • Joined the Army at 15 years old but somebody told on him that he was too young so left the Army and then was drafted into the Air Force in 1943 or 1944 (7:47) The draft • Drafted in Bay County and sent to El Paso, TX for basic training o El Paso was easier for him than for many others because didn’t have other commitments like a wife or kids o Got $25/month o Had a lot of fun the first 2 years • Sent to South Dakota for gunner school on the P51 planes [ed. Note: P-51s (Mustangs) were single seat fighter planes, and did not have gunners] • Sent to the Aleutian Islands (12:28) Aleutian Islands • Novak became a supply sergeant �• • • Flew P51 as gunner Never in any battles but did meet Japanese planes Job as a gunner was to take out the gunnery turrets that were on the mountain sides • Met the people on the islands and they were very friendly (15:34) VJ Day • On Adak Island (Alaska) fishing; heard the news from a local fisherman • Became one big week long party (16:48) After WWII • Stayed in the service • Sent to Korea and was a gunner on a jet plane o Had to go to New Brunswick, NJ for training (19:02) POW • Plane got shot down • He and pilot rode plane down, told Lieutenant to run on without him because Novak was injured and couldn’t run • Novak turned self in o Sent to one of the Korean houses in the area, knocked on the door and turned in his gun o Stayed there for 2 weeks and was treated very well o Found a few weeks later and taken to a prison camp where he stayed 17 months ƒ Only given rice ƒ Picked up garbage and just sat in camp ƒ When released, went back to SD then back to MI (22:08) Marriage • Was married to Patricia for 36 years before she passed away • Met Patricia when she was working in a restaurant up in Bay County • She had a heart attack and Novak took her to Cleveland Medical Clinic in OH but wouldn’t admit her because Novak didn’t have enough money o Novak went back and sold everything – the farm, his dog, etc. – so that she would be admitted • He and his adopted son, Sam, stayed in motel across the street from the hospital • Wife survived and the whole family moved down to Mississippi so as to get out of the cold weather • Novak bought a shrimp boat and was a shrimper for 22 years (26:06) Shrimping • Drag net behind the boat • Could get anywhere from 1 pound to 1000 pounds of shrimp • Paid well; made a good living • Rode out a couple of hurricanes • Had three workers helping him • Would often make 10 day trips 40-60 miles from shore; would return just as all the ice had melted • Wife owned a restaurant called Jody’s Truck Stop �(30:53) Final thoughts • Life was changed by the service • Would still be a farmer otherwise • Has 8 grandkids � 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 NovakC Title A name given to the resource Novak, Chester Joe (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Novak, Chester Joe Description An account of the resource Chester Novak is a WW II and Korean War veteran who served in the United States Air Force from February 1944 to 1952 in the Aleutian Islands and Korea respectively. In this interview, Novak talks about growing up on a farm and joining the Army at 15 years old. Because he was underage, the Army sent him home. In 1944 he was drafted by the Air Force as a gunner. During the Korean War, Novak's plane was shot down and he became a prisoner of war for 17 months. After being released from prison camp, Novak left the Air Force, got married and moved to Mississippi where he was a shrimper for 22 years. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American Korean War, 1950-1953--Personal narratives, American United States. Air Force Prisoners of war Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-15 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/a32ed5dda2ee79a44f7a323747ae4415.jpg 913accb6e3e5bed252a60210bf5a28e9 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 NovakDee Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Novak, Dee Description An account of the resource Dee Novak 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 https://digitalcollections.library.gvsu.edu/files/original/c6ce9afaaa287280d74dc687c587310b.m4v 2f2afa2b9a76d38b22197d90b7c13e8a https://digitalcollections.library.gvsu.edu/files/original/800d2359ba11b2e81c9141e16d5b6b0f.pdf 5289da9fd6bb82b23b1e09e0932f76d9 PDF Text Text Grand Valley State University Veterans' History Project Raymond Novakoski Vietnam War Era – Stateside Service 43 minutes 3 seconds (00:00:40) Early Life -Born on January 25, 1951 in Grand Rapids, Michigan -Grew up on the northeast side of Grand Rapids -Attended Catholic Central High School -Graduated in 1969 -Father worked at Packaging Corporation of America -Mother was a housewife and took care of the family -Father involved with Polish heritage groups in Grand Rapids -Father served in World War II as a 2nd lieutenant -Fought in the European Theater (00:03:02) Vietnam War Pt. 1 -Didn't pay a lot of attention to the Vietnam War -Had high school friends whose brothers were drafted -Saw a lot of protests and opposition to the Vietnam War on the news (00:03:42) Enlisting in the Navy Reserve -Attended Davenport College for a short time -Decided that college wasn't right for him -Lost his draft deferment status -In July 1970 he realized that he would likely get drafted -Didn't want to get drafted -Took a placement test at the Navy Reserve Center in Grand Rapids -Told he could serve as a hospital corpsman -Enlisted in the Navy Reserve as a hospital corpsman -Received his draft notice after enlisting in the Navy Reserve -Went to his recruiter who took care of the problem -Enlisted in August 1970 (00:06:33) Basic Training -Went to the Navy Reserve Center in Grand Rapids prior to basic training -Received uniforms and stenciled his name and serial number on them -In the fall of 1970 he went to Great Lakes Naval Station, Illinois, for basic training -Received two weeks of basic training -Shorter than the standard eight weeks of basic training -Navy Reserve basic training was more relaxed than regular Navy basic training -Quartered in clean barracks -Had a fixed schedule -Stood watch at night, folded clothes, and made his bed aside from training -Learned to work as a team -Introduced to military discipline -Taught to think of himself as a part of a group -Remembers a few minor instances of hazing and drill instructors yelling at recruits -Not as intense as in the Army or the Marines though (00:10:42) Corpsman Training �-Received two weeks of Corpsman Training at the Great Lakes Naval Station Hospital -Got accustomed to working in a hospital -Remembers helping a Vietnam War veteran that was at the hospital with a chest wound -Changed his dressings and talked to him about his family -Never experienced hostility for being a Reservist (00:13:09) Reserve Service in Grand Rapids -Returned to Grand Rapids after training and checked in with the Navy Reserve Center -Reported to the Reserve Center once a month for a year -Served with regular people -His dentist was in the Navy Reserve -Worked with him on dental checks -Most of the Reservists were younger men -Worked odd jobs in Grand Rapids until he was called up for active duty (00:15:30) Corps School -Active duty started on August 22, 1971 -Went to San Diego for Corps School at the naval hospital -Arrived early and was sent to a holding base on 32nd Street in San Diego -Placed in a barracks and someone stole his shoes -Stayed there for three or four weeks -Spent a lot of time doing nothing, but sometimes helped in the sick bay -Corps School started in September 1971 -Assigned to a barracks near the naval hospital -Learned how to draw blood, give shots, and conduct first aid -Had a recreation center and Balboa Park near the naval hospital -Able to go to downtown San Diego -More freedom than when he was in basic training -Only had to report for classes in the morning then had the nights to himself -Practiced giving shots to each other -Corps School lasted from September 1971 to the end of January 1972 (00:20:25) Stationed at Naval Air Station Pensacola -Given two options: receive a random assignment, or pick your destination -If you picked your destination you had to pay your own way to get there -He selected Key West, Florida; Pensacola, Florida; or Memphis, Tennessee -Assigned to Naval Air Station Pensacola, Florida -Returned to Grand Rapids for a few days -Drove down to NAS Pensacola -Had a hospital and barracks -NAS Pensacola largely functioned as a training base for naval aviators -Worked at a ward in the hospital and worked in the emergency room a few nights -Eventually went to work in the front office of the hospital -Became a driver for a captain -Completed his time at NAS Pensacola by working in the Ear, Nose, and Throat clinic -Didn't get too many Vietnam War veterans at the hospital -Mostly treated Navy retirees and personnel dependents (spouses and children) -Did end of life care and stabilized retirees before they went to Bethesda Naval Hospital -Brought a woman to the hospital so she could deliver her baby (00:25:17) Civilian Community of Pensacola -Community enjoyed the Navy's presence -Provided opportunities for the community �-A lot of people lived in Pensacola that had served in the Navy -Didn't experience any hostility from the civilian community in Pensacola (00:26:04) Morale at NAS Pensacola -Good morale at NAS Pensacola -Personnel felt safe and appreciative that they could serve at NAS Pensacola -Enjoyed helping active duty personnel and retirees -Majority of men did their jobs and did it well (00:27:14) Vietnam War Pt. 2 -Community was stable in Pensacola -Anti-war and racial tensions weren't problematic at NAS Pensacola or in the city -Heard some racist sentiments off-base, but nothing extreme (00:28:27) Medical Work at NAS Pensacola -Remembers treating an older man -Pumped cold water into his stomach to help stop the bleeding -Gave morphine to keep him comfortable until he died -Remembers treating one younger man with leukemia (00:29:34) Driving for the Captain -Driving for the captain was relatively easy -Only asked that Raymond opened the door for him and washed the car daily -Remembers driving the captain and an admiral to meetings -Once he dropped them off all he had to do was wait outside (00:30:18) Ear, Nose, and Throat Ward -Enjoyed working in the Ear, Nose, and Throat Ward -Assisted doctors with procedures -Helped with the removal of adenoids and tonsils -Mostly treated the children of naval personnel -Some personnel needed their tonsils removed -One man had cancer on his ear and had to have it removed -Helped create a prosthetic for the man (00:33:20) End of Active Duty -Did two years of active duty and had four years of Reserve obligation -Military downsized in the 1970s, especially after American involvement in Vietnam ended in 1973 -Prompted to reenlist -Offered benefits -He wanted to stay at NAS Pensacola and continue his work as a hospital corpsman -Told he couldn't do that if he reenlisted, which prompted him to get out of active duty -Active duty ended on August 21, 1973 -Returned to Grand Rapids, Michigan (00:36:30) Life after Active Duty -Got married before enlisting -After active duty he got a job at General Motors through his mother-in-law -Started working there in September 1973 and got laid off in January 1974 -Took a test at the Post Office and got a job through the United States Postal Service -Got a job as a clerk -Daughter was born in February 1974 -Stayed with the United States Postal Service for 30 years (00:38:30) Reflections on Service Pt. 1 -Taught him teamwork -Learned how to be organized �-Realized that he needed to follow orders and laws even if they didn't make sense -Better for society if he followed orders and laws (00:39:23) Reserve Service after Active Duty -Did two years of active reserve service and one year of inactive reserve service -Active reserve: Train for two weeks a year -Inactive reserve: Training was optional -Learned that if he signed up for two weeks at the end of the fiscal year he wouldn't have to go -First year of active reserve he went to Groton, Connecticut for his two weeks of training -Brought his wife and daughter with him -Worked in the sickbay at the hospital -Second year of active reserve he didn't have to do two weeks of training -During inactive reserve he opted out of training (00:41:36) Reflections on Service Pt. 2 -Felt he fulfilled his service obligation and did what he had to do -Impacted his life in a positive way and hopes that he had a positive impact on others (00:42:13) Veterans' Groups -Was part of American Legion Post 258 in Grand Rapids -Served as the financial officer, 2nd vice commander, 1st vice commander -Served as post commander for one year -Transferred to American Legion Post 459 -Part of the United Veterans Council -Served as the adjutant and as a senior vice commander � 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_NovakoskiR1789V Title A name given to the resource Novakoski, Raymond Francis (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-06-25 Description An account of the resource Raymond Novakoski was born on January 25, 1951, in Grand Rapids, Michigan. He enlisted in the Navy Reserve in August 1970. In the fall of 1970 he reported to Great Lakes Naval Station, Illinois, for two weeks of basic training then received two weeks of Corpsman Training at Great Lakes Naval Station Hospital. He stayed in Grand Rapids for a year then began his active duty service on August 22, 1971. He attended Corps School in San Diego from September 1971 through January 1972. He was stationed at Naval Air Station Pensacola, Florida where he worked in the naval hospital and also served as a driver for a captain. His active duty ended on August 21, 1973, and his time in the Navy Reserve ended after two years of active reserve service and one year of inactive reserve service. Creator An entity primarily responsible for making the resource Novakoski, Raymond Francis Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Naval Reserve 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> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/b43bc4cafae98b3812ba0c9bf9810de8.jpg 9b1d7db33cb73c8b7e00270d74d6865d 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 Fore-Edge Paintings Subject The topic of the resource Fore-edge painting Painting Description An account of the resource A fore-edge painting is a miniature watercolor executed on the fanned edge or edges of a book; when the book is closed the art disappears, now hidden by the edge gilding. This genre of painting dates from the 1500s, flourished in the 1800s, and is still practiced today. Anonymous and undated paintings include landscapes, scenes and characters from literature, and portraits of authors. Source A related resource from which the described resource is derived Seidman Rare Book 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 2017-07-17 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 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 GV-02 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 GV-02_FE_002 Title A name given to the resource Nude Woman Reclining on a Bed Description An account of the resource Cropped image of an erotic painting on the fore-edge of "The women of England: their social duties, and domestic habits," by Sarah Stickney Ellis. Painting shows a nude woman reclining on a bed with another nude woman holding a mirror. Subject The topic of the resource Fore-edge painting Painting Figure drawings 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> 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 1839 Source A related resource from which the described resource is derived Seidman Rare Books. ND2370.E45 W66 1839 Type The nature or genre of the resource Image 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/780b1189ab5104aa038a82bd62810b31.pdf 07b8a078b3ed8dd09faa9158384a12ac PDF Text Text 0. 1 ENEZ POR ALDERMA iResultado del Boycott 2 Ninos Muertos, de Le Moyne! 