822 24 26018 https://digitalcollections.library.gvsu.edu/files/original/184c64360eb1ce88e529e3fa0edd4572.jpg 07742284347dd3ee9d9f0dd74daafd19 https://digitalcollections.library.gvsu.edu/files/original/e573d402d9869576196798afcbe483b5.jpg 578b6159cd751621df71a2dd29fbc41c 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Walsh-J_0029 Creator An entity primarily responsible for making the resource Penrod Studio Title A name given to the resource Red Barn Theatre postcard Description An account of the resource Postcard of the Red Barn Theatre located in Saugatuck, Michigan featuring the iconic large red barn and staircase entrances. The back of the postcard is blank but features a caption in the upper left hand corner: "Red Barn Theater. Saugatuck, Michigan. The Red Barn Summer Stock Theater features well known artists and popular plays during the summer months. 'Relax as Saugatuck.'" Contributor An entity responsible for making contributions to the resource Dexter Press Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Summer theater Postcards Source A related resource from which the described resource is derived Digital file contributed by Jerri Walsh as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> 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 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/e9eb63b4989d194ce7500786dc9c0028.jpg 516ebb847dcafbb36c3f6dce1f3de83a 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Red-Misc-69 Title A name given to the resource Red Barn Theatre Red-Toned Description An account of the resource A red-tinted photograph of the Red Barn Theatre. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> 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 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/f660cc179699bb589f999431661fc647.jpg 5b6c6a066d626741f6dc051ff711dc54 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Red-Misc-12 Date A point or period of time associated with an event in the lifecycle of the resource 2014-08-22 Title A name given to the resource Red Barn's Magical Musical Hit Description An account of the resource A newspaper article from The Observer titled "Red Barn's Magical Musical Hit Wizard of Oz A Resounding Winner!!!" It gives a phenominal review of the Red Barn Theatre's production of the show, including a statement that the production was the best show one audience member had ever seen. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> 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 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/fb0ff76b5db271331517f29940472140.jpg a215ff4d04da27702c9fc4a6fb565417 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS3523 .L64 R4 1903 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0131 Title A name given to the resource Red Head Description An account of the resource Binding of Red Head, by Reginald B. Birch, published by Dodd, Mead, 1903. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1903 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/7ad29a330b1e8148a13326fdcb30a77c.jpg b2137e8434b7b1033bfc32bd62d042f2 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 ReddingWilliam_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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/dce188d77ab1a696f297c1daa7c230d2.jpg 279e1c5b8b44a4f02764a771be0bc5d1 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 ReddingWilliam_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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/488551a04f40478ed6ef70e6281086fd.jpg f492ab112ab8bf03a677fbb5b595c280 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 ReddingWilliam_Photo3 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 1982 Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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 1982s https://digitalcollections.library.gvsu.edu/files/original/11f63ddec14b683aa5b1b27e66054c4b.jpg 9475102844fac5ff44312b3b99f57942 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 ReddingWilliam_Photo4 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 1984 Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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 1984s https://digitalcollections.library.gvsu.edu/files/original/36f9368195c2a4e6d7763edde0cf7269.jpg 82be3cfe38767ed250eeab22a903f990 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 ReddingWilliam_Photo5 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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/642c686de7ff25d4fbe632d205070136.jpg edcf5cbc603478141205b1a591bf26a7 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 ReddingWilliam_Photo6 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Redding, William Description An account of the resource William Redding, Biology 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/adb559ee554aba9cd71e78746e1754f5.m4v c080af80e64bef13fa39d45191e62af3 https://digitalcollections.library.gvsu.edu/files/original/9483473329503f8bc57a16ad85356d16.pdf 8062437760627ae83e7d6d5a484ba277 PDF Text Text Grand Valley State University Veterans History Project Interview Thomas Reddington Length: 20:18 (00:35) Background Information     Thomas was born on May 7, 1924 and later became a first lieutenant in the Army Air Corps during WWII Thomas enlisted in the Army Air Corps because he did not want to be drafted into the Army He took many tests in Chicago and passed into the Aviation Cadet program Thomas had always been interested in flying when he was younger (2:05) Training  Thomas went through basic training in Miami Beach, Florida and then was sent to Fayetteville, Arkansas for ground school and navigation training  He went to San Antonio for pre-flight selection and made pilot  Thomas graduated from flight school and then went through more training in Kansas  He went through advanced training at Eagle Pass in Texas and was commissioned to 2nd Lieutenant  Thomas went to Utah for fighter training and was then sent back to Texas for more advanced training  He got caught in a mid-air collision while training and had to sit in the hospital while his squadron was deployed without him (3:50) Europe  After getting out of the hospital Thomas joined the 511th Fighter Squadron and was sent to England in January of 1945  They later moved on to Belgium, but were not involved in much combat because the war ended 4 months after they arrived  Thomas spent time in Germany during the end of the war and worked with the Army of Occupation  Thomas is glad that he enlisted in the service, but would never do it again  He made some great friends while in the service and lost many friends also  He was often bored while in Europe and wrote many letters to his family  His fighter group was working on ground support so they traveled with the front line as it moved  Thomas traveled from England to Belgium, then Germany to the Hungarian border  They were often short on supplies and food because they were traveling so often �(8:45) Men in the Service  Thomas worked with many fine people and all the men got along well  There were high casualties in his squadron and they lost many men  He tried not to become good friends with anyone because they could be gone the next day (10:05) End of Service  Thomas was done with his service in September of 1946 and left Germany on a ship  He