3 Heridos en la Broadway y la Buena El Sabado, Noviembre 2, dos mucbacbos fueron muertos en un accidente tragico que dejo a otros tres nifios seriamente beridos. Los nii'ios muertos fueron Adrian Espada, 13 ai'ios, y Miguel Jimenes 12, ambos de Gordon Terrace. Varios jovenes estaba sentados sobre las gradas de la esquina del edificio en la Broadway y la Buena cerca a las 7: 30 en la nocbe cuando un taxi Yellow Cab cboco contra otro auto, y perdiendo el control cboc6 contra la curba y subio sobre las gradas de! edificio basta la misma entrada . Pilares sueltos cayeron del edificio sobre los mucbacbos que y estaban beridos, matando a dos. Los corazones de la comunidad se ban unido para crear un fondo para ayudar a los familiares de los mucbacbos, la mayoria de los cuales es tan bajo el welfare y no estan capacitados para pagar los grandes gastos como resultado de! accidente . Estos no son los primeros ninos que ban sido victimas de carros que corren muy rapido sobre la Broadway y Buena . Como un becbo la comunidad entera esta disgutada con los politicos y las agencias de la cuidad quines ban constantemente recbazado los ruegos y las solicitudes de cienes de padres de familia , por lugares de recreacion que esten protegidos en esta area. Reuniones publicas, peticiones, viajes al centro y a las oficinas de! Alderman ban caido en o{dos sordos o encontrado atrasos sin fin mientras los intereses de las companias de real estate (bienes raices) y los planificadores del centro de la ciudad ban bloqueado los desarrollos de un lugar acceptable para juegos protegidos en el area para la juventud. La seguridad de nuestros bijos es el go! mas importante por la que esta comunidad debe trabajar . Vea el articulo en la pagina 3 �Otro lncendio en la Kenmore y Leland Jimenez llamo para investigaciones Los incendios en nuestras comunidades estan siendo mas frecuentes, dejando mas familias sin SUS pertenencias y sin un lugar estable para vivir. El pasado 29 de Octubre a la 1 :20 de la madrugada se registro un incendio en el edificio de 15 unidades en 4645 Norte de la Kenmore. A la hora del incendio solo habia 8 unidades ocupados. Residentes del barrio le comunicaron a los trabajadores de la campana que todo el tercer piso se habia desocupado, salvo una unidad, con el proposito de remodelar los apartamientos ; aunque el trabajo nunca fue comenzado. William Rodriguez Balacera en la "L' Sheridan Crea Preguntas Personas de la comunidad insisten que el fuego fue causado a proposito. Ellos han visto el mismo patron antes y ademas han oido que se les ofrecio dinero a algunas personas para que quemaran el edificio. El Miercoles, 23 de Octubre, entre las 4: 30 y 5: 00 de la tarde, , William "Jugo" Rodriguez de 19 aiios, fuJ criticamente herido de balazos por un polida sin tiniforme al frente de la estaci6n del "elevado" en la calle Sheridan. El Programa de Alcalda Daley <Renovacion Urbana) en nuestra comunidad ha hecho posible que los grandes duenos de edificios obtengan ganancias al quemar sus edificios. Por un lado reciben el dinero de la aceguaranza, por el otro pueden vender sus lotes a las grandes agencias de Biences y Raices. Bienes y Raices, edificos grandes, apartamientos con rentas demasiado altas, todos ganan menos la gente que se tiene que mudarse de un edificio malo a un edificio peor; de una comunidad inestable a otra comunidad inestable. William Rodriquez es un joven del area de la Wilton y Grace. Su estendimiento del ingl~s es mfnimo y le ha traido problemas con la policfa al no entender sus ordenes. De acuerdo a la informaci&n dada a los lisenseados, la polida acudi& a la estaci6n para investigar una pelea; la polida, sin identificarse y sin sobreaviso dispar& hiriendo de esa forma a William. Adem.1s de la herida de bala, William fu~ arrastrado dentro de la estaci6n y golpeado. En su llamado para apoyar los consejos de Planeamiento Comunitarios, el Senor Jimenez ha dicho que para "terminar con los arrabales" la gente se le debe "permitir planificar sus propias comunidades." El pide una comunidad con instituciones es tables ; una comunidad libre de fuegos provocados que ponen en peligro a nuestros familias. El Equipo Legal de La Campana se ha movilizado para asegurarse que se hace justicia en el case de William Rodriguez. Jos~ Cha-Cha JimJnez ha enfatizado la necesidad de controlar el crimen en nuestro barrio y ha dicho "el crimen se puede controlar cuando las relaciones de la comunidad y la policfa mejoren. La comunidad necesita policias que nos respeten y que a la vez podamos respetar." El Senor Jimenez ha pedido una investigacion del los fuegos provocados por los grandes duenos de edificias. 2000 Atendieron Reunion de Unidad Cerca a 2,000 personas asistieron a la REUNION DE UNIDAD en Oct. 5 en el Teatro Palacio, 4040 N. Sheridan para dar su apoyo al Community Zoning Board, una ordenanza que esta ahora frente al Consejo de la Ciudad el cual va decidir sobre que tipo de edificios seran puestos in nuestra area, en las manos de los residentes de la comunidad. La muchedumbre alentada tambien comprometi6 todo su apoyo a los trabajadores del United Farm Workers en el boycoteo de la lechuga, uvas y vinos Gallo. Los parlamentarios fueron JosJ Cha-Cha Jim~nez. Marcos Muf'ioz, Aid. Dick Simpson, el ex-Aid. Sammy Rayner y Slim Coleman. Despues de la reuni6n ellos dirigieron una marcha alentadora que se extendfa de la cuadras del supermercado National demandando que ellos tomen las uvas y las lechugas fuera de sus estantes de venta. Felicitaciones a los cientos de personas de la comunidad que trabajaron entre muchos por largas y pesadas horas para organizar esta demostraci&n de gran Jxito de unidad en nuestra comunidad. -2- �Boycoteo de Padres de Le Moyne Como resultado de! ceze de maestros v el corte de programas especiales en las escuelas · pJblicas de Chicago, un gran numero de padres y organizaciones comunales comenzar6n a organizar para protestar en contra de las acciones tomadas por la Junto de Educaci6n. primer dia de! boycot solo 75 alumnos asistieron a la escuela regular de un total de 1,200 estudiantes. El exito de! boycot forz6 a la Junta a preparar una reunion con representantes de la Junta y miembros de! Concilio de Le Moyne y se llevaro a cabo el dfa Lunes 4 de Noviembre de 1974. La escuela elemental Le Moyne fue una de las muchas afectadas ; CUatro personas fueron reJevadas de SUS cargos. El Concilio de Padres en Le Moyne quiere que la Asistente a Directora , una maestra , una ayudante de maestra y una afanadora sean vueltas a sus trabajos . El grupo de padres pidi6 una reuni6n con el Superintendente Redmond el Miercoles 9 de Octubre, pero fuer6n atendidos por uno de sus asistentes quien no pudo satisfacer al grupo con sus respuestas . Durante la protesta frente a la escuela hizo acto de presencia Jose Cha-Cha Jimenez quien apoyaba a los padres en su lucha. Mientras los padres protestaban sus hijos atendier6n la Escuela de Emergencia Alternativa de los Young Lords, en sus propias oficinas, alli tubier6n maestros certificados que ahora es tan trabajando con la Campana . En una reuni6n atendia por 300 padres, se decidio a boycotear las clases hasta que se recibiera una respuesta positiva de el centro. El boycot fue organizado para el 14 de Octubre y se continu6 hasta el fin de semana . El La comunidad quiere a las cuatro personas en sus trabajos permanentes. La educaci6n debe ser una prioridad en nuestros barrios . La lucha del Concilio en Le ivroyne es para mantener y traer los recursos necesitados a nuestras escuelas, pero non para perderlos. Caso de Brutalidad en la Sunnyside y Magnolia Los trabajadores en nuestra Campafia recibieron quejas y se hacieron cargos legales en contra de William Strickland, duei'io del edificio localizado en el 1251 Oeste de Sunnyside, acusandosele de "asalto con intensi6n de hacer dai'ros corporales ." La vfctima de este asalto fue Freddy Stone Jr. de 11 afios de edad, quien recibi6 heridas en un brazo y espalda, y reside en ese direccion con su familia. El incidente ocurrio el domingo 20 de Octubre, entre las 5: 30 y 6: 00 de la tarde, mientras el padre de Freddie, Freddie Stone Sr. mudaba sus pertenencias al 4438 Norte Racine. Donna, hermana mayor de Freddie, fue testigo de la entrada agresiva de cuatro hombres al apartamiento; entre ellos estaba William Strickland, su hijo y dos individios m~s. Ella vi6 como Strickland sacudi6 a su hermano menor y como le torcia su brazo a la vez que lo sacaba del dormitorio a empujones . Donna pudo ob- servar un revolver· bajo el brazo de Strickland, quien amenazo de balear al padre si lo veja en la calle. Freddy Jr. fue llevado al hospital cuando empez6 a quejarse de fuertes dolores de espalda y de no poder caminar libremente. El Hospital Weiss le recet6 pastillas para el dolor, masajes y descanso en cama pero no hubo ningun resultado. El padre le llevo en seguida al hospital Colombus donde fu~ admitido y permanecio hasta el viernes siguiente. Una orden de arresto foi expedida en contra de William Strickland. A la vez Cha-Cha Jimenez le ha pedido al Equipo Legal de la Campana que se comunique con el procurador especial del Estado para que investigara el caso de la brutalidad de los grandes dueYios de edificios en contra de los inquilinos. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• I • I I II • •. I • : El proposito de esta carta de noticias es el de ayudar a informar a la comunidad sobre sucesos y problemas que nos afectan.1 a todos. Le pedimos q:;e contribuya con informacion e ideas . La campa11a para elegir Jose Cha-Cha Jim~nez como Alderman del 46th Ward ha estado creciendo rapidamente y moviendo hacia adelante. A cada uno en la comunidad se le solicita a ofrecerse como voluntarios, dar su tiempo, energfa, ideas y su habilidad para esta clase de campa?'la de las bases. Pongase en contacto con el Centro de lnformacion de Campana, para ayudar o para recibir mas intormacion. 935 W. Grace St. 549-9457 '.•• 1056 W. Lawrence Ave. 275-4778 ;•• 1046 W. Wilson Ave. 334-9556 trabajo fue donado •. I I • Esperamos verlo pronto. I I• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_1974-11-no1_Nuevo-Dia Creator An entity primarily responsible for making the resource Jiménez, José "Cha-Cha" Date A point or period of time associated with an event in the lifecycle of the resource 1974-11 Title A name given to the resource Nuevo Dia noticiero, No. 1 Description An account of the resource Nuevo Dia was a newsletter produced by José "Cha-Cha" Jiménez during his campaign for Alderman 46th Ward, Chicago. Issue number 1, in Spanish. Subject The topic of the resource Young Lords (Organization) Young Lords (Organization) History Puerto Rican Civil rights Puerto Rican Social conditions Chicago (Ill.) Civil rights movements Community activists Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource In Copyright 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 spa 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 https://digitalcollections.library.gvsu.edu/files/original/232a04fdfba435c4a8383dc5f763164a.pdf c66419225a14b74aad9548398a074e80 PDF Text Text Jimenez Hace un Llamado para Accion en Cuanto a Vivienda Jose Jimenez hace recomendaciones para seguridad, viviendas habitables y la participacion de los ciudadanos en cuanto a deciciones a llevarse a cabo. Jose Cha Cha Jimenez testifico y presento recomendaciones especificas a la Comision de Estudio de la Gente de .Habla Hispana del Estado, este sabado, noviembre 16 en el auditorio de el Hospital Masonico de Illinois. El Sr. Jimenez pidi6 un cmdados de los millones de dolares que otorgaran a la ciudad por medio del Acto Federal de Viviendad y Desarrollo Comunal. Sefial6 a la practica del pasado en que la ciudad realocaba los arrabales en lugar of rehabilitarlos ; y asf recomend6 energicamente las plena participacion del ciudadano en el planeamiento de! gasto de dichos fondos. El candidato a Consejal de! Ward 46 tambien delini6 una nueva ley municipal la cual requirfra que todo duefio de grandes edificios hiciera un deposito de seguridad con la· ciudad para usarse como fondo de emergencia para reparar fallas de seguridad y salud en sus propios edificios si no actuan por si solos. Bajo dicha le)' municipal cada duefio de grandes edificios depositana $100 por cada unidad con un lfmite maximo de $20,000 por duefio. "Esto-agreg6 Jimenez-ayudarfa a eliminar los peligros de seguridad y salud en los edificios de apartamientos en los que la ciudad no puede actuar para corregir." Jimenez ins to a la Comision a desarrollar legislacion parecida al nivel estatal... "Necesitamos y queremos deseperadamente comunidades estables" concluy6 Jose Jimenez. i Inform ante! jloma Accion ! 1. $43,800,000 provenientes de la Ley Federal de Habitaci6n y Desarrollo de la Communidad seran otorgados a la ciudad de Chicago en 1975. i,Como se utilizaran estos fondos? 2. Posiblemente se utilizaran para fortalecer nuestra comunidades, construir habitaciones nuevas al alcance de nuestros sueldos, y mejorar las viviendas existentes. 3. Posiblemente la ciudadania tendra una voz en las decisiones que se tomaran para gastar este dinero. PERO EST AS POSIBILIDADES SERAN REALIDAD UNICAMENTE SI: La ciudadania esta adecuadamente informada acerca de este programa, demanda y ejerce control popular, y elige representantes al Consejo Municipal que informaran al electorado y lucharan para que estos fondos sean utilizados para la gente, y no para los intereses do los especuladores y las conpaftias de bienes raices que construyen rascacielos de lujo junto al Iago. �El Modo en que Vivimos. • • 919-21 I 925-27 W. Buena 4153-55/ 4157-59 N. Sheridan 4032-34 Kenmore En marzo 14 de 1974 se encontraron 50 violaciones en estos edificios. En septiembre del mismo afi.o un juez orden6 la demolici6n de los edificios. Los inquilinos nb recibieron notificacion formal. A la vez, entre abril y noviembre, los edificios se dilapidaba a cause del descuido del duefio, quien fue ordenado por la corte que mantubiera los servicios y cuidado hasta que fuera desocupado. Varias personas de la comunidad pidieron que se iniciara el pr,oceso criminal por medio de la oficina de procurados del Estado acusando a Sr. Schwartz de negligencia y criminalidad por su comp·ortamiento en cuanto de estos edificios. Los cargos fueron retirados silenciosamente despties que pudo probar que habfa gastado grandes cantidades de dinero para mejorar y mantener los edificios. tQuien · es responsable de que los inquilinos vivan en estos edificios con 50 yiolaciones por casi un afio? La seguridad y salud en este edificio no existen. Los inquilinos permanecieron sin gas desde septiembre 30 a octubre 10; sin electricidad por 2 dfas y el duefio continu6 cobrando renta. A pesar que los inquilinos fueron forzados a vivir en condiciones infra humanas, se les demando que pagaran su alquilar total para noviembre 14, y ademas el dfa siguiente recibieron orden de de3alojar el edificio. Este edificio esta casitodo vacio. lA donde se fue la gente? De acuerdo a Cha Cha Jimenez "Solo el afio pasado, 1973, el numero de casas destruidas fue el doble de los que se edificaron en la ciudad de Chicago. Y muchas de estas unidades fueron apartamientos de lujo. 1,p6nde estan las viviendas para familias de bajos y moderados recursos? Jose Jimenez Introduce una Nueva Ley de Vivienda JOSE JIMENEZ PRESENT ARA NUEV A LEY PARA PROTEGER INQUILINOS razonable, la ciudad hara las reparaciones necessarias, ' pagandolas con el deposito de seguridad del propietario. MODO DE OPERACION DE EST A LEY: EFECTOS DE ESTA LEY: ) , 1. Cada propietario de edificios 1 de apartamientos depositara $100. con la cuidad por cada apartamiento alquilado (sin incluir su propio apartamiento). Lfmite de S20,000 por propietario. Esta dinero serfa un dep6sito de seguridad del propietario. 2. La cuidad colocara este dinero en bancos donde recibiria interes. Cada afio, el interes sera devuelto al propietario (menos costos de administraci6n). 3. Donde existan condiciones peligrosas o insalubres, inspectores de la ciudad verificaran las condiciones y notificaran al propietario. 4. En caso que el propietario no pueda ser localizado, o se niege a corregir la situaci6n dentro de un plazo 1. Violaciones del codigo de salubridad y construcci6n serfan corregidas rapidamente, asf protegiendo a inquilinos y el publico en general. 2. Las viviendas existentes serfan proservadas mas eficazmente. Hoy en dfa muchos edificios, por falta de mantenimiento o negligencia del propietario, se deterioran tan rapidamente que tienen que ser tumbados. PROGRAMAS Y LEYES COMO ESTA SON NECESARIOS PARA FORTALECER Y DESARROLLAR NUESTRA COMUNIDAD . . 2. �Arson Continua -Dos Persona de Edad Avanzada Muertos Los siniestros incendios continuan en nuestras comunidades. El incendio en el Hotel Sheridan Plaza cobr6 la vida de dos ancianas y dejo seriamente herido a otro. Los trabajadores de la Campana presentes durante el fuego reportaron que el incendio comenz6 en el decimo piso en donde se encontraron los cadaveres de las dos ancianas. Sin embargo se cree que el fuego fue ocasionado por manos criminales ya que a la vez se descubrieron fuegos simultaneos en el cuarto y septimo pisos. Se dice que el Hotel esta en el proceso de ser entregado a una agencia responsable para su mantenimiento ya los inquilinos se les habfa pedido que desocuparan sus apartamientos para noviembre 30. En una breve entrevista a Jose Cha Cha Jimenez amargadamente se expreso diciendo "Este es un claro ejemplo de la destruccion sistematica de nuestros barrios. Y es tambien un ejemplo de la necesidad de responsabilizar a los duefios de grandes edificios de la seguridad y la salud de todo inquilino por medio de un deposito de seguridad con la ciudad, que se usarfa para el mantenimiento de sus propios edificios." Cuando se registro el incendio 40 de 400 unidades estaban ocupadas. "Bajo el propuesto deposito de seguridad, dijo Jimenez, el dueiio del Sheridan Plaza debio haber tenido $20,000 en fondo para haber evitado la perdida de dos vidas". El pidio que este caso tambien se anada a los otros casos que el equipo legal de la Campafia ya investiga. ~atos"de C~mp":iiia.. ~ ~ ~ ~ ~ ~ ~ "" - - - - - - -r, •• Cha y pueda discutir con el. Vendemos botones a todo el mundo (se venden tan rapido que amenudo hay carestias.) Trabajamos en la oficina (preparando anuncios y folletos para el correo, hablando por telefono, contestando preguntas ... ). En fin, un sin mimero de tareas. 2Que necesitamos? La participaci6n activa de todo ciudadano responsable de la comunidad. Tus ideas, habilidades y tiempo pueden contribufr a determinar el futuro de este barrio. La campafia necesita de ti, en cualquier forma que ayude a organizar e informar a la gente de esta comunidad para elegir a Jose Cha-Cha Jimenez representante municipal del distrito 46. i. Quienes somos? La campafia para elegir a Jose Cha-Cha Jimenez representante · municipal del distrito 46 esta compuesta totalmente de voluntarios. Vivimos en todas partes del distrito; somos j6venes y ancianos; hombres y mujeres; Latinos, Negros y Americanos. Algunos somos nuevos al proveso electoral, otros somos veteranos de muchas campafias y ·1uchas electorales. Nos hemos comprometido a esta campafia porque queremos ver nuestra comunidad florecer, y queremos como representante a una persona honesta, fntegra e independiente que trabajara y servira con todas las agrupaciones de la comunidad. Necesitamos un representante que desempefie un papel decisivo en el Consejo Municipal. Nuestros m1meros crecen diariamente, y mas y mas voluntarios se ban metido en la campafia. --- 935 W. Grace St. 549-9457 1056 W. Lawrence Ave. 275-4778 1046 W. Wilson Ave. 334-3545 . J. --- Esperamos verlo pronto. trabajo fue - -- -- ~ ~ ~ ~ ~ d~ Pongase en contacto con el Centro de lnformacion de Campai'la, para ayudar o para recibir mas informacion. lQue hacemos? Todos los dfas vamos de puerta en puerta, discutiendo los temas de la campafia y escuchando a la gente, sus opiniones sobre los problemas de la comunidad y sus sugestiones para mejorarla. Distribuimos nuestro periodico semanal con noticias e informaci6n. Muy frecuentemente nos reunimos en hogares en pequefios grupos para que la gente conozca a Cha- ~ -,c--:::)1,c--:::)I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_1974-11-no2_Nuevo-Dia Creator An entity primarily responsible for making the resource Jiménez, José "Cha-Cha" Date A point or period of time associated with an event in the lifecycle of the resource 1974-11 Title A name given to the resource Nuevo Dia noticiero, No. 2 Description An account of the resource Nuevo Dia was a newsletter produced by José "Cha-Cha" Jiménez during his campaign for Alderman 46th Ward, Chicago. Issue number 2, in Spanish. Subject The topic of the resource Young Lords (Organization) Young Lords (Organization) History Puerto Rican Civil rights Puerto Rican Social conditions Chicago (Ill.) Civil rights movements Community activists Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource In Copyright 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 spa 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 https://digitalcollections.library.gvsu.edu/files/original/925fe6da20f44e48f8c26928f4bce978.mp4 bbd0e2708756cb53e124cb96e1a9dc60 https://digitalcollections.library.gvsu.edu/files/original/35a3304ee539352191fa8c899b97d3b2.pdf d314cb7d7bc8eb855a72653d7d6c0c1d PDF Text Text Grand Valley State University Veterans History Project Ernest Nunley (01:02:35) (00:15) Background Information • Ernest was in the 5th service squadron of the 8th Air Force during World War Two • He started out as a private and ended as a sergeant • Ernest was inducted in Oklahoma City on December 4, 1941 • He began basic training when Pearl Harbor was attacked • He spent 6 months in Mississippi for basic training and then went to Virginia • He spent 4 months in Syracuse New York and then went to Fort Dix in New Jersey • The trip overseas took 4 days and he was told that the ship held 23,000 [ed. note the largest ships only carried 3,000 or so] troops (5:15) 5 Months in NE England • There was an air raid right after they reached their barracks • They got the next day off and went into town to visit • Then they moved south to an air base, where they stayed for 2 years, or the duration of the war • Ernest traveled with a convoy to Germany, where he stayed for four months after the war • He was then sent to Camp Lucky Strike in France for 1 month and then went back to the US • Everyone was sick on the trip back home • There was a big storm and they were getting ready to abandon ship • He was discharged on December 17, 1945 and he then went to Alabama (13:40) The Air Force • Ernest was able to make his own decisions regarding where he would be stationed and training because he had enlisted before being drafted • The Air Force [Army Air Corps at this time] had told them that they would send him to school, but that never happened • On his first day in the service, they received immunization shots and their uniforms • He got some time on furlough in Syracuse because his dad had a heart attack (17:20) Boot Camp • Boot Camp was very rough and there was lots of marching • It was very hot and they had to work all day long • He sometimes had KP from 2am until 10pm; they had to feed 3,000 troops • They had to clean pots that were 8 feet wide and 6 feet tall • Ernest communicated with his family by mail (26:00) England • The country was similar to the US, but there was less technology �• • • • The English were all very strong He was a welder in a shop that worked on repairing planes Ernest never experienced any combat During Christmas of 1944, many bombs his their air base and killed a whole crew (41:05) Crew Members • They wanted to get him drunk because they knew that he did not drink that much • They slipped him a bunch of whiskey at a dance and he had to ride his bike home • He woke up the next day on the road next to his bike (43:50) Entertainment • There were dancing and music entertainers; Bob Hope and Joan Stafford • They made friends with some of the locals and Ernest was invited to a wedding ceremony • He was able to go to Scotland on leave for 3 days (50:45) Showing of Pictures � 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 NunleyE Title A name given to the resource Nunley, Ernest (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Nunley, Ernest L. Description An account of the resource Ernest Nunley served in the Army Air Corps during WW II. He worked on an airbase in England with the 5th Service Squadron, 8th Air Force, and was stationed in Germany after the war. Contributor An entity responsible for making contributions to the resource Hoard, Kristen M. (Interviewer) First Baptist Church of Otsego (Otsego, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army. Air Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Text Moving Image 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 2005-11-06 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/ce3518e8e3e72c1b34986fb73e3ddc57.jpg 44c418652e22ee017360af23fe81aacc 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 NunnPhillip 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 1978 Title A name given to the resource Nunn, Phillip Description An account of the resource Phillip Nunn, Urban and Environmental Studies 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 1978s https://digitalcollections.library.gvsu.edu/files/original/eaaf4ec1c0cbec050866729e4e7298e5.jpg 7c64bff9f55aa4d08bdf0266c5aa895e 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 1970s 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_000290 Title A name given to the resource Nursing program student and faculty Description An account of the resource Nursing program student and faculty. Donna Larson, Nursing faculty, Gay Sterenberg, Nurisng student, Don Waterman, M.D. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/8aa829a69e7eb8808e4a3921eaf493d5.jpg d5464b669b770d4b0098a24685e5ad75 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 1970s 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_000951 Title A name given to the resource Nursing students Description An account of the resource Nursing students. Subject The topic of the resource Students 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/5374ecaff20caca073b883bca3c508e3.jpg b2e8b633f051b12a40bb9903a2ddc3b8 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 1970s 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_000952 Title A name given to the resource Nursing students Description An account of the resource Nursing students. Subject The topic of the resource Students 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/73eace7e4edce19dc2090c22f5d7764d.jpg f25fcd79d1497834b103098f51514f2f 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_3_1911-1915_95 Date A point or period of time associated with an event in the lifecycle of the resource 1915-10-23 Title A name given to the resource NYC tunnel Description An account of the resource Black and white photograph of a New York City tunnel through rock along the Hudson River. Subject The topic of the resource Hudson River (N.Y. and N.J.) Railroads Tunnels 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/63979a3008ceb57733875da0c4dc6e79.mp4 3ea74b54927b7d77c6869e81f21f7a1d https://digitalcollections.library.gvsu.edu/files/original/cf4094fb37ac3388f06fd5be6b136fa9.pdf 4533be696599ddd0c46d65cf155cfe39 PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam Stephen Nyenhuis Total Time – (38:41) Background      He was born on April 11, 1949 (00:04) He was born in Princeton, Minnesota (00:27) o At the age of 2, his family moved to Grand Rapids, Michigan In Grand Rapids he went to Southwest Christian High School until the sixth grade (00:53) o He then attended South High School in Grand Rapids (01:00) o Halfway through the eighth grade he quit school He worked for a bakery, laundromat, and then was drafted into the Army (01:16) He had three brothers o His oldest brother has passed away o His brother Mark served in the military for four years (01:50)  He served in West Berlin decoding messages Enlistment/Training – (02:32)       He served in Vietnam from April 1969 – May 31, 1970 (02:40) When he was drafted it just felt like it was something he had to do for the country (03:11) o His family was very proud of him When he left for Vietnam he was very sad (03:36) o Once he got going he felt better o His brothers were very sad when he left o They were able to stay in contact (03:58) He was transported from Grand Rapids to Detroit via bus (04:18) o In Detroit he received his physical o After a few days he received his orders to go to Fort Knox, Kentucky for basic training He spent eight weeks in Fort Knox for basic training (04:37) Basic training was fun and easy for him compared to other units o There was a lot of testing o They would do physical exercising, marching, etc. (05:02) �      o Looking back, he wishes that he would have been part of a unit that had more rigorous training – he would feel like he was more a part of the service (05:52)  Most of the time he did just enough to get by He then spent twelve weeks in AIT (Advanced Individual Training) (06:13) o In AIT he spent a lot of time in classrooms, doing tests to see what his strengths were, etc. o After the testing he was told that he was best suited for being a typist He went to his Company Commander and they mutually decided to send him to another base where he could be a military policeman (07:05) o He was sent to Fort Gordon, Georgia (07:16) After a background check at Fort Gordon, they found that his background check was not good enough to be an MP He was sent to Fort Polk, Louisiana to learn how to be a truck driver (07:38) In between Fort Gordon and Fort Polk he served on coal duty o He was at Fort Polk for eight-ten weeks After a two week break he returned to Fort Polk where he received his orders for Vietnam (09:04) o At the time he was glad to go because he felt like he was serving his country (09:35) o If he had to do it over again he would go to Canada (09:48)  He believes that America “has no business sticking our noses in other peoples countries when our own country is in such chaos” (10:06)  He believes that most wars are just for financial gain Active Duty – (10:32)     He was sent from Oakland, California to Anchorage, Alaska to Japan, and eventually landed in Vietnam The flight over was cheerful because the stewardesses would try to keep the soldiers in a happy mood (10:59) o They knew that some of the soldiers would not return Many of the Vietnamese people spoke English (11:35) o He was able to learn some of the Vietnamese language The Vietnamese were nice to the Americans when they were working for them (12:04) o In combat areas some Vietnamese would go to help the Americans – once they were on the American bases they would be found out to be North Vietnamese trying to kill Americans o He never came in contact with Vietnamese that were unfriendly (12:55) o Sometimes the Vietnamese seemed happy that the Americans were there o There were women that would go in and wash their things o There were Vietnamese that would help the Americans load supplies (13:37) �             They would be paid to help He received his money from the Army – they were paid once a month (14:11) o He made roughly $350 every month (14:18) o There were PX’s (Post Exchange) where soldiers could spend their money  Soldiers could buy cigarettes, alcohol, and just about anything o Soldiers could save up their money and go on vacation (14:46) He was in Vietnam for thirteen months o He extended for twenty-eight days so that he could get “Early Out” (15:08) o He found out about the Early Out six months after he was in Vietnam When he found out that he would leave early he was happy (16:24) o He was excited to go home and try to be a normal person again His main job in Vietnam was to drive a Sergeant major and a Major around o He never really had to drive them very much – he just had to keep the vehicle clean (16:50) o He would sometimes drive them to airports (17:16) o He never had conversations with them He then transferred to a transportation outfit hoping to go on convoys (17:55) During the last two months that he was in Vietnam he fixed flat tires (18:24) o They would go to a few outposts but they would mostly pick up supplies that came in on airplanes