then began working again at his old job when he arrived back home  Thomas later got a contract to work on oxygen altitude regulators on aircraft  His opinion of the service has not changed and he enjoyed his time in the service (12:30) Pictures  Thomas took pictures while in Europe and developed them himself  He dug a deep hole in the ground and covered it with an old plane wing to use as a dark room  They flew mostly P-47s and a few P-51s and took many pictures of the planes  Thomas had time on R & R in Belgium with two other men and also took many pictures of their short vacation  He also had pictures of his best friends from cadet school � 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 ReddingtonT Title A name given to the resource Reddington, Thomas (Interview outline and video), 2003 Creator An entity primarily responsible for making the resource Reddington, Thomas Description An account of the resource Thomas Reddington was born on May 7, 1924 and later enlisted in the Army Air Corps because he wanted to avoid getting drafted into the Army. He went through basic training in Florida and went through a series of many different flight classes all over the country until he became a fighter pilot and made 2nd Lieutenant. After a delay due to injuries from a crash, Thomas was deployed in January of 1945. The war ended 4 months after they arrived in Europe, so Thomas spent about a year in Europe working with the Army of Occupation. Contributor An entity responsible for making contributions to the resource Mangione, Nathaniel (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Air Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2003-10-31 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/104f0dabb40ddc8f424d3db408775d0b.mp4 2cd197e01511b18a23961e87a34ee596 https://digitalcollections.library.gvsu.edu/files/original/37d7fc9688d9f618b14b3e69bf61408c.pdf a690718e0528159e5425c6ce6e67693f PDF Text Text ORAL HISTORY INTERVIEW GERALD REDWINE Born: Grand Rapids, Michigan, 1933 Resides: Caledonia, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, May 12, 2014 Interviewer: Mr. Redwine, can you begin with some background on yourself, where and when were you born? I was born in Grand Rapids, Michigan on Henry Street S.E. in 1933. Interviewer: Did you grow up in Grand Rapids? I did, I attended Henry elementary school and then I went on to South High School. Interviewer: What did your family do for a living at that time? Well, I was raised by my grandparents and my grandfather, at the time, was working at McKay Tower downtown. He was a custodian. Interviewer: Do you remember when WWII was going on, you were a kid, you were in school, did you pay much attention at all, or did you just worry about your own stuff? No, we did a lot, we had the bond drive in our school and I was one of the leaders of the bond drive at the time in 1944, and we raised bonds. 1:05 I had about four uncles who were in the service and one cousin who was in the Marine Corps. Interviewer: The schools in Grand Rapids at that point were effectively integrated weren’t they? There were white kids and black kids, at least in high school? Interviewer: Yes they were and in grammar school also. I don‘t ever recall going to a segregated school, I mean, they might have been there, but I don‘t recall. 1 �Interviewer: They kind of self-segregated in the late sixties when white people moved into Christian schools and things like that, but to go back to the forties, there were not separate systems. No, there were not separate systems. I don‘t recall, but I had all white teachers though, I didn‘t have any black teachers. Interviewer: Alright, when did you graduate from high school? I graduated from high school in 1952. I was mid-term, I was between terms, and I came out in February of 1952. 2:04 Interviewer: Alright, and then what did you do at that point? I went on to what they called Junior College, and now it is Grand Rapids Community College, and I was there January through March, before I went into the Marine Corps. Interviewer: What motivated you to join the Marines? Really, I was going to school and five of--four of my buddies who were not going to school got their draft notice and I was a different qualification than they were, so they came down to school one day and they met me in the cafeteria and they said, ―Hey, we‘re going to go and join the service. We all got our draft notice and we all want to go in together, so how about coming with us? ‖ So, we all went in together and there were six of us going in together, and we went to the recruiting office to go into the Air Force, and the Air Force recruiter said he couldn‘t take all of us. 3:00 We didn‘t understand what he was saying, but eventually we found out he said he couldn‘t take six black people at that time, that‘s what he was really saying. He said, ―We can take two of you‖, and we said, ―No, we all want to go in together‖, and he said, ―I can‘t take all of you‖, so we said, ―Well, we‘ll go over and join the Navy‖, so we went over to the Navy recruiters and 2 �he said, ―I can‘t take all of you, but I can take two of you as stewards‖. We said, ―We don‘t want to be stewards‖, and he said, ―Well, that guy over there, he can probably take all of you‖, and he was a Marine. So, we went over and talked to him and he said, ―Yeah, I can take all of you‖, and we said, ―Okay, but we didn‘t want to go South Carolina, we wanted to go to California, to the naval marine base out there in San Diego‖, and he said that he could arrange that, so we all joined and we all went to San Diego. 4:00 Interviewer: What did you know about South Carolina at that point, what motivated you to say that? Because we knew there was a marine base there called Montford Point Marine Base, and that‘s where they trained black Marines, they didn‘t integrate, it was segregated and we didn‘t want to go there, and we knew that San Diego was not. Interviewer: You’re at a point where Truman has started to desegregate the military, back in 1947, at least that’s when the first executive order came out, but overall the armed forces are still in a kind of transition phase here in the early 50’s. The Korean Was put more pressure on there to get more guys in, so you’re in a situation where some of it’s segregated and some of it isn’t. The Navy only wanted you as stewards and that’s the way they did it in WWII, but they set it up to get you to San Diego instead. Right Interviewer: So, when did you get out to San Diego? You know, that was our first experience with segregation for most of us. 5:02 We caught a troop train from Detroit and went to San Diego, but we had a stopover in Kansas 3 �City, so we all got off the train because there was going to be a four hour stop, so we all got off the train and walked into town and went to a theater. By this time we‘d picked up two white guys from Grand Rapids, so we said, ―Let‘s go kill some time in the movie theater‖, so they went and got their tickets and one guy got his ticket and then one of us stepped up, I don‘t know which one it was, but the lady said, ―I can‘t sell you a ticket‖ and we asked, ―Why not?‖ She said, ―I just can‘t sell you a ticket‖, so then she called the manager and the manager, so the manager come out and told us, ―You can‘t go in that theater‖, so the two buddies from Grand Rapids, and our white friends, said, ―Well, we‘re not going either, so they got their money back and we all went straight back to the train an didn‘t get off the train for three hours, we just sat there. 