o They would pick up 2x4 plywood, tools, etc. (19:07) On the convoys, there were usually two vehicles in front that were meant for protection o There would be 5-20 vehicles in the convoy and two vehicles for protection in the back as well o The significance of a convoy was to supply outposts that were running low on supplies (19:57) o The convoys never ran into any kind of combat or warfare He sometimes wishes that he had gone into the combat o He believes that it will not show on his record but he had requested to be transferred to a combat unit (20:43)  He was turned down for the combat unit o If he had gone into combat and done some of the things that were in his thoughts at the time, there is a good chance that he could not live with himself (21:35)  He believes he would have been the type of person that would cut ears off and wear them around his neck (21:47) His daily routine was to get up early, eat breakfast, and receive orders His job of fixing flat tires was essentially an eight hour/day job (23:11) There were no other men in his unit that expressed a desire to go into combat (24:23) o The soldiers typically did what they had to do to get by He was able to form relationships with a couple of other soldiers, but for the most part he was “a loner” (24:39) o To this day he is still “a loner” � At the time, Vietnam was what the country asked him to do so he did not question it (25:20) o He was simply doing what his country asked of him After the Service – (25:36)                  After he served in Vietnam and came back, he did not do much for a few months (25:54) He eventually returned to his job at the bakery (26:02) o He stayed at the bakery for one year He took a lot of different jobs and spent a lot of time hitchhiking around the United States (26:17) When he returned his family met him at the airport (26:36) o His church had a welcome back for him as well He was able to maintain contact with his family while in Vietnam o He received roughly one letter every week from his family (27:41) o He would sometimes get mail from other people as well o It would typically take 3-4 days to receive a letter It was difficult to adjust to civilian life o He was torn up inside (28:25) Roughly two years after he returned he joined the Army Reserve for one year (28:45) He did six months in the National Guard o In Gaylord, Michigan they went and did some maneuvering and drills o He was able to keep up with training even though he was not in the military (29:34) When he first returned home he was very willing to go back to Vietnam o He sometimes wishes that he would have reenlisted so that another person would not have to go to Vietnam (29:56) When he looks back at the war he is sad and confused (30:13) He had a lot of anger inside of him during the war Even though he did not see combat he believes that the war changed him as a person (30:53) It was hard for him to maintain a job because he struggles with keeping his work life separate from his private life (32:37) He found most of his jobs on his own (33:04) In 1994 there was a special program for Vietnam veterans that struggled with substance abuse, alcohol abuse, or mental problems o He stayed in the program for nearly a year and a half (33:32) o The military service helped him in some ways To this day Vietnam effects him He does not believe the military owes him anything for his experiences in Vietnam (34:23) �   o He believes that it is his own problem – he gets overwhelmed and does not know how to handle things very well o Some of his problems come from substance abuse, depression, and some others (34:54) He is not sure why Vietnam has changed him He will always support American troops but he thinks that wars today are senseless (36:17) o The wars are causing a lot of problems in the United States o Many of the soldiers are coming home with PTSD (Post-Traumatic Stress Disorder) He knows that there must be some kind of military presence but he feels like American should take care of itself first (37:46) � 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 NyenhuisS1424V Title A name given to the resource Nyenhuis, Stephen (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Nyenhuis, Stephen Description An account of the resource Stephen Nyenhuis was born in 1949 in Princeton, Minnesota. He dropped out of school in the eighth grade and was eventually drafted into the Army in 1969. Stephen was sent to Fort Knox, Kentucky for eight weeks of basic training and was then sent to Fort Gordon, Georgia for AIT training. He then transferred to Fort Polk, Louisiana where he learned to be a truck driver. After his training at Fort Polk, he received his orders for Vietnam. While in Vietnam, Stephen worked in convoys transporting supplies and near the end of his service he fixed flat tires. Because of his duties he never saw combat. Contributor An entity responsible for making contributions to the resource Hall, Tabitha (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-21 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/3631c8d66e5e574cc54f3c0e68f0376a.mp4 7642e4caff41df9a4877f552ed6ca233 https://digitalcollections.library.gvsu.edu/files/original/b1b3f65454f8dcb7335e5bf3270e6a3f.pdf 7834fc6fe97417cb06a4016c6167c6b2 PDF Text Text Grand Valley State University Veterans History Project Frank O’Boyle (00:37:52) (00:22) – Background -Born in Detroit on 29 June 1924 -Has no memories of his mother, as she died when he was very young -Raised by father and aunts & uncles -Moved to West Michigan to live with aunt and uncle -Came when he was young -Stayed until he was thirteen -Moved back to Detroit area -Lived in Ecorse, MI with aunt and uncle -West [actually south, ed.] of Detroit -Near steel mills -Moved back in with his father after he remarried -Father was the superintendent of schools in Ecorse -Later became a lawyer -Graduated from Detroit’s Central High School in 1942 -Was accepted to attend Harvard after high school -$400 tuition -$400 room & board (05:53) – Pearl Harbor -Was still in high school -Was working at Grosse Pointe Yacht Club on that Sunday -Did not know where Pearl Harbor was before that day -Describes Harvard and people at Harvard (10:18) – Joining the US Navy -Stated that, at the time, “everybody joined” the military -Did not go to boot camp -Enlisted while at Harvard -Went to pre-midshipman school for a couple weeks -Was on a ship for most of his Navy experience -Had to make repairs on ship before it was ready to be used -Was a communications officer (16:08) – VE Day -Was on his ship when he heard about it -Was probably on the ship for VJ Day, but does not remember -Left service in 1946 (16:45) – Finishing up at Harvard and Law School �-Describes himself as a “True Harvard Grad” -Earned a Bachelor of Arts degree in Liberal Arts -Other Harvard grads only attend one of Harvard’s colleges -Went to Northwestern University College of Law in Chicago -There was a long wait to get into Harvard Law School -Northwestern’s program was recommended by one of his professors -Applied to University of Michigan’s Law School, but decided not to attend -Originally wanted to be a doctor, but his father wanted him to be a lawyer (21:17) – Life after Law School -Went back to Michigan -Worked for road commission -Started in engineering -Later worked for real estate department -Retired after 35 years (22:43) – Life after retirement -Job as recorder of Detroit Commandery until 1993 -Woke up and “couldn’t move” after 80th birthday party -A friend, named Phillip, took him to Beaumont hospital in Royal Oak, MI -Stayed at Beaumont for a few nights, because he had no one to take care of him -Put on blood thinner -Checked into a nursing home for a week -Underwent operation on his back to save his leg -Has moved into a nursing home for the time being -Was always too busy to get married -Joined Masonry (31:26) -50 years ago -Joined shrine in 1973 -Describes his upward mobility within the Masons -His friend, Phillip, got divorced after 26 years -Bought a house near Traverse City -Frank prefers to live in apartments -Has a girlfriend that lives in Lansing -Phillip visits Frank about once a week -Was once Attorney General for the State Highway (37:11) (37:52) – End � 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 OBoyleF Title A name given to the resource O'Boyle Frank (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource O'Boyle, Frank A. Description An account of the resource Frank O'Boyle joined the US Navy after enrolling at Harvard University in 1942. He served as a communications officer on board his ship during the war and returned to Harvard in 1946. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2005-08-03 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/9edaf5ade103474a84aef7d9e869288d.mp4 5d55b22d7230a5cc91ea29975526ac84 https://digitalcollections.library.gvsu.edu/files/original/4ca2ef81a295bd6909299834c23f9c74.pdf 973d921fbaa1e0124ce88c3c44a59caf PDF Text Text Grand Valley State University Veterans’ History Project Robert O’Brien World War II 57 minutes 8 seconds (00:00:20) Early Life -Born in Detroit, Michigan on October 31, 1922 -Moved when he was an infant to Grand Rapids, Michigan -His father was a dentist -Wound up following in his father’s footsteps after the war -Mother was a housewife -He had three older siblings, and three younger siblings -Attended mostly Catholic schools when he was growing up -Almost graduated from St. Augustine Cathedral School in Kalamazoo -Family moved back to Grand Rapids and he graduated from Catholic Central -Wound up getting an honorary diploma from St. Augustine -Met his wife-to-be at Catholic Central -Graduated from high school in 1940 -His father did a lot of dentistry work via a barter system that he set up with patients -Ex. Do a couple fillings if the patient would put up wallpaper in the living room -Growing up in the Depression he didn’t notice how much money his family had -Knew that he was being taken care of and that’s all that mattered -As he got older he began to follow the news about Germany and Japan (00:03:44) Start of the War and Enlisting -In his second year of college Japan bombed Pearl Harbor -Remembers men quitting school and enlisting the next day -He was at Grand Rapids Junior College (now Grand Rapids Community College) -He definitely did not want to be drafted, and especially did not want to be 4F (unfit for service) -Dream was to get into aviation -Navy recruiters came to the school and asked if anyone wanted to join -He enlisted in the aviation program and was accepted -Wanted to finish his second year of college first though (00:06:28) Training Pt. 1 -The science and math courses he had taken made the aviation training easy for him -One of the most exciting things was his first solo flight at Bowling Green State University, Ohio -Received preflight training at the University of Iowa -During that time he was in excellent physical shape -He was involved with boxing in Iowa -Remembers feeling really strong -Training began in the summer of 1942 after his sophomore year of college -For the first part of training he was sent to Delaware, Ohio -Most of the places that he trained at were colleges -Lived at the college in Delaware, Ohio -Moved into a sorority house that had been acquired by the Navy �-Received his basic training at Delaware, Ohio -Sent to Ottumwa, Iowa and started to get into aircraft there -At that time of his training the Navy would recruit football coaches from major colleges -Used them as instructors -Remembers in the college in Ohio there was a huge pool with a tall diving board -Used it to simulate jumping off the side of a ship -Also had to learn how to deal with a panicking shipmate -An instructor would jump in behind you and pull you underwater -Had to learn how to get them off you then pull them to the surface -It was easier for him since he had come from Michigan where there was a lot of water -He trained alongside other men that had a commitment to the military -A lot of the training consisted of classroom work and learning about flight and aircraft -A lot of men washed out when it came time to actually fly (00:13:46) Training Accidents Pt. 1 -At Ottumwa a man with the same last name as him had a flight accident and lost his leg -Public Relations notified Robert’s family and the Grand Rapids Press -Had thought that he was the one that had been injured -Public Relations quickly discovered their error and notified his family and the press -Allowed Robert and his mother to meet in Chicago so that she could see he was okay -When he was doing his solo night flight at Ottumwa the man in front of him crash landed -He thought he had a green light to land -Made a split second decision to pull off and circle back -Almost clipped the wing of the plane that had crashed -Turned out that he had actually had a red light which meant he was not clear to land -He was almost ejected from flight training due to his mistake -He had a good record though which saved him from being washed out (00:18:23) Stationed at Whidbey Island Pt. 1 -He wound up stationed at Whidbey Island, Washington with a land plane squadron -Orders to go overseas kept getting cancelled which meant that the war was winding down -Did rocket training and gunnery training around Mount Baker in the Cascade Range -Flew the Curtiss SB2C Helldiver -The first time he flew one had didn’t really know how to fly that specific model of plane -Managed to land at an auxiliary field and got acquainted with the plane -He held the rank of ensign when he was sent up to Whidbey Island (00:21:00) Training Pt. 2 -In basic training there was an emphasis on discipline -Navy prided itself on having a professional image -He had no trouble adjusting to that kind of lifestyle -Wanted to have a good record throughout his time in the Navy -All of his training lasted four (or five) months -Went to ten different bases before reaching his duty station at Whidbey Island (00:22:22) Stationed at Whidbey Island Pt. 2 -He was assigned to VP 199 at Whidbey Island -A patrol squadron (00:22:33) Overview of Service Pt. 1 -Started at Delaware, Ohio then went to Bowling Green State University �-Did his first solo flight at Bowling Green State University -Went on to pre-flight training at University of Iowa -Received primary flight training in the Stearman biplane at Ottumwa, Iowa -During his first flight in that he went up with an instructor -Instructor did a lot of acrobatics to get the airsickness out of cadets -Went to Corpus Christi, Texas to get commissioned as an officer in the Navy -Went on to Pensacola, Florida (00:25:08) End of Service Pt. 1 -Left the Navy as a lieutenant junior grade -When the war ended he could have stayed in the Navy and made a career out of it -Had no chance of becoming a high ranking officer though -Simply because he had not attended the United States Naval Academy (00:26:20) Overview of Service Pt. 2 -From Pensacola, Florida he was sent to Lake City, Florida -From Florida he was sent up to Beaufort, South Carolina then on to San Diego, California -Started his training sometime in the summer of 1942 (most likely June 1942) -Arrived at Naval Air Station Whidbey Island in late 1942 (00:28:09) Stationed at Whidbey Island Pt. 2 -Spent a lot of time waiting around for orders to be deployed -Thought they’d be sent to Alaska, or into the Pacific Theatre -Orders would arrive and then get cancelled -Spent a lot of time playing tennis to kill time -Whidbey Island had a seaplane base and a land plane base -Seaplane base had PBYs for search and rescue missions -Also had some PBYs painted black for night operations against the Japanese -Received daily reports about the war’s progress -Had a sense that the Allies were making good progress against the Axis -Had heard about the Battle of Midway in the summer of 1942 -Conducted patrols for Japanese submarines off the northwestern coast -Trained with depth charges and torpedoes -Trained with those weapons on a nearby lake -Referred to torpedoes as “fish” -He loved to fly around the islands that were in Puget Sound -Had three men in a crew (NOTE: In the Helldiver there were only two