6:00 We played cards and things until we got to San Diego and we got to San Diego, I think it was about the thirtieth of March. Interviewer: What sort of reception did you get when you arrived at the Marine base? It was typical, stand on this line, step on this pair of shoes they had, and just stand there while the drill sergeant went up and down the line just chewing us out, you know, maybe because you weren‘t looking straight, or so forth. Other than that, we were just all Marines, and actually, at boot camp everybody was treated the same. Interviewer: How easy, or hard was it for you to adjust to military life? It was easy for me, because I was in the boy scouts here in Grand Rapids, so I knew how to stand straight and tall and I knew how to say ―yes sir‖ and ―no sir‖. 7:00 The majority of us did and nobody really got in trouble for that and the drill instructors were really tough and they really put the fear of God in you, so no problem. 4 �Interviewer: Were they consistent? You knew what you had to do and if you did it they treated you one way? You followed the orders and did what they told you, and yes, it was. An incident I‘ll tell you about was, we went to a swimming class and five of us could and one of us couldn‘t. We knew the guy that couldn‘t swim, so after we qualified they put us over to the side and we were talking, me and a friend from Grand Rapids, he knew this guy couldn‘t swim and we saw him in the water. They pushed you in the water to see you swim, and when he came up he started laughing and that was the wrong thing to do. 8:01 It was up the tower, we had a tower there and he said, ―Get up the tower‖, so we went up the tower, Floyd, and I forget his name, so we jumped off, so he said, ―I didn‘t tell you to jump off, go back up the tower‖, and I think we went up that tower six times and when we came out we were beet red from hitting that water from twenty feet up in the air. It was a lesson that we learned quick. Interviewer: What sort of physical training did you get in boot camp? We had a lot of PT, physical training, that was most of it, and weapons training with other weapons, and at that time they called it Jiu Jitsu, you had to go through Judo, and bayonet training in boot camp, and we did that at San Diego. 9:00 Then we went up to a place they called Camp Mathews, that‘s no longer there, for three weeks of rifle training and other weapons. Interviewer: Was that still part of the basic training chunk, or was that now advanced training? 5 �That was—at that time it was just a combination, it wasn‘t called advanced, it was just all training and it was ten weeks duration for the whole boot camp period. After that, we came home in June of 1953 for ten days of liberty. Interviewer: What happened after that? Then we went back to Camp Pendleton and joined the 3rd Marine Division and we were there from 1952, the latter part of 1952, and went over to Japan in 1953, I think it was January we headed over to Japan. We weren‘t going to Japan, we were going to Korea. Interviewer: Had you expected, pretty much, all along that you would wind up in Korea? 10:02 Yes, one of us out of the six went directly to Korea and he went with the air wing of the Marine Corps. The other five of us went with what they call the ―grunts‖, and we went from the 3rd Marine Division to, on boats, on a ship. We went on an APA and it‘s very crowded. You‘ve got a whole battalion of Marines on one boat and it was a WWII boat. I think it went about twenty knots, if it went that fast, and we were on the ocean for twenty days. Interviewer: Did a lot of the guys get sick? Oh yeah, terribly sick, everybody got sick. I think it‘s a get go when you go out, because as soon as we got out of San Diego harbor everybody got sick it seemed like. Once we got onto the water and were out there four or five days, we were doing okay. 11:03 We even went through a typhoon, so it was okay. Interviewer: I don’t know, when in the middle of a typhoon did you start to wonder if you were going to survive to the other end? 6 �Oh yeah, everybody got scared and like everything else and that‘s when you pray to God, but they put you in these holds and they have a lockdown which is water tight doors. It‘s not fun in there, because everybody‘s having their breakfast come up and some people don‘t go to breakfast because of that. When we got—we didn‘t know we were going to Japan, we thought we were going to Korea and when we got near—I don‘t know when the order came, but they diverted us to Japan. Interviewer: When did you arrive in Japan? I don‘t know the exact date, but it was in the winter. We got to Japan and we were put in tents, because they didn‘t expect us there. 12:04 Interviewer: Did you find out why it was you were diverted from Korea over to Japan? Yeah, we did, we found out that the armistice was coming and they said they were not going to send any more troops in country at that time. I don‘t know, I‘m assuming the Captain of the ship got orders to go to Japan and we ended up in Gifu Japan and some of us ended up in Sasebo Japan and some of us ended up in northern Japan called—I don‘t remember the name of the base up there. Interviewer: You were traveling as a unit. You were not just going in as We replacements; you were traveling with your specific battalion. We were a whole battalion, yeah, we were the 3rd Marine Division, so units going from San Diego were all going on different ships, so in our convoy, I think there were six ships. 13:00 Interviewer: Now, you go into Gifu and what was it like there? 7 �It was a shocker at first, because at the camp that we went to, it still had holes in the walls from guns that would fire at the base. It was a Japanese airbase at one time and it still had the holes in the walls and everything, and we didn‘t expect that, this is 1953. We didn‘t expect that and then we saw signs around the base saying ―Americans go home‖ and all that bit, so it‘s kind of scary. Then there were certain areas you couldn‘t go into. They said, ―These are communist areas and you can‘t go in there‖ and the Mayday celebration, that was pretty much a big deal over in Japan and we didn‘t like that. There were a whole lot of things we had to get used to, and then the customs like you don‘t wear shoes inside some places, and they had temples they didn‘t want you to go into and things like that. 14:03 More restrictions than you had in the United States. Interviewer: But, they were restrictions on all the Americans not just you. On everybody, yeah Interviewer: So, what did you spend your time doing while you were in Japan? Most of the time, if we weren‘t in training, most of the time we played cards, just stayed on the base, watched movies and things like that. Interviewer: So, they didn’t have anything in particular for you to do except just to be there. Kill time, just kill time Interviewer: How long did you wind up staying there? I was Gifu until I went to a unit called Sub Unit One Provisional Casual Center in Kyushu, Japan and I went up there, and they were part of the 1st Marine Division in Korea. 15:00 We were the hospital unit, really, and we interviewed the guys that came 8 �from Korea that had to be medevaced. We had to interview them and report what was wrong with them and things like that. Interviewer: How did you end up with that assignment? I reenlisted in Japan. I was on my way back and like I said, I went in in 1952 and this was almost 1954, or 1955, so I extended and I didn‘t release at that time, I extended my tour to stay over there. Interviewer: Were they making much of an effort to encourage people to extend, or reenlist, or was it just an option you got? No, every time you got close they would ask you to reenlist and they were trying to keep people in. It depended on your rank and I kind of accelerated a little bit went I went in there. I went from—I left there a private and I was a sergeant in a couple years there. 16:05 So, I went right to Gifu, Japan and I was a sergeant. Interviewer: Why did you want to stay in the service? The reason I stayed in—I called back to Grand Rapids and talked to my dad, and said, ―What‘s the job situation in Grand Rapids?‖ He said, ―Poor‖, and he said, ―If you want to work in a factory, fine‖, and I said, ―I don‘t want to work in a factory‖, so I said, ―I‘m going to stay in the Marine Corps, I like it here‖. I enlisted the first time for three years and by that time I had six years in the Marine Corps after that enlistment and I said, ―I‘m just going to stay, stay for three‖. It‘s a funny thing that at that time the top pay for a sergeant was a hundred and seventy –five dollars a month, and that looked pretty good at that time. Interviewer: So basically then, you pretty much decide you’re going to go with and have a career with the Marines, now what impressions did you have of the Japanese 9 �people themselves? 17:00 You mentioned some of it, that there was some antiAmerican sentiment there, but overall, what was it like for you? The Japanese people treated me well. They taught me how to play a card game they have called Hanafuda, and I played that game with the Japanese people and I had a—I was fine with them, no problems at all. Interviewer: Did they send you then back to the states? Yes, I came back to the El Toro Marine base, that is no longer there, around Santa Ana, California and I stayed there approximately four, or five months and I didn‘t like it. I told them I wanted to go back overseas and they sent me to Okinawa. Interviewer: What were you doing at El Toro? At El Toro I worked with the MP‘s. 18:00 My field was admin, but I worked with the MP‘s at El Toro, and me and the gunnery sergeant, we didn‘t get along and I said, ―Well, I don‘t want to stay here‖, so I asked to go back over. Interviewer: When you go over this time, where do you go? Okinawa, a place called Camp Zukeran, Okinawa and I was stationed there for fourteen months. Interviewer: What duties did you have there? I was the admin chief of the battalion, and while I was there I didn‘t like the outfit I was with, really. I went to the weapons company and I think that‘s when I first realized the segregation coming from the officers, because I was Weapons Company Admin Chief. 19:00 And my first sergeant—the Marine Corps had a way of grading from zero to four for people who were NCO‘s, and four being the top and zero being the bottom. Well, there were three sergeants in my group that were under the first sergeant and our 10 �company got the highest rating for admin, and my first sergeant was proud of it, he was proud of it, and when I took my record book in for the Captain to give me my grade, because the captain had to put the grade in there, the other two sergeants got 4.0‘s and I got a 3.0, so when my book came out, my first sergeant looked at it and he took it right back in there. 20:00 There was a big argument and I could hear them and when it came back it had a 4.0, so he told me what happened, the first sergeant did. I knew we were good, our company was good, because earlier the battalion commander wanted me to come over and be the admin chief for the battalion, and I told him he had a staff sergeant there and I‘m a sergeant. I said, ―You got a staff sergeant that‘s admin chief‖, and he said, ―Well, I want you to come over‖, and I said , ―I can‘t take his job‖, and what I really was counting on was, ―Hey, promote me to staff sergeant and I‘ll come over there‖, but I didn‘t want to go over there that way, so I told him I didn‘t want to come over there that way and he said, ―Okay‖, and he understood. Our company commander, he was bad, he was bad, and he marked all the black Marines low. Interviewer: Now, was he a southerner? Yup, he was from the south. 21:00 Interviewer: As far as you could tell, at that point, being in the Marine Corps in the “50’s”, over the course of a number of years, did you have a sense of what proportion of officers, and so forth, had that kind of attitude? Did you think—was that unusual for you, or was that pretty much the norm? Well, at that time, we only had one black officer in the Marine Corps, and that was Colonel Peterson and at that time he was a Lieutenant, I think. At El Toro, while I was there, he was refused to go into the officers club, and he had to come back and get, what 11 �we call, the officer of the day who is in charge of the base, to get him into the officers club, because they wouldn‘t let him in there. He did get in, but the officers in the Marine Corps when I was in, in the 50‘s, all--the majority of them were southern officers and there was resentment there. 22:03 Interviewer: Was there pressure on them from above to adjust and get used to it? Well, the senior Marines were NCO‘s and a lot of them were from Montford Point and they knew about the segregation, but the Marines from the north, we weren‘t really accustom to that and we had to get used to it. They would tell us about the officers, ―Stay away from him and stay away from him‖, the senior NCO‘s that were from Moffett Point, and it was hard for us to pick up on that. Interviewer: Now, does the climate change as you go into and through the 60’s, is there a point where more and more of the Marine officers, and so forth, are simply accepting of the black soldiers and pitting them based on how they perform? 23:03 During the 60‘s it did change and it got a little better each year and you didn‘t have to prove yourself, but I had a Marine Captain tell me that he would never promote a black person, because he said, ―They have to prove themselves to me‖. He was a Polish man from, and his dad was from Poland, and I said, ―Where are you from?‖ He told me, somewhere back in New York, and I said, ―Where was your dad born?‖ He said, ―Poland‖, and I said, ―My dad was born in Michigan‖, and I said, ―Where was your grandfather born?‖ He said, ―My family is from Poland‖, and I said, ―My grandfather was born in Michigan‖, and I said, ―I‘m and American‖, so I was really resentful of that. He really got angry with me and shut me up real quick. 24:00 12 �Interviewer: Alright then, how long did you spend—fourteen months in Okinawa, was that it? Fourteen months and I came back in 1957 and then in 1958 I went, I‘m sorry, I went to school over at Parris Island, South Carolina. An incident happened there where me and a white sergeant were both staff sergeants, we got on a plane in California, flew to Atlanta Georgia, walked into the waiting room, I paid no attention and I walked into the waiting room with him, we both sat down waiting for our plane to go to South Carolina, and a man walks up to me and he said, ―Where are you from?