crewmen) -The pilots had to know about navigation and many other fields -This was because they had to maintain strict radio silence during flights -Never saw a single Japanese submarine -Worked with American submarines looking for Japanese submarines -There was still concern that Japan might try to attack the West Coast -Heard about Japanese midget subs scouting the San Francisco Harbor (00:36:53) Visiting Seattle -He was allowed to visit Seattle -Flew into Seattle Airport and then relatives would pick him up and he’d stay with them -Remembers there wasn’t a war feeling in Seattle -Meant to him that the Allies were in control of the war -There were still blackouts at night �-Remembers sailors would go into the city and get drunk -As an officer he would have to get them back to their base -Attended some USO Shows -Appreciates what the entertainers of the time did for the troops (00:40:24) Stationed at Whidbey Island Pt. 3 -During his time at Whidbey Island he would also ferry high ranking officers around -Flew a transport that he had received no prior training with -Seamless transition though -Showed him that the Navy did an excellent job training pilots (00:41:06) Reflections on Service Pt. 1 -Navy taught him how to focus -All throughout his time in the Navy he was determined to be a survivor no matter what -The values that he learned in the Navy went on to help him in dental school (00:42:32) End of Service Pt. 2 and End of the War -Received orders to go to Great Lakes Naval Station, Illinois in November 1945 -Heard very little about the end of the war in Europe in May 1945 -Heard about the atomic bombs being dropped on Japan -Didn’t have much of an opinion about it other than that he supported President Truman -Most people agreed with President Truman’s decision -Remembers when President Roosevelt died and how so many people grieved about that -When the war ended in August 1945 there was a lot of celebrating (00:46:06) Visiting Seattle Pt. 2 -When he was stationed at Whidbey Island he had bought a Model T to drive around the area -Drove with other men in an effort to save gas -Also wanted to make sure he had other people with him in case the car broke down -Remembers that it was incredibly difficult to get new tires for cars during the war -As a result he had a tire repair kit to patch tires in case he got a flat (00:47:02) Coming Home -In November 1945 he took a train across the country to Great Lakes to get discharged -Saw snow that was up to the top of telephone poles in South Dakota -Enjoyed all of the train trips that he took in the Navy -After getting discharged he went home to Grand Rapids -Started looking for jobs once life settled down (00:48:37) Life after the War -His wife was a physical therapist at the Mayo Clinic in Grand Rapids -At the time only men were allowed to be department heads -Wanted to be a department head so he could be with his wife -Eventually abandoned that and decided to pursue dental school -Applied to dental school and was accepted to that at the University of Michigan -His sons became dentists and his grandson became a dentist -Started seriously dating his wife-to-be after the war -Has lived in Grand Rapids for sixty six years (as of 2015) (00:49:53) Training Accidents Pt. 2 -Felt very blessed during his training -Almost crashed on multiple occasions but managed not to -Feels that God, or a guardian angel, was watching over him �-There were a lot of crashes in the Cascade Range during rocket training -A close friend of his was killed during a training run -In Ottumwa, Iowa he remembers seeing the wreckage of a plane that had crashed -The pilot’s body had basically been meshed into the plane -So severely that if they wanted to bury the pilot, they’d have to bury the plane (00:52:30) Veterans’ Organization Involvement -He is now a member of the American Legion -Went on the Spirit of Grand Rapids Honor Flight to Washington DC in May 2015 -Chance for WWII and Korean veterans to go to DC and be honored for their service -Attended a WWII veterans’ convention in Grand Rapids -Learned about the Honor Flight there (00:53:52) Reflections on Service Pt. 2 -It taught him how to focus -Taught him about the importance of life and of the people around him -The GI Bill that he got from his service tremendously helped him with dental school -Didn’t have to pay any money for his dental school at the University of Michigan -Tends to be very thankful now -Proud to be a veteran of World War Two -Has always felt bad for the men that were 4F or the men that got washed out -Understands it was for the best though because it probably saved their lives and others � 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_OBrienR1774V Title A name given to the resource O'Brien, Robert F. (Interview outline and video) Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-22 Description An account of the resource Robert O'Brien was born on October 31, 1922 in Detroit, Michigan. His family moved to Grand Rapids, Michigan when he was a baby and he grew up there. In the spring of 1942 he enlisted in the Navy with the intention of becoming a pilot for the Navy. After receiving training in Ohio and Iowa he was commissioned as an officer (receiving the rank of ensign) in Corpus Christi, Texas and then went on to receive further training in Florida and California before being assigned to Naval Air Station Whidbey Island, Washington. He was assigned to a land based squadron, VP 199, while at Whidbey Island where he flew a Curtiss Helldiver and patrolled the waters off the northwestern coast for Japanese submarines. After the war was over he received orders to go to Great Lakes Naval Station, Illinois to be discharged and left the Navy in November 1945 with the rank of lieutenant junior grade. Creator An entity primarily responsible for making the resource O'Brien, Robert F. Contributor An entity responsible for making contributions to the resource Jones, Adam (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Navy 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 application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/169226bf749fed62cb67a682b2130c87.pdf a6c81f81d0b9014a54f07baa13e07f13 PDF Text Text Grand Valley State University Veterans History Project Chuck O’Conner (4:22) Background Information (00:02)    Chuck served in the Marines during the Vietnam War (00:03) He received the 3 purple hearts and was awarded the Silver Star for his service. (00:12) He enlisted in the Marines. He served for a total of 3.5 years. His highest rank was staff sergeant. (00:26) Overview of Service (00:50)    The largest battle Chuck was evolved in was Khe Sanh. (00:50) He was missing in action for 4 months. (00:57) He saw a lot of action in Vietnam. (1:12) Background Information (cont) (1:25)  He enlisted right out of high school in Illinois. (1:28) Return from service (1:40)        He was spit on when he returned from Vietnam to the U.S. (1:40) He was very happy and honored when the Vietnam memorial was constructed in Washington D.C. He would serve again if he had the choice to. (2:10) He made many close friends while in Vietnam. (2:40) He still attends reunions. He is a member of the American Legion, and the VFW. (3:05) Chuck was frightened his first day of service. (3:30) Chuck did see napalm but was luckily never exposed to Agent Orange. (4:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context OConnerCT Title A name given to the resource O'Conner, Charles (Interview outline), 2010 Creator An entity primarily responsible for making the resource O'Conner, Charles Description An account of the resource Chuck O'Conner enlisted in the U.S. Marines while living in Illinois and served 3.5 years in the service. During his service Chuck obtained the rank of Staff Sergeant and fought in the field during the Vietnam War. He was involved in the battle at Khe Sanh, but does not say much about it. Contributor An entity responsible for making contributions to the resource Skrijelj, Sanel (Interviewer) Snyder, Zachary (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Marine Corps Vietnam War, 1961-1975--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 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 2010-05-15 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 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/45b49b15c6ba2aa7a78defe66d898dfc.jpg 029c527e382bf2a83865044760dd73ee 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 OCreagmJohn_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource O'Creagm, John Description An account of the resource John O'Creagm, Staff Actor Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/10ed9cf314e75295859bc5f8ada974c0.jpg 226fc39db42cf30b9015147670a6dec6 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 OCreagmJohn_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource O'Creagm, John Description An account of the resource John O'Creagm, Staff Actor Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/1f39d09c91fda9f7464146ea7fdab897.m4v 62854e5bedda8fad4df04af09e117c0b https://digitalcollections.library.gvsu.edu/files/original/78cb98fbfdcff1b0ff86220ecc9f606c.pdf 556289ff7ac13bbaf15ff349a4947d5c PDF Text Text O’Dowd, Annie Grand Valley State University All American Girls Professional Baseball League Veterans History Project Interviewee’s Name: Annie O’Dowd Length of Interview: (41:09) Interviewed by: James Smither Transcribed by: Chelsea Chandler Interviewer: “Okay, now start us out with some background on yourself, and to begin with, where and when were you born?” Okay, I was born in Chicago in 1929, which is ages ago. Interviewer: “Sure, it was. Now did you grow up in Chicago, or did you move around?” I grew up in Chicago and moved out, well, when I started playing ball. Interviewer: “Okay. What neighborhood of Chicago were you living in?” I was on the south side of Chicago. Interviewer: “Okay, that’s still a pretty big area. Is there a particular neighborhood within that that had a name that you remember?” I don’t remember the name, but it was around 59th and Kedzie. Interviewer: “Okay, so it’s not all the way west of Hyde Park and places like that.” Oh, yes, west of Hyde Park. Kedzie was 3200, I think. West. Interviewer: “Okay, so it’s kind of southwest side of the city.” Right. (1:06) Interviewer: “All right, and what did your family do for a living when you were growing up?” Well, my dad was the only one that worked. Mom stayed home. He was a driver for the Chicago Tribune, and that was all the income we had until I started playing ball. And then I got my paychecks playing ball. I sent them right home to Mom. 1 �O’Dowd, Annie Interviewer: “Okay. How did you learn how to play baseball?” Well, my brother was fairly athletic, and we used to, you know, throw the ball back and forth, back and forth. And we’d run up and down the street, and of course I played with all the boys on the street. And that’s how I learned to play ball. Interviewer: “Okay, now did the boys just let you do all the same things they did, or did they make you only do certain things?” Well, I was kind of the boss. Whether they liked it or not, I really don’t know, but I was kind of the leader of our street, which was Troy Street, Chicago. (2:11) And I became kind of a leader when I played professional ball. Interviewer: “Okay, now you’re growing up, you’re playing in the street...Now were there organized sports for girls in the schools or churches or parks?” Well, when I was growing up, there wasn’t any organized ballplaying. You’d go to the park and play and play in those games, but there wasn’t any really organized ballplaying. Interviewer: “Okay, now there were kind of semi-pro softball teams. There were teams that women played on in Chicago in that period.” Yes, there were. The Chicago Bloomer Girls and the Bluebirds, I think, and I don’t know. Can’t remember the name of the other teams that they had there, but I did go to some of the ball games, and they had—I don’t know. A team like bigger, bigger women than we were. I remember the Savona Sisters, and they were big and broad and tall and heavy. I mean, they were heavy. They were sturdy women. And yeah, I used to go to watch them play. Interviewer: “Okay, now you’re growing up in the period of the Depression and World War II. Do you know if your father had sort of steady work through the ‘30s?” Oh, yes, he had steady work, and I remember getting food stamps during the wartime for sugar and meats. Interviewer: “Oh, yeah, because you had the ration cards and all of that.” Right, right, right. I remember going to the butcher store, you know, handing over my little tickets. 2 �O’Dowd, Annie Interviewer: “Right. Okay, now did you finish high school?” Oh, yes. Interviewer: “And what year did you graduate?” Oh, 1947. Interviewer: “Okay, and what did you do after you graduated?” (4:11) After I graduated, a friend of mine—You know, we’re looking for jobs, and we weren’t skilled at anything that would be—take place in an office. So we had to work in a factory. Worked in a box factory, which was—It was pretty hard work, but that’s what I did for how many years. Don’t remember that, but then I did get a job in an office for Campbell’s Soup. Interviewer: “Okay, so how did you wind up becoming a professional baseball player?” Well, I read in the paper that there were tryouts at this Marquette Park, which I lived probably a mile, and so I thought, “I think I’ll go over and try out.” I wanted to be a first baseman, but the gentleman that was running the tryouts said, “I think you have the stature of being a catcher.” So I became a catcher, which I loved. Interviewer: “Okay, now had you played catcher periodically?” Oh, no, never. Never in my life. Interviewer: “Okay, now had you continued to play those pickup games even after high school? So were you still actively playing at the time you tried out?” Oh, sure. With the boys. Interviewer: “Okay, so that was going on even though you’re getting to be close to twenty years old. But there’s still people out there playing.” Right, right. Interviewer: “Okay, and your preferred position was first base.” That’s what I wanted to be. Yeah, first baseman. 3 �O’Dowd, Annie Interviewer: “Okay, now did you have some experience in other positions?” No, none. None at all. Interviewer: “Okay, so you never played outfield, or…?” (6:05) No, you played wherever you needed to be, and that’s the position I would play. Interviewer: “Okay, so why did you like first base?” It was full of action, and I wanted to be in on everything. But being a catcher, you’re in on everything. Everything, everything. Interviewer: “Yeah, now you’re calling the game.” Right, and you’re in charge. I guess I like being in charge. Interviewer: “All right, so the scout there or whatever—the person running this—they’ve seen that. Unless it was just exactly how tall you were or something, and said, ‘Oh, you should be a catcher.’” Yes, because I had that sturdy build. I was a little heavier than I am now, and he looked at me and said, “Oh, no, you’re going to be a catcher.” So then I was. Interviewer: “Okay, now when you went to this tryout, about how many women do you think were there?” Good question. I would say between twenty-five and fifty. Interviewer: “Okay, so a reasonable number of people. Now were a lot of them softball players, or do you not know?” Probably all of us were softball players. Interviewer: “Okay, so were you playing softball, too?” Oh, yes. Interviewer: “Okay, and was that still just the unorganized games?” 