‖ I looked at him and I said, ―Well, I‘m from Grand Rapids, Michigan‖. He just looked at me and he walked away, so my friend said, ―Look at that sign‖ and the sign said, ―White Waiting Room‖. 25:00 I said, ―I guess we better get out of here‖, so we both got up and walked out. We just waited outside until the plane got there and went on. Interviewer: What was the school or training? It was the advanced admin training school and I think there were about forty of us in the class, and as we graduated from that we went our separate ways and everything. Although we had a couple of incidences where we got followed back from Savannah, Georgia one night and a couple of cars followed us all the way back to the gate and the MP stopped them at the gate and things like that. Interviewer: Did you go off the base much? I did, and I only went off, I think, twice to Savannah, and there was one of our sergeants, he was a staff sergeant like me, and he said, ―I am never going off this base again‖, after that night we got followed back. 26:03 The only time he went off was when we flew 13 �out of South Carolina. My friend and I, we went back to southern California, he was from northern California, but we went back to southern California. Interviewer: That has to be kind of a strange experience to go in and out of sort of a segregated society and having some people treating you one way and others a different one. Did you think, “Well that’s just how it is right now?” Yeah, we did, you know, and then when this happened to us you just absorb it and say, ―Well this is the way things are and they‘re going to be that way‖, but I went from there, after school, I went back to El Toro base and it was my mistake for enlisting, for the first time, for six years, because they wanted drill instructors and I didn‘t want to be a drill instructor, but I enlisted for six years and I had a six year obligation. 27:04 they said, ―You‘re going to drill instructors school‖, and I said, ―I don‘t really want to go‖, but I went. I finished the frill instructors school and my first platoon that I had down there was an honor platoon and I had a little run in with a little General called General Krulak. He was five foot two, my first General in the Marine Corps when we were on the field, and I was on the drill field one day with my platoon and I was the only one out there and I tried to stay away from General Krulak. San Diego‘s got a real long strip and his office was at the end. The Colonel of our outfit, who is six foot four, and when you looked down there you could see Krulak and the Colonel, because one was six four and the other was five two. 28:00 I saw them walking towards me, so I turned my platoon and went the other way, and they turned. I said, ―Oh, shoot‖, so I turned them again and came back and here came the Colonel, he was running and calling, ―Sergeant, sergeant, stop‖, so I stopped them and General Krulak walked up to me and asked me to put the platoon through certain drills and I did. He said, ―How do you like being a drill instructor?‖ My 14 �mouth got going too fast and said, ―I don‘t like it‖, and that was the wrong words, and he got right up in my face and his stars looked like they were that big and he had two stars. He said, ―Do you want to be relieved sergeant?‖ I said, ―General, do you mean right now?‖ He said, ―Right now‖, and I said, ―No, sir‖. I said, ―I‘ll do my job‖, and he said, ―Alright‖, and I took my platoon and got out of there. 29:00 Anyway, when my platoon graduated, we had what they called the ―drill instructors mess hall‖ and I was sitting in the mess hall for breakfast, and he knew--when he, when General Krulak came through the door, I saw him and I put my head down hoping he wouldn‘t see me, but he did. He walked over to me and he said, he knew my platoon had graduated as an honor platoon, and he said, ―How do you like being a drill instructor now sergeant Redwine?‖ I thought, ―Oh, oh, he knows my name‖, and he didn‘t know my name the first time, he knows it now, so I said, ―I don‘t like it, but I‘ll do my job‖, so he pushed his chair back and said, ―Well, that‘s all I can ask‖, and I said, ―Well‖, and that was it. Interviewer: How long did you last as a drill instructor? Three years, I was there during 60, 61, and 62. 30:04 Interviewer: Did you, as a drill instructor, did you have any ideas of how you were going to go about it in terms of how you were going to treat your men and things like that? Did you have good, or bad, examples in mind from your own experience? We had a—no, I did not, we had a plan of the day and we went by that plan. You had to get up at a certain hour, you had to basic rifle marksmanship for an hour, you had to go to classes at a certain hour and there‘s so many platoons that you had to be on schedule and you had to be there at that certain time and be at that certain time and so forth. It was dictated along the day, what you would do, and at one time I had two platoons. That was 15 �when the Vietnam war had started and we had two platoons and three drill instructors, and we would go home, change clothes, and come right back. 31:01 We took one platoon through it, go home and change clothes, and come right back, because you had to have two drill instructors with a platoon all day long. So, that means one person got to go home, so when your uniform felt like it was getting dirty, or something, you would say, ―I gotta go home and change clothes‖, so that guy went and the other guys stayed. So, it was really rough there during that last part of my time. Interviewer: What years were you a drill instructor? 1960, 61, and 62 Interviewer: At that stage, we didn’t really have any significant number of combat troops in Vietnam. No Interviewer: But, I guess the cold war was getting interesting in a lot of ways, so maybe they were building up the Marine Corps at that time. I think we had troops there, but I don‘t think they were recorded. Interviewer: In any case it created business for you. Yeah, we had a thing called CACK, and I don‘t know what the correct acronym really means, but it was an outfit over in Vietnam before they built up so bad. 32:03 That‘s when the Marine corps started drafting, is when we got our two platoons, because they weren‘t drafting before that. Interviewer: So, how do you manage to get out of being a drill instructor? Finish the tour, and then I went to Bellingham, Washington to the I&I staff up there and I was up there for three years. 16 �Interviewer: So, what is and I&I staff? It is called Inspector Instructor staff. You work with the reserve units of the Marine Corps and I went up there and I ran into a bunch of my recruits that I had in boot camp. They all knew me up there, so that‘s really another story of when I ran into segregation. Bellingham, Washington had one black person in it and it was a woman married to a white man. 33:01 I went up there ahead of my family, because I‘d married when I was down in San Diego, and I asked her about it and she said, ―they don‘t like us here in town‖, so I said, ―I don‘t understand that, because I rented a place here, right here and the man didn‘t say anything about it and he rented me a house‖. So, anyway, she said, ―They don‘t like us here‖, and I said, ―Okay‖, and I went back to my office and talked to my Captain and he said he was from Oklahoma and he told me, he said, ―I didn‘t know you were coming here‖ ―I don‘t understand‖, I said, ―I know you got advanced word that I was coming here‖, and what he was telling me, was that he didn‘t know a black man was coming. So, he said, ―Well, they don‘t like you here‖, and he said, ―Let‘s go down town and see what kind of a reception we get‖. 