4 �O’Dowd, Annie Right, unorganized games. Interviewer: “All right, but when you were playing with the guys, were you sometimes playing baseball rather than softball?” No, mostly softball. Interviewer: “Okay, so your experience is in softball, but—So when you were actually trying out for the baseball, were they using now regulation sized baseballs, or was the league all the way there yet, or…?” No, the size of the ball was ten inches when I played, and you get used to playing with whatever size it is. (8:02) Interviewer: “Sure, because I think a standard baseball is nine inches, but softball in Chicago was as big as sixteen.” Oh, yes, and that was Chicago ball. They called it Chicago ball, which was what my brother played on, and he was very good. But that was a great game, Chicago ball. Interviewer: “Yep. All right, so this is spring of ‘49 now that you’re trying out?” Mm-hmm. Interviewer: “Okay, and do they tell you right away that they’re taking you, or do you have to wait?” I think they said I made the team, and I was very excited and went home and told my parents. And I waited until whatever was coming next. Interviewer: “So what does come next?” Well, next they said, “We’re going to go to spring training.” And I can’t remember exactly where that was, but I had to go away. It was out of town. Interviewer: “Did you go south for spring training?” It wasn’t very, very far away. I believe it was south. Interviewer: “But it wasn’t like North Carolina or Florida or some place like that.” 5 �O’Dowd, Annie No, no, no. No, no, no. Interviewer: “Okay. Well, that’s the kind of thing that gets looked up because it did move around quite a bit, and it was done different ways in different years.” Yes, right. I never got—When I saw the film, there were a lot of ballplayers. Everybody was in one place. When I went to spring training, it wasn’t that way. There were, you know, just a couple of teams. Interviewer: “Okay, so what team were you assigned to, or did you not have a team yet?” Well, when I first started, it was the traveling team, and I was on the Chicago Colleens. Interviewer: “Okay, now explain a little bit what the traveling teams were.” Oh, that was so much fun. It was really a lot of fun. You get in the bus, and you go to your destination. And we traveled to twenty-seven states in all, but it was fun riding the bus. (10:10) You’d sing and try to sleep and stop to go to the bathroom, and it was just a load of fun. Interviewer: “Okay, and what was the purpose of these teams? Because these are not the regular league teams.” No, this was like a—What do they call it in real baseball? Interviewer: “Minor League?” Minor League. Thank you. Minor League, and, you know, you just play ball, and when they thought you were good enough, they’d send you up to the big leagues. Interviewer: “All right, because you had to kind of make the transition to playing, essentially, baseball rather than softball. Now were you older than a lot of the other players on those traveling teams?” Maybe a year or two. Interviewer: “Okay, because some of them talk about joining when they’re in their midteens.” Oh, no, I wasn’t that young. 6 �O’Dowd, Annie Interviewer: “Yeah, but some of them, you know, may have been. Okay, but you didn’t feel like you were a whole bunch older than they were.” Oh, no, not at all. Interviewer: “All right, now you’d go to a particular town on this tour, and then what happens?” Well, they put us up in a hotel. You’d go to your room, and then they’d tell you what time we were going to play ball the next day, and we would prepare for that. And the rest of it was, you know, do what you want, but you have to be back in your room by such and such time because, you know, there was a curfew. Interviewer: “Right, yeah. Now the league is sort of famous for having a lot of rules and regulations to govern what the player did, so which of those rules were still in place when you joined?” Well, the rules were you had to be in your room by such and such time. You could never wear slacks or anything. You always had to be in a skirt, which was not much fun, because today’s day and age, everybody wears long pants. (12:07) And the skirts were pretty hard to play in because, you know, you would get slide, and you would get strawberries, and that wasn’t any fun. But if your arm was sore or anything, the chaperone would come and give you a nice rubdown. And there were times when you didn’t have a sore arm, but you still wanted a rubdown, and that was the good part. Interviewer: “And then were there rules about—Did you have to wear makeup when you were out in public or that kind of thing?” Well, we didn’t have to wear makeup, but we had to be ladylike, and I did go to charm school. Interviewer: “I thought that the charm school had ended. It goes out at some point, but now were they doing the charm school when you were doing spring training, or…?” Yes, they had charm school when it was spring training. And yeah, you had to walk around with the book on top of your head. You had to learn to sit like a lady and walk like a lady. It was very good for you. Yeah. Interviewer: “All right, now did you have any troubles transitioning from softball to baseball, or was that easy?” 7 �O’Dowd, Annie Well, at that age it would be easy. Yeah, you didn’t even think about it. You just did it. It came automatically, really. Interviewer: “Okay, and what about learning to play catcher?” Well, that was something altogether new to me, and it wasn’t easy. The hardest part was keeping your eyes open when a bat was coming into sight. You know, you’d go like this, and if they popped it up, you didn’t know where the ball was. So you learned how to keep your eyes open. (14:01) Interviewer: “Okay, now did they have you calling pitches, or…?” Oh, yes. There weren’t that many pitches as there are today, but there were some. Interviewer: “Well, what would pitchers normally throw?” Fastballs. Normally they would throw fastballs. They would throw curves. Interviewer: “So at that level, it was—Normally they would just throw fastballs, and then would you call for location, or…?” Oh, yes, you’d call for location. And they did have curveballs and changeups and knuckleballs, but there weren’t any sliders or those types. We didn’t have that. Interviewer: “Okay, and was there more variety of pitches when you actually got to play with the regular teams? Did you now have pitchers who could do more things?” No, I don’t think so. I think it was what you learned at spring training is what you brought to the big leagues. Interviewer: “Okay, now how long did you stay with the traveling team? Was it a full season?” Oh, yes. Oh, yes. Yeah, that was a full season, which the seasons weren’t that long. Interviewer: “And what part of the country were you traveling around in?” Mostly Midwest and east. Oh, we’d go south, too. We were in South Carolina, and east, we were in New York, and then the Midwest. (16:03) 8 �O’Dowd, Annie Interviewer: “Okay, and what kind of audiences did you attract?” Oh, there were good, good audiences. There were—I don’t know. I would say maybe five thousand people per game. Interviewer: “Which is pretty good even today for a lot of Minor League teams, so...Okay, and you were getting that back then. All right, and did you get local press coverage at all? Did you ever get interviewed?” Yes. No, I didn’t get interviewed, but they did take a lot of pictures. And I was on one of the brochures that they’d put up for a game, and that was nice. Interviewer: “All right, now when you’re thinking about the time that you spent with the traveling team, are there any particular memories or things that stand out for you?” On the traveling team? For myself? Interviewer: “Yeah.” Yes, there was one day I was playing, and it was very hot. And it was a doubleheader, and I had to catch both games. And somebody hit a popup, and I went for it. And I lost it in the sun, and the ball came right down on my eye. And I had a big shiner, but I continued to play. Interviewer: “Yeah, they might have taken you out today, but you stayed in.” No concussion. Interviewer: “Okay, that’s good anyway. All right, so you did one season essentially with the traveling team.” You would say that, maybe. I think maybe a year and a half. Interviewer: “Okay, because we have your dates recorded as sort of ‘49 through ‘51. That includes the time with the traveling teams?” Yes. (18:08) Interviewer: “Okay, so what were they paying you at that point? Do you remember?” 9 �O’Dowd, Annie It was...God, I can’t remember these things. I think I got a salary of $105 a week, and traveling money...Oh my god. Three dollars a day for food. And I thought, “Three dollars a day for food? That’s a lot of money.” Interviewer: “What would that buy?” Oh, you could go to a restaurant—twenty-five cents for a hamburger, five cents for a Coke—and it was cheap back then. Interviewer: “Okay, now eventually you go to the big leagues, basically, and what team did you play for first?” The Rockford Peaches. Interviewer: “Okay, and when you got there, were you a reserved player, or did you start catching right away?” No, I was second string—reserved—because I was a rookie. And I didn’t like sitting on the bench. For sure. But, you know, I did my sitting out and finally got to catch on a regular basis. Interviewer: “Okay, now who was pitching for that team at that time?” Oh, too hard of a question. Interviewer: “All right. How was life different when you’re playing on one of the regular teams than it was on the traveling team?” Well, actually the traveling team was more fun, and we were closer together. And when I went up to the big leagues as they call it, I didn’t really know anyone. (20:03) So it’s kind of hard. Interviewer: “And what kind of living situation did you have?” They arranged for us to stay in people’s homes, and so we had, you know, our own little bedroom and bathroom, which was very nice. Interviewer: “Now were there other women from your team staying at the same place you were, or…?” No, I was the only one. 10 �O’Dowd, Annie Interviewer: “Okay, and what was the family like that you were staying with?” Oh, they were as sweet as can be, you know. “Everything okay?” “Oh, yeah, everything is fine. Thank you.” And they didn’t bother you if you didn’t want to be bothered, but they were very sweet. Interviewer: “Okay, and so did they live close to the ballpark, or could you walk there, or did you have some other way to get there?” You know what? I don’t recall. I don’t recall that. I probably walked there. Interviewer: “All right, and do you have a sense of how well the team was playing? I mean, do they have a winning record while you’re with them, or…?” Too hard of a question. Interviewer: “Okay, now when you had to go and play road games, how would you get there?” On a bus that they got. Everywhere we traveled it was on a bus. Interviewer: “And how long were those bus rides?” Oh, sometimes they were very long. Eight hours, ten hours. Yeah, they were—But not in the big leagues because all the teams were in the Midwest, so that didn’t take long at all. Interviewer: “Okay. Well, Rockford to Grand Rapids at that point might have been four hours or something like that.” Right. Yeah, that was probably one of the longest rides. Interviewer: “Okay, and at that point—Do you remember some of the places you played? I mean, there was Grand Rapids…” Oh, yeah. Muskegon. (22:01) Racine. Interviewer: “I guess Fort Wayne and South Bend, maybe.” Oh, yeah, Fort Wayne, South Bend. You know, the memory button’s not too good anymore. 11 �O’Dowd, Annie Interviewer: “Okay, now were you a good defensive catcher?” I thought I was. I don’t know what the team thought, but I thought I was good at it. Interviewer: “Okay, well, one of the things the league is famous for is having women steal bases. It was one of the first things that separated you from women’s softball. So could you throw runners out?” Oh, yes. I would catch them leaning on first base and get them out. Interviewer: “Okay, so you do pick off a thrower first.” Right, and one of the things I used to do is I’d look at the pitcher and throw to first base. And that’s the way I caught them off base. Interviewer: “Okay, and did you have much success throwing them out at second?” Oh, yeah. Oh, yeah. I had a fairly good arm. Interviewer: “Okay, now in the league, did the baserunners—Did they have a sense of who the good catchers were?” Oh, I think so. Interviewer: “So they were a little more careful about who they would run on.” I would think so. Yes. Interviewer: “Okay, and were you a good hitter?” You know, I was a fair hitter. I don’t like to say I was excellent. I was decent. Interviewer: “Okay. Do you remember what your batting average was overall, or…?” Well, overall I think I was around 270. Interviewer: “Okay. And even today that’s pretty good for a catcher.” 12 �O’Dowd, Annie Yes. It’s not on the back of the card, though, that I hit that well. But it seemed to me I was always in cleanup, and I don’t think cleanup hitters are, you know, 240, 250. And on the back of the baseball card that’s what it was, and I know I was a better hitter than that. (24:08) Interviewer: “Well, some kind of hitters are power hitters. Did people hit a lot of home runs in that league, or were there not very many?” Some of the women, yes. There were some very, very good hitters that hit home runs. I was not a home run hitter. I was kind of line drives—left, center, and right—and I could hit to any field. I feel like I’m bragging about myself. Interviewer: “No, no. Our problem in doing these interviews is that people don’t want to say enough about themselves. They’re too modest. But we want to know this stuff. All right, now catchers are supposed to be slow.” Oh, and I was slow. Interviewer: “Okay, so you’ve got that one down.” I was as slow as a catcher usually is. Interviewer: “Now would you steal some bases anyway?” No, I was never a base stealer. I’d run as hard as I could, but I wasn’t a base stealer. Interviewer: “All right, now you started out playing for Rockford. And did you start playing catcher regularly for them, or did you do that at other teams later?” As I said before, I was on the bench when I first came out, but then to be a regular later. Interviewer: “But you were a regular for Rockford for a while?” Maybe the last part. The last month I was there. Interviewer: “Okay, now did you play a full season for Rockford, or did they trade you somewhere else?” No, I think I played a half a season for Rockford, and then they so-called traded me to Racine, and there I became first string. 13 �O’Dowd, Annie Interviewer: “Okay, and that all may have been designed. The league, I think, assigned people. They tried to get them…” Right. They wanted the teams to be even, and that’s why you got traded more than once. Interviewer: “Okay, now did you have pretty much the same experience in Racine as in Rockford, or did you like it better there, or…?” (26:15) It was about the same. I got to know a few of those players a little bit, Sophie Kurys being one. The base stealer of all times. Yeah, I got to know her a little bit then. That was nice. She was a nice lady. Interviewer: “All right, now how long did you stay with Racine?” Oh, you ask these hard questions all the time. Interviewer: “Well, was it sort of the rest of one season and then on somewhere else, or…?” I probably played there for a season, and, as I said, I don’t remember. I think it was Kalamazoo, but I’m not sure about that. Interviewer: “Okay, but the last team you played for was the Lassies regardless of where you were.” Right, right, and then I thought, “Well, I better stop having all this fun and get a real job.” So I stopped playing ball and got a real job. Interviewer: “Okay. I mean, it was a real job in the sense that it paid pretty well.” Right. I don’t think it paid as well as playing ball, though. Interviewer: “Well, no. That’s actually what I was saying. So why wasn’t playing ball a real job?” It was too much fun. I mean, it wasn’t like a job at all. I mean, it was just fun. Fun, fun, fun. Interviewer: “Okay, now while you were playing—this was kind of through ‘51—were the teams still getting good attendance?” 14 �O’Dowd, Annie Yes, they were. You know, I couldn’t tell you what the attendance was, but there were a lot of people out there. Interviewer: “Okay, but you didn’t have a sense yourself that the league was in trouble, or…?” No, not at all. No sense of that whatsoever. (28:03) Interviewer: “Okay, so for you...was maybe just going and getting maybe a grown-up job, or…?” Well, I thought it was a grown-up job where you had to get up at seven in the morning and go to work. Interviewer: “Okay, now did you go back to Chicago to work, or did you go somewhere else?” Oh, back to Chicago. Interviewer: “Okay, and what kind of job did you take?” Well, I worked in the factory, and, you know, it was eight to four whatever. And it was not fun. It wasn’t as much fun as playing ball. Interviewer: “Okay, and so how long did you stay with that?” Let’s see. I worked in the box factory probably a couple of years, and then I went to Campbell’s Soup. And I was in the offices. A clerk. And then in my mid-20s, late 20s, I became a supervisor, an office supervisor. And from there on I got a job as a buyer for Ameritech Communications, and I ended up pretty high on the bracket. Interviewer: “Okay, so after you left the league, I mean, did you talk to people about having played baseball, or did they even know you did that?” People didn’t know I did it, and I didn’t talk about it because I thought people back then would think, “Oh my god, she’s so boyish or mannish.” I didn’t want to talk about it because they didn’t look up to people then or to women then. (30:02) It was all, you know. “Oh, you did that?” Interviewer: “Women weren’t supposed to do what men were doing.” 15 �O’Dowd, Annie Exactly. So never ever talked about it until 1992 when the movie came out, and that was excellent. Interviewer: “Okay, now when they made the movie, you know, they brought in some of the former players, and some of them helped train them, and they had events and things like that. Did you get invited to participate in any of that?” Well, I was there when they were shooting in Cooperstown, and you participated a little, you know. But I never really consulted or anything like that on the movie. Interviewer: “Okay, so how did they know to contact you? Had you stayed in touch with any of the players, or did the league have an organization that you were a part of by then?” I think the league… Interviewer: “Okay, so basically the league—They’re organized on some level. They’re trying to find people. So they find you at that point, and then you kind of get reconnected with them at that point. And so what do you think was sort of different from your experience to what’s in the movie?” (32:21) I think the movie was fairly correct except we didn’t have a pitcher or catcher that were sisters. They made that part up. Interviewer: “Yeah, but that was also supposed to be the first season, and you weren’t there yet. But yes, they made that up.” Yeah, but the good part of the movie was when the catcher went to get a foul ball. She did the splits. Well, I did the splits, and I was proud of that. Interviewer: “Okay. Do you remember who you had for managers?” All I can remember is Lenny, and I can’t remember his last name. And Max Carey. And I can’t remember the name of the Rockford Peaches coach. Can’t remember. Interviewer: “Okay. Did the managers do a good job?” As far as I was concerned, they did a fairly good job. I did not get to know a lot of pointers, which I thought I would get, but I didn’t get that many pointers on how to catch. I just kind of self-taught myself. 16 �O’Dowd, Annie Interviewer: “All right, and then I guess the other thing I wanted to ask about and hadn’t throw in here yet—I mean, you mentioned the chaperones briefly. You know, what did their duties consist of, and what did you think of them?” Oh, I liked the chaperones. Well, you know, they told you when to go to bed and what the schedule was for the next day, and they weren’t really too bad. They weren’t too tough on me. Of course, I never did anything wrong. Interviewer: “Well, you were also old enough and principled to kind of look after yourself anyway.” Right. Interviewer: “Okay, now the movie kind of depicts them as more sort of schoolmarmish or something like that. Well, do you think that part was fair?” (34:31) I think some of the chaperones were that way, yeah. I didn’t run into those. Interviewer: “All right, so once the movie comes out, now did you get people starting to contact you or get you to go places or do things or sign autographs or that kind of thing?” No, but—Not to sign autographs, but I did—And I still get mail to sign, you know. Baseball cards. Interviewer: “Right. So you’re on the list.” Yes, I’m on the list. Yeah. I get what? Maybe two a week, which is astonishing to me that people are still looking for autographs from 1949. Amazing. Interviewer: “All right. Now we’re doing the league’s reunion in Sarasota in 2016. Have you been to many of their events or reunions or…?” The only one I was—that I attended was probably one of the first ones in 1986 in Chicago. Interviewer: “Okay, so you were connected to them. That’s well before the movie.” Yes, yes, yes, yes. 17 �O’Dowd, Annie Interviewer: “So that would be how they find you at that point. Okay, so why did you come this year?” Because I live in the Villages, and this is only a couple hours away. So I can get a friend to drive me down here, so I thought this would be a good time to come. (36:13) I am going to Florida— Miami—for the next one. Is it the reunion? Interviewer: “The FanFest.” FanFest. Interviewer: “The big baseball FanFest. Okay, now after the movie came out, did you tell anybody at that point?” Oh, yeah. Then I was very proud of what I did. And yeah, I said, “Did you see the movie A League of their Own?” “Oh, yeah.” “Well, I was one of the original ballplayers.” Yes, I was very proud of that. Interviewer: “Oh, good. All right, to think back at the time then that you spent playing ball, I mean, what do you think you took out of that, or what did you learn from it?” Well, I learned to be patient and be more truthful with people. Not that I was not truthful, but I feel like I was more truthful then. And what else? I don’t know. Interviewer: “Well, do you think it helped you at all—your career afterward, especially as you sort of moved up and got more responsibility?” Well, as I said, I was kind of a team leader, and that’s how I was when I got into the office work. And I became, you know, a manager. And people like me because I was fair. I was hard when I had to be, but I was very fair. And I think I got that from playing ball. Interviewer: “All right, now if you think back over your playing career, and you think back just to that time, is there anything else that kind of stands out in your memory there that you haven’t brought into the story yet? (38:19) Events or people or impressions of things?” Well, I was very impressed when I went to Yankee Stadium. Interviewer: “Talk about that. Why did you go to Yankee Stadium?” 18 �O’Dowd, Annie Well, there was the traveling team then, and it was just amazing to see all the old ball players up there. Just—It was—I can’t explain how I felt. Interviewer: “Now did you play a game there?” Yes, played a game in Yankee Stadium. And don’t remember if I got any hits or anything like that, but it was... Interviewer: “All right, now were you doing your game as like an exhibition before a regular game, or were the Yankees not there that day, or…?” I don’t think the Yankees were in town that week. Interviewer: “Okay, so you don’t remember meeting any of them or anything like that?” No, I don’t. Interviewer: “Okay. Do you remember if you went to any other Major League stadiums? Went to Washington or someplace else?” I think it was the Washington Senators then, and Connie Mack, I think, was still managing then. Did I meet him? Don’t recall. It’s awful. I don’t recall a lot of things. Interviewer: “All right. Well, he would have been kind of old by then.” Yes, he was pretty old. Interviewer: “But he did that a long time. Yeah, I guess we normally associate him with Philadelphia, but if you were going up the East coast, you might have gone there, too.” (40:08) Well, didn’t he—Wasn’t he a manager for the Washington Senators? Interviewer: “He might have been. I’m too young to remember Connie Mack.” Oh, now you’re bragging. You’re too young. Interviewer: “Yeah, yeah, I know. All right, but I had heard of him in association with Philadelphia Athletics, but anyway. Okay, so yeah, you got to see a good chunk of the country along the way there.” 19 �O’Dowd, Annie Twenty-seven states. Interviewer: “All right. I think we have pretty much covered what I had in mind. Anything else we ought to be talking about?” I think you should interview Jill. Interviewer: “All right. Anyway, I would just like to close this by thanking you for taking the time to talk to me today.” Oh, you’re entirely welcome. 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 All-American Girls Professional Baseball League Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The All-American Girls Professional Baseball League was started by Philip Wrigley, owner of the Chicago Cubs, during World War II to fill the void left by the departure of most of the best male baseball players for military service. Players were recruited from across the country, and the league was successful enough to be able to continue on after the war. The league had teams based in Wisconsin, Illinois, Indiana and Michigan, and operated between 1943 and 1954. The 1954 season ended with only the Fort Wayne, South Bend, Grand Rapids, Kalamazoo, and Rockford teams remaining. The League gave over 600 women athletes the opportunity to play professional baseball. Many of the players went on to successful careers, and the league itself provided an important precedent for later efforts to promote women's sports. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-58)</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 Sports for women World War, 1939-1945--Personal narratives, American All-American Girls Professional Baseball League--Personal narratives Oral history Baseball players--Minnesota Baseball players--Indiana Baseball players--Wisconsin Baseball players--Michigan Baseball players--Illinois Baseball for women--United States Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Identifier An unambiguous reference to the resource within a given context RHC-58 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2017-10-02 Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) 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-58_ODowdA1971BB Title A name given to the resource O'Dowd, Anna (Interview transcript and video), 2016 Creator An entity primarily responsible for making the resource O'Dowd, Anna Mae Description An account of the resource Annie O’Dowd was born in Chicago, Illinois, in 1929. She graduated from high school in 1947 and worked in a box factory before trying out for the All-American Girls Professional Baseball League in 1949. She was initially placed in the Chicago Colleens, a travelling team (similar to a minor-league team), and played with them for a season. After the Colleens, she joined the Rockford Peaches and played with them for half of a season. The final team she played with was the Kalamazoo Lassies in the early 1950s before leaving the League. Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Baseball players--Michigan Baseball players--Wisconsin 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 2016-10-21 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-55)</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/32407897edaf9b69f795052ccdb2663a.jpg 346a5f5e93404263a69a7b4d0959170e 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 OHaraNorbert Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource O'Hara, Norbert Description An account of the resource Norbert O'Hara, Geology 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 https://digitalcollections.library.gvsu.edu/files/original/d4efd1569c575b6dde612149cfa8bbed.m4v a1f17016b739860bc9f092dcbc95e013 https://digitalcollections.library.gvsu.edu/files/original/c3041d5fccba1e526ab69c2375c0463e.pdf a4566188417be7a6015f2632efac67b1 PDF Text Text Grand Valley State University Veterans’ History Project James O’Malley Korean War 1 hour 19 minutes 47 seconds (00:00:13) Early Life -Born in Chicago in October 1932 -After nine years, his family moved to Appleton, Wisconsin -Father ran a nightclub -Lived there until he joined the military -Parents lived there until he returned from the military -Moved back to Chicago -Uncle had owned the club and convinced James’s father to move to Appleton -Lied and told James’s father that he could become the owner of the club -His father had worked as a car salesman before the Great Depression -During the Great Depression, the milkman delivered milk regardless of pay -Believes that the milkman’s kindness probably kept him from starving as a baby (00:02:02) World War II -Remembers hearing about the attack on Pearl Harbor -Heard the news on the radio -He was nine years old and didn’t fully understand the level of devastation -Played “war” with his friends -One side was American, the other German, and the Americans always won -The older he got, the more attention he paid to the war -The war dominated the news and movies (00:03:10) Enlisting in the Navy -Graduated from high school in 1950 -Received a football scholarship for St. Norbert College in De Pere, Wisconsin -Studied there for a semester -Played as a defensive specialist, but was too small to be effective -Lost his scholarship -The Korean War had begun in June 1950, and the draft was active -Didn’t want to get drafted into the Army -Decided to enlist in the Navy in early 1951 -Inducted in April 1951 (00:04:37) Basic Training -Sent to Great Lakes Naval Station, Illinois, for basic training -Not as strict or difficult as Army or the Marine Corps �-Did a lot of marching -A lot of classroom instruction -Knot tying -Navigation -Received rifle training with the M1 Garand rifle -Received some Morse code training -Everybody got basic instruction with it -Adjusted well to life in the Navy -Didn’t get homesick -High emphasis on discipline and following orders -A lot of men were destined for smaller units where obedience was key -More interaction with officers -Basic training lasted about six (or eight) weeks (00:07:55) Pre-Flight School -No choice given to select advanced training, just went where you were ordered -At the beginning of basic training, he took a series of aptitude tests -Designed to figure out intellectual strengths for a good assignment -Didn’t always work out that way, though -For example, he got an assignment for heavy mechanical training -Received orders for Pre-Flight School at Naval Air Station Jacksonville, Florida -Learned about flight regulations, Morse code, and some physics courses -Emphasized the importance of safety around aircraft -Told that a running propeller on an airplane would kill a man -Received some radar training -Learned about flight operations, specifically how to use the radio -Not taught how to fly an airplane -Taught how and when to abandon an aircraft -Only abandon the plane if it was on fire -Try to avoid ditching a plane over water -In the P2V-5 Neptune, you had seven minutes before it sank -Fuselage was thin enough to cut through with a knife -Allowed to go off the base on liberty -Had classes in the day and most nights off -Pre-Flight School lasted three months (00:13:08) Aviation Electronics School -Sent to Aviation Electronics School at Naval Air Station Memphis, Tennessee -Learned how to operate and repair electronics equipment -Training lasted three months -Grew more confident with technical work as he did it -Using simple electronics at the time �-Learned about radar, radio, general electronics operation and repair (00:15:16) Segregation -Noticed the segregation in the South -Went into Memphis for USO Shows -He and a friend were on a bus and they took a seat in the back -Driver stopped the bus and told them to move to the front -Back seats were only for black passengers -James and his friend refused to move -Driver got a police officer who told them to move, leave, or go to jail -James and his friend decided to just walk -Noticed the “white” and “colored” drinking fountains and business entrances -Difficult for him to understand segregation -The armed forces were technically integrated -Segregation and discrimination still existed -For example, black servicemen were given menial roles -It took a while for segregation to practically come to an end (00:18:30) Stationed