34:00 Well, he wasn‘t aware that I came up a week ahead of time and went to an office up there, went right downtown to the hotel, sat right there and got my room and everything ad left. Then I came back and reported in, and he wasn‘t aware of that. So, when we went down there, people are saying ―Hi‖ and I was saying ―Hi‖ to them and he said, ―They seem to know you‖, and I said, ―I‘ve been here, I‘ve been here before‖, so he said, ―Well, I guess it‘s okay‖, and I said, ―I don‘t understand what you‘re talking about‖, so we went back to the office and I stayed there from the last part of 1963 until the early part of 1966. Interviewer: What was life up there like? 17 �It was nice, my wife was a registered nurse, my first wife, she was a registered nurse, and when we got there, she went to the Bellingham Hospital and told them she was a registered nurse and they said, ―Can you come to work tomorrow?‖ So, she went right to work. 35:01 We were there and they loved her up there. Bellingham was a—I had no problems in that city. Interviewer: What did your daily duties consist of up there? Mainly we were, we were at an office up there, which was right on the bay, which was an administrative office, and we had the reserves in there every week. Some were there for a week and then some were there for a whole week-end. We took them to training and we went up to training with the Seaforth Highlanders of Canada, we had a training outfit up there with them, a session, and we took the troops to Camp Pendleton twice for training. Flew them down, and flew them—so basically our job was just to train them when they came in on the week-ends. 36:00 They called them ―week-end warriors‖, and that‘s what they did, they came in on the week-ends and we had training for them. Interviewer: Now, over the course of the time you’re there, they are now starting to send Marines in significant numbers over to Vietnam. Now, were you following that, or paying attention to that news, or just minding your own business? I wasn‘t until I found out they were sending Marines over there in groups, real big groups, and then they said they were forming the 5th Marine Division and I thought, ―Boy, this is getting big‖, so we got orders to disband and we disbanded the 56th Rifle Company, that‘s what it was called, and then, us who were on active duty went to Camp Pendleton for the 5th Marine Division. 18 �Interviewer: By and large the reservists were not being called up to go to Vietnam, so the guys who were training weren’t going to go, but the active personnel were all available. 37:02 Now, the reservists could go if they wanted to go, but most of them didn‘t go, but we had no choice, the active duty people had no choice. I was a staff sergeant when I got there and when I got down to Camp Pendleton I was a gunnery sergeant, and I was the senior enlisted black person in the outfit. Interviewer: Then, what specific unit were you assigned to? I was assigned to the 3rd Battalion 26th Marines, 5th Marine Division. Interviewer: How long was it before you go over to Vietnam? Well, when we left Washington State, I brought my family back here, and I had a wife and two children at the time. Then I went to Camp Pendleton and took over the 3rd Battalion 26th Marines. Interviewer: Then, how long did you stay there before you go to Vietnam? I think we were there from July through August and we went over to Vietnam. 38:04 We went aboard ship, I think, in September was the time, of 1966. Interviewer: What was that voyage like? That voyage was a lot different. Like I said, I was a gunnery sergeant then and a little senior, so the Navy has a rank of E7 and above and they call them chiefs. At that time it was E7 only, so I was a gunnery sergeant, so I was up there, so I could go into the chief‘s quarters. They put us aboard an APA, a ship to take us across, and we went through a typhoon again. This time we went through the typhoon it was a little different. While I was on ship, my boss was a Major and I was a senior enlisted man. 39:00 He called me 19 �on the APA and I had to report to him of the troops, the condition of the troops. He told me, he said, ―Give me a report every day‖, and I said, ―I will sir‖, so the Navy was getting me across this water and it was rough, so I said, ―Don‘t we have a PA system here?‖ He said, ―Yeah‖, so I said, ―Well, let‘s use the PA system, I don‘t like going across that deck‖. All that water, the water‘s up here and then down here, and up here. We had a carrier with us and sometimes you could look down and see the carrier and sometimes look up here and the carrier‘s up here, you know, the swells are so large and everybody was sick. One day he called over and he said, ―I want to know the condition of those tanks‖, well, I said, ―Okay‖, so I called the gunnery sergeant who was in charge of the tanks and I said, ―Go down and inspect the tanks‖. I said, ―I‘m not going down that hole‖, so I told him, because I was senior and I didn‘t have to go down there. 40:00 So, he went down there to inspect the tanks and when he came up he was upchucking and everything, you know, because of the gasoline and the fumes down there. One of our tanks with a blade on it had come loose and it punctured the side of the ship at little bit. Anyway, we were outside of Okinawa and our ship split two inches at the seam. The Captain came on and he said, ―All hands don your life jackets‖. Now usually, they put you through a drill, and they say, ―All hands don your life jackets‖, and then they say, ―This is a drill‖, so when he said, ―All hands don your life jackets‖, everybody was waiting for, ―This is a drill‖, and it never came, so everybody got scared, ―Whoa, what‘s happening?‖ He said, ―We have a split in the seam of two inches, but I think we can make it to Okinawa‖. 41:00 We were thinking, ―I hope we can make it to Okinawa‖, and he said I think, ―We‘re only going to be making seven knots‖, and he said, ―There‘s another typhoon coming behind us‖, and all the Marines on there said, ‗We can swim 20 �faster than this boat can move, let‘s go in the water‖, and we said, ―No, he thinks we‘ll make it‖, and they said, ―Well, we hope we do‖, well we did. They had to tow that ship back to the United States after we got off it, and we got off in Okinawa and went abourd a carrier called the Wasp and the Wasp took us to Vietnam. Interviewer: Where did you land in Vietnam? We landed at a place called—we ended up at a place called Dong Ha, but we got off the ship in the ocean and got into a small boat, and we went up the river to Dong Ha. 42:00 I was at Dong Ha, from when I got there, until about six months. I was there six months, I think. Interviewer: Alright Then I left and went to Phu Bai, which is a base in the same province, but a little bit south. Interviewer: At Dong Ha, what was the situation there when you got there, as far as you could tell? What was your unit doing? When we first got there we were fine, we were fine. I think we were a surprise to the NVA‘s. Anyway, we did not receive a whole lot of fire. We did see fire, maybe, a week after we got there. We went into places called Kobe, and Ton Ton, it‘s two villages and we were in between them and we got shot at from there, and our Colonel called in the village chief and told him, ―We‘re here to protect you and if we get fired on again we‘re going to have to fire on you base, on your village‖. 