in Hawaii & Assignment to Squadron VP-22 -Given a choice: be stationed at Norfolk, Virginia, or Hawaii -Heard that the community in Norfolk was anti-Navy and knew Hawaii was beautiful -Decided to go to Hawaii -Sailed to Hawaii -First time on a large ship -Assigned to Squadron VP-22 at Naval Air Station Barbers Point on Oahu, Hawaii -He was assigned to an aircrew on a P2V-5 Neptune -Served as the radar operator -The P2V-5 Neptune served as an anti-submarine patrol bomber -Twin-engine, land-based aircraft -Had two, 20mm cannons, two .50 caliber machineguns, and other turrets -11-man crew for longer missions, and 7-man crew for shorter missions -Had radar, sonar-buoys, and sonar on the plane (inaccurate at the time) -Had a 500-pound magnetic mine -Stationed at Naval Air Station Barbers Point for five months -Did training flights every third day -Each one lasted one to three hours -The rest of the time on duty he helped maintain aircraft and the base -Allowed to go on liberty -Hawaii was the best place for liberty -Half-hour drive to Honolulu -Flew to, and over, Hawaiian Islands -Saw the Mauna Loa volcano from the air �-Went to the resort on Waikiki Beach -Remembers spending Sunday mornings watching the ocean, drink in hand -Some civilians didn’t like the military personnel because they caused trouble sometimes (00:25:24) Stationed on Okinawa Pt. 1 & Recon Missions -Sent to Okinawa and flew missions off that island -Patrolled the Chinese coast -Acted as a spy plane because neither China or North Korea had submarines -Reported shipping and troop movements -Chinese had antiaircraft batteries along the coast -Learned to fly out of range of Chinese .50 caliber machineguns -Chinese replaced those guns with 37mm cannons -His aircraft came under fire, but was never hit -Regularly took antiaircraft fire on missions -On one night patrol, they wound up deep inland -Flying without visuals because light would have given away their position -Avoided Chinese MiG-15s and YAKs (Soviet version of the P-51 Mustang) -Antiaircraft was more of a threat -Chinese pilots usually just taunted them and made obscene gestures at them -Seldom flew over land, and when they did it was by mistake -On the night patrol, they got blown off course -Had to fly at 500 feet to stay below Chinese radar -Got 50 or 70 miles inland -It was pitch dark and they were in a mountainous area -He used his bomb radar to help guide the plane out of the region -45 minutes later they were back over ocean and out of Chinese airspace -Scariest patrol even without enemy contact -Saw the runs along the coast as more adventurous than threatening (00:34:16) Casualties -Lost some planes during patrols -Missed one patrol, and the plane he was supposed to be on was shot down -Lost two or three planes due to antiaircraft fire -He was supposed to be on the plane that was shot down -Saved by going to the Philippines and having too much fun there -Punished by flying back to Okinawa in the cramped nose turret -Activated a cyst in his spine -Stayed in the hospital for a bit, but nobody talked to him -Nobody wanted to tell him the plane had been shot down (00:37:38) Taiwan -Flew around Taiwan, and landed there one time -The Taiwanese didn’t trust Americans �-Ordered to stay by their aircraft -Placed under guard by Taiwanese soldiers -Flew patrols looking for signs of hostility between China and Taiwan -Supposed to stop an invasion if the Communists or Nationalists tried to attack the other -He felt their chances of stopping an invasion were slim to none (00:39:58) The Korean War -Followed the course of the Korean War -If something happened in Korea, it affected them -Remembers President Truman firing General MacArthur -Servicemen were either disappointed or jubilant -The World War II veteran were happy with the decision -Still on Okinawa when the armistice was signed on July 27, 1953 -Tension decreased -Chinese stopped shooting at American aircraft -Shortly after the armistice, his squadron returned to Hawaii (00:41:48) Downtime on Okinawa Pt. 1 -Spent eight months on Okinawa -There wasn’t a lot to do when they weren’t flying missions -There were brothels outside the base, but he didn’t partake -Whiskey only cost $5 a gallon -Beer was available too -Had some theatres on the island -There were post-exchanges (PXs) to buy simple luxury goods (candy, cigarettes, etc.) (00:42:48) Civilians on Okinawa -Had civilians working on the base at Okinawa -Worked in the mess hall as servers, dish washers, and janitors -Cut the grass -Long lines of people using shears to cut the grass -The Ryukyuans were like the Japanese, but considered themselves different people -They were hardworking people -The Okinawans liked the Americans -Remembered the brutality of the Japanese occupation -Okinawans were massacred by Japanese soldiers near the end of WWII -Americans were viewed as liberators by the Okinawans (00:45:11) Stationed on Okinawa Pt. 2 -Did a lot of training on Okinawa -Did gunnery training on Okinawa with riot guns (modified shotguns) -Shot skeet and had perfect scores because of the widespread of shot -He and two other friends got lost returning from gunnery training -Walked through a village and the villagers lined the street to watch them walk through �-Learned later that it was the only communist village on Okinawa -Villagers were afraid of armed Americans coming through their village (00:46:54) Downtime on Okinawa Pt. 2 -Saw one USO Show during his time on Okinawa -Tennessee Ernie Ford with Gene Krupa and Buddy Rich (famous drummers) (00:47:38) Reassignment to Naval Air Station Glenview -Retuned to Hawaii after the Korean War -Stayed there for a couple months -Father wrote to him to say that his mother was dying -His father petitioned the Red Cross to get him reassigned -Would have taken six months to get reassigned -His father wrote to a friend, which led to contacting the Chief of Naval Operations -James received transfer orders to Naval Air Station Glenview, Illinois -Signed by Senator Joseph McCarthy -Good to Wisconsinites, bad for America -Worked in the electronics shop at NAS Glenview and also stood guard -Sometimes worked as the chauffeur for Admiral Daniel Gallery -Remembers Admiral Gallery giving orders to the fleet from the backseat of the car -James completed 24 combat missions qualifying him for an Air Medal -Other members of Squadron VP-22 were simply handed their Air Medals -James was awarded his Air Medal by Admiral Gallery during a ceremony -While at NAS Glenview, he realized that he was ready to be done with the Navy -He was one of the few regular Navy personnel stationed at NAS Glenview -Near the end of his time there, Chicago was hit by a bad snowstorm -Navy personnel were used to plow the streets of Chicago (00:53:40) Stationed at Naval Air Station Glynco & End of Service -Sent to Naval Air Station Glynco near Brunswick, Georgia, as his final duty station -Checked in at NAS Glynco and the personnel officer reviewed his record -He was the only serviceman qualified to operate a snowplow in Georgia -There were only two aircraft at NAS Glynco and only two pilots -One was a regular plane and the other was a helicopter -He added some electronics to the helicopter and to the headquarters building -Played a lot of football -NAS Glynco was a LORAN base -Primitive version of a global communications network developed in WWII -The LORAN transmitter was on a ten story-high blimp hangar -One of his jobs was checking on the transmitter -Had to climb a ladder to get to the roof -Worst job that he had in the Navy, since he hated heights -Navy occasionally brought out the blimps for missions �-Had been used as antisubmarine aircraft -NAS Glynco was in a beautiful part of the country -Near Jekyll Island and places popular with millionaires -Fifty miles north of the Florida border -Easy to drive down to Florida and enjoy the beaches on the Gulf of Mexico (00:57:35) End of Service -There wasn’t a lot of pressure to reenlist -When he was being discharged, he was asked about his plans after the Navy -Said that he wanted to return to college, which ended discussion about reenlisting (00:58:20) Life after Service -Returned to Chicago to study at Loyola University -Studied English and intended on becoming a teacher -At the end of his course work, he was told he would need to stay another year -This would have been to get his teaching certificate -Was married, had one child, and had another child on the way -Decided that he didn’t want to spend any more time in school -Moved to Michigan and worked for a variety of companies -Did sales management and advertising management -In 1996, he visited a friend who was the principal at Lake Michigan Catholic School -Secretary asked if James would teach, but he explained he didn’t have a certificate -Told he could be a substitute teacher for 90 hours, then become permanent -Eventually became a permanent teacher at Lake Michigan Catholic -He also coached track and football (01:00:27) Reflections on Service -Felt that the Navy was good for him -Believes that it helped him mature -Learned there were more serious things than being good at football -It was a positive experience for him -Learned that the harder he worked, the better off he was -Didn’t change his core personality (01:01:15) Maneuver Accident -In Hawaii, the Navy wanted to create a plan to prevent being caught off guard again -Memories of Pearl Harbor were still fresh -Plan was to send three American submarines out to sea, then sneak into Pearl Harbor -The 7th Fleet was tasked with finding and “destroying” the “enemy” subs -Squadron VP-22 was to lead the maneuver since they were an antisubmarine unit -James was on radar when he saw a blip on the screen -No “friendly” ships supposed to be at the blip’s location -Asked the plane commander to verify the target, which he did -They then began circling the target �-The copilot had an extremely bright searchlight -Once they got low enough, he turned on the light -Discovered it was the SS Lurline, flagship of the Matson Line -All the people on deck were temporarily blinded by the searchlight -They had wandered into the maneuver zone by accident -When they returned to base they were greeted by very unhappy high-ranking officers -Expected to be sent to prison -Matson Line clarified that they had made a mistake, not James’s plane -Saved James and the rest of his crew from being punished (01:05:25) Misidentified Targets -One night, a military cargo plane spotted a possible enemy submarine near Hawaii -James and the rest of the crew got out of bed around 3 a.m. then took off to investigate -Once they had a visual, they discovered that it was a whale -Cargo crew was sufficiently embarrassed -Would’ve found the situation funny if he hadn’t been so tired -On another patrol, they found an actual submarine -Discovered it by pure luck -Contacted the submarine on radio and ordered them to identify themselves -Came back as an American ship (01:07:42) Supply Drop Mission -There was a troopship bound for Japan when it experienced a cholera outbreak -James’s plane was tasked with flying the medicine out to the ship -The flight was so long they had to stop at Midway to refuel -Successfully dropped off the medicine and returned to base (01:08:45) Flight Specifics -On regular, non-recon flights, they flew higher than 500 feet -Usually flew at about 1,000 – 2,000 feet, and sometimes even higher (01:09:30) Getting a New Plane in Oakland -Sent to Oakland, California, to get a new P2V-5 Neptune -Flew to California in a Martin JRM Mars seaplane -The officers got to be in the passenger area, and the enlisted men stayed in the hold -Cold, couldn’t smoke, and didn’t have regular seats -Halfway through the flight, their pilot came down to tell them about the passenger area -James decided to go up to see if the radar operator wanted a break -Gave James a chance to have a smoke and sit in an actual seat -Radar operator came back so James could nap in a bunk -Returned to the hold and was greeted by disgruntled crewmates -Angry that he left them in the hold, but eventually forgave him -Once they got to Oakland they had to test the plane -He was smaller, so he was placed in the nose turret for the test flight �-He rotated the turret down, and it felt like he was going forward off the plane -Thought it hadn’t been tethered to the aircraft and he was falling -Turned out the pilot had put the plane in a shallow dive -James then went up and told the pilot to never do that again -This pilot wasn’t very good, anyway -On another flight, he landed a plane without landing gear (01:13:46) Pilots, Officers & Enlisted Men -Most of the pilots he worked with were good and competent men -Some of the officers were egotistical and let it get in the way of their service -One night, James was placed on guard duty to watch over the aircraft -Out of the dark, a jeep races up to an aircraft, a man gets out and gets in the plane -James ran over, cocked his pistol, and ordered the man out of the plane -Man handed over his ID and James inspected it -He was a pilot, but didn’t have the right to do that -James told him to leave -Pilot wanted to prosecute, but couldn’t because he was wrong -Had to fly with that pilot once and it was very tense -Remembers a friend of his setting fire to a dumpster -Walked around the building to call in the fire -Received a commendation for spotting the fire and reporting it -One of his jobs at the end of a flight was to get out of the plane and lock the landing gear -This was to prevent them folding under the aircraft’s weight -One night, he flew with the egotistical pilot who tried to take a plane -They landed and James jumped out of the plane -Blinded by bright, white headlights -He almost stumbled into a running propeller -Pilot had left his jeep parked with the lights on facing the landing area -James got back on the plane and berated the pilot for the mistake -Could’ve gotten killed -The pilot he usually flew with was a good man -He was a lieutenant junior grade -Most respected pilot in VP-22 -His regular copilot had served in WWII -His regular pilot was extremely calm, even in tense situations -During the mission in the Chinese mountains he stayed cool and collected -On one flight at Hawaii they lost an engine -Remained calm and casual as he requested an emergency landing � 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_OMalleyJ2096V Title A name given to the resource O'Malley, James M (Interview outline and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-01-24 Description An account of the resource James O'Malley was born in Chicago in October 1932. In April 1951, he enlisted in the Navy. He received his basic training at Great Lakes Naval Station, Illinois, then went to Naval Air Station Jacksonville, Florida, for Pre-Flight School. He then went to Naval Air Station Memphis, Tennessee, for Aviation Electronics School. James was sent to Naval Air Station Barbers Point on Oahu, Hawaii, and joined Squadron VP-22, an antisubmarine patrol squadron. He served aboard a P2V-5 Neptune and conducted antisubmarine patrols around Hawaii. In spring 1952, Squadron VP-22 was sent to Okinawa to fly reconnaissance missions along the Chinese coast as part of the Korean War. His plane took antiaircraft fire on multiple occasions and they encountered Chinese fighter planes. After the armistice was signed on July 27, 1953, he returned to Hawaii and was then reassigned to Naval Air Station Glenview, Illinois. His final duty station was at Naval Air Station Glynco, Georgia, and he was discharged from there. Creator An entity primarily responsible for making the resource O'Malley, James M. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Korean War, 1950-1953--Personal narratives, American United States. Navy 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/a2d1dc1445a6efb33a3a2c9f8f7aa091.jpg 0572946fbed44c8d0b87c10d887f467e 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 ONeillHugh Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource O'Neill, Hugh Description An account of the resource Hugh O'Neill 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