43:02 So, one night we noticed— our intelligence told us that people were leaving the village and to be prepared to fire, so as soon as one round came out of there--and we had a battery called ―Charlie Battery‖, 21 �big guns, and as soon as that shell came out, ―Charlie Battery‖ just fired in there, because they were all ready for them and we knew we were going to get hit. Interviewer: Were you the first American troops into Dong Ha then? I think we were the first Marines, I don‘t know if the army was in there or not. Interviewer: Were there American, or South Vietnamese, troops in the area? Were there other bases around? There were South Vietnamese south of us, because they used to shoot overhead, and we had to finally ask them, I didn‘t ask them, but, of course, the Colonel asked them, not to fire over the top of us, because they had what they call short rounds. 44:01 They didn‘t make it all the way, so they were firing into the north, because Dong Ha sits right here and there‘s the water and there‘s North Vietnam, so they were just shooting over the top of us into North Vietnam. So they had to stop them from shooting over there, because those short rounds were landing on us. Interviewer: Okay, were you patrolling out into the countryside and up to the DMZ or what were you doing? We patrolled the whole area there in Dong Ha right along the river, and I don‘t know where we were, actually, all the time, but I can tell you we were out there and a couple times we were very, very close to NVA. We had a lot of, not NVA, but Vietcong running around our place. 45:01 They were running around all over. Interviewer: What were they doing? Sabotage, all of the trucks would be flat and some of the engines destroyed. We never got a direct fire from the, and I just remember one incidence where standing there, there was a man standing on our base and all the Vietnamese stayed away from him and he 22 �moved and they moved away from him, so the MP‘s went over and got him, and he had a grenade on him. That was close, and I had a Vietnamese approach me and he started walking towards me and I‘m sitting in my Jeep and he walked towards me and I told him to stop. He said, ―I‘m one of you‖, and I said, ―No you‘re not, stop‖. He was not a Marine. 46:02 I said ―Stop‖, so he wouldn‘t stop, he kept coming, so I had to pull out my pistol and point it at him. I didn‘t shoot him, I just pointed it at him and he stopped. He said, ―I‘m one of you‖, and I said, ―You‘re not, stay where you are‖, so my driver was getting anxious and said, ―I think yo ought to take him out‖, and I said, ―Let‘s just move‖, so we moved on. Interviewer: Now, at this time, what kind of orders do you have, or to what extent were you being told what you were doing there? Not a lot, we didn‘t receive a lot of information. The only reason I had some information was because I was, like I said, an admin and I worked in the G3 and had contact with the G2‘s and the G1‘s. I only know one night I was sitting there one night and a G3 and a Major called and said, ―We have to shoot, because we got NVA‘s coming at us‖, and that was during a Tet. 47:01 He said, ―We have to report, because they‘re two hundred of them a hundred yards away‖, or something. I know they came back and said, ―We can‘t shoot them‖, and it was because of the celebration, and he told them, ―If we don‘t shoot, we‘re going to be overrun‖, so that was the scariest time I was there, because my Lieutenant got hit and I was on the ground. Interviewer: So, you did come under fire at that point? Yeah, they were shooting at us. Interviewer: And was this small arms fire, or mortars? 23 �Small arms fire, mortars, we call mortars small arms. Interviewer: So, this probably would have been a Tet 1967, the big Tet Offensive is in 1968. This was in 1966 Interviewer: But, in 1966---well This was not a Tet offensive, but NVA‘s coming over. Interviewer: Coming in and attacking while you were there. So, basically what happened that night, or what do you remember about that? 48:00 The only thing I remember about that night is that we fired back, Charlie battery opened up and fired back. I know they went out and did what they call a body count and I did not go out. I had a couple of guys get hit, my people, and I went to the hospital. Like I said, my Lieutenant got hit, got killed. Interviewer: That’s the first time you had really seen combat casualties, or anybody you knew get hit? Yeah, it got really bad, because my staff sergeant got shot and he had to go to Okinawa, they flew him out he was so bad, but other than that—I didn‘t get hit, I didn‘t get a scratch. 49:00 Interviewer: At this point, what kind of defenses did the base have? To what extent were you dug in, or fortified while you were there? We were all dug in, we all had foxholes right next to us and we stayed in them. Everybody was just dug in. You would walk around and just see people lying in foxholes and things, trying to stay alive, because Dong Ha got hit really badly. 24 �Interviewer: A little bit later on there was a fairly substantial battle that went on in that area. Yeah, I was down at Phu Bai at that time and I didn‘t—I know a Lieutenant I was stationed with at San Diego, he called down, and I didn‘t realize who he was until he said, ―Is this Staff Sergeant Redwine? I said, ―Yeah‖, and he said, ―This is Lieutenant Boyd, I‘m now Major Boyd‖, and I said, ―Oh, okay‖, so I knew who he was. Interviewer: Alright, so you’re there in Dong Ha for about six months. 50:02 You have one, reasonably, serious attack during that time. There was more than one. Interviewer: Okay, was it jut periodically they would just come in close and start shooting at you? Ah, you would hear them all day long, shots being fired, like sniper fire, you‘d hear it all day long, and somebody would shoot back. Another incident I had there, at the time, this was in February and my wife had twins, and the Red Cross sent me a message out in the field saying that my wife had twins—no, they didn‘t say my wife had twins, they said my wife had delivered. So, I went to the Red Cross and I said, ―What do I have?‖ They didn‘t say what it was and I already had two boys, so I said, ―What do I have?‖ 51:01 They said, ―It doesn‘t say‖, so I said, ―Can you wire back and ask?‖ It came back, ―Wife fine, children fine‖, and I said, ―Well, what did I have?‖ They said, ―We don‘t know‖, so I said, ―How can I find out?‖ They said, I had to go to Da Nang, so I asked my boss, ―Can I go down to Da Nang?‖ He said, ―Yeah, if you can catch a plane‖, so I said, ―Okay‖, so I went over there and caught a plane and flew to Da Nang. I went into the Red Cross and them to wire back and see what I had. So, they came back the same way, 25 �―Wife fine, children fine‖. I said, ―Look, I got two kids, ask them what gender, what it is that my wife had‖, so then it came back, ―Boy and a girl‖, and I said, ―Thank you very much, I got twins‖, because my wife didn‘t know she was going to have twins, and we didn‘t get mail up there too often. 52:00 I had twins, so I flew back to Dong Ha and on my way into Dong Ha, we were getting sniper fire from the ground, so the pilot told me he wasn‘t sure he could touch down, so I said, ―Hey, I‘ve got to get there‖, so anyway, we went back to Da Nang and I got an army plane, the guy was coming up to Dong Ha. I don‘t know what kind of army plane it was, but it was a twin engine plane. He said, ―I‘m going to Dong Ha‖, and I said, ―Well, can you drop me off?‖ He said, ―Yeah‖, so I got on this plane and went to Dong Ha. Well, he came in on the runway, he hit the runway and turned around and said, ―Get out‖, and the plane was still moving. I said, ―We‘re moving‖, and he said, ―Get out‖, so I jumped out and zoom, he was gone, and I hit the ground rolling. Right after that mortars came in, you know and he got out of there just in time, so he wasn‘t staying around. Interviewer: So, you’re there at Dong Ha, does your unit move, or do you just get moved to Phu Bai? 53:02 I‘m the only one that left and went to Phu Bai. Interviewer: What assignment did you have in Phu Bai? In Phu Bai I was division, I was division adj—not division, I was division admin chief. I stayed there until I came back in November of 1967. Interviewer: Now, what did your duties consist of as Division Admin Chief? Moving people, moving people from--according to their MOS, as to where they should go. If a person came in and he had an infantry MOS, we had to find out which company 26 �needed him and if he had a cooks MOS, we would find out who needed him and then we would move him in there, we moved him into there. Interviewer: What was life like there on the base? Day to day, what were you doing? Phu Bai was like an R&R camp after coming out of Dong Ha. It was, ―Boy, this is nice‖. 54:01 You can walk around in the daytime without our flak jackets on. I just remember, I had to go back to Dong Ha one time and this Major asked me to go with him and because I was from Dang Ha he wanted me to go with him, because he wasn‘t there. I went with him and I said, ―I really don‘t want to go up there Major‖, and he said, ―Well, I can order you‖, so I said, ―Okay‖, so I went with him. I put a flak jacket on and went up there and rode in the back of the Jeep with a shotgun, you know. Then we came back and I was scared all the way up and all the way back, but we never got any hits, or anything like that. But, Phu Bai was nice, we had a Marine go crazy over there and shoot up the General's house he had. The commanding General got killed, not by him, but the commanding General got killed, I don‘t remember his name, but it was in a helicopter crash. 55:00 I stayed at there Phu Bai until October, or somewhere around there. They said, ―You‘re going home in November‖, because we had these rotations and it was my time to go, so I went to Da Nang and flew out of Da Nang. Interviewer: Now, while you were in Vietnam, I guess first of all, how would you characterize the morale of the units you were serving with? You had difficulties in Dong Ha in the headquarters when you were working there. Well, the older Marines, it was okay with them, but I found out that the younger Marines were real nervous, real scared and really didn‘t know what they were doing, and you had 27 �to direct them all the time. The senior NCO‘s were more adept and handled the troops. 56:03 Although, we did have a NCO‘s that were scared to death. I remember one sergeant, a master sergeant, he was scared to death to be there and he ended up—they just moved him out, he couldn‘t handle it. He was a W—I‘m sorry, he was a Korean vet and they had called him back. He was scared, so they just moved him out and sent him back home. Interviewer: So, it didn’t necessarily matter that they might have had combat experience before, in terms of who wound up being affected this time, or not. No, it did not, because those who had combat experience before were just as scared as the others, but I think the scariest part was, they didn‘t know who they were fighting, because they were fighting, sometimes, a person who was out in the rice paddy during the day time, out there pulling rice right next to the camp, and in the night he was a gun and fighting. 57:01 Interviewer: What impression did you have of the Vietnamese themselves, to the extent that you had contact with them? I know you‘re putting this on film, but I‘ll just have to tell you that I was really—didn‘t want anything to do with them. I didn‘t associate with any of them, and all the time I was in Vietnam I ate food out of the mess hall, or out of my kit. I drank water out of a water buffalo, which was warm water, it wasn‘t cold, but we had experiences where the Vietnamese were taking glass, grinding it up and putting it in water and Marines were drinking that and I didn‘t want that, so when I went to the water buffalo I got my own water and everything like that. I didn‘t associate with them at all. Interviewer: Did you have Vietnamese working on the bases? 28 �They were working on the bases, but none by me. 58:00 Interviewer: Now, while you were in the states and Okinawa at different times, you had noticed some issues regarding racial tension and the like. Now, was there much of that in the ranks, or so forth, or in Dong Ha, did it not matter? It didn‘t matter in Dong Ha and it didn‘t really matter in Phu Bai either. We didn‘t have the racial problems that we had back here in the states. They didn‘t need this over there. Interviewer: Was drug use becoming an issue yet? I never got involved with the issue of drugs. I had a platoon of men on guard one night and I caught one of the men smoking marijuana and I just sent him home, not home, I sent him back to the offices and said, ―He‘s relieved, I don‘t want him, so send me somebody else‖. 59:03 that was the only one, I‘ve never run into an issue of drugs, or anything over there. Interviewer: How well would you say that the units you were with were at performing, or doing their jobs, while you were with them? Our unit did well. Our unit was very good and it was good to be associated with the 3rd battalion of the 26th Marines, they were very good. I didn‘t hear of any Marines that were doing bad, all of them were doing good. While I was there, when my Lieutenant got hit, I had to sort of act as the adjutant and I had to go over and look at the bodies, and I think, the worst one I saw was a guy that didn‘t have a head. The worst one I‘d seen, and then we had a warrant officer who had to take what he had, to what they call graves registration and all he had was a head. 00:05 He didn‘t have any part of the body, just the head. I did see bad, bad things happening to our people. Interviewer: But, on the whole they were doing their jobs pretty well? 29 �Oh, they all did, I didn‘t see—there was no cowardice, no—nothing like that. Interviewer: Now, did you do the thing where you were counting down the days until you got to go home? Yeah, I did, and I had a deck of cards like everyone else. Fifty two cards and when it got to fifty two days I started throwing them away, you know, and we counted right down to the day we had to leave. Interviewer: So, you finish, in late 1967 you finish your tour in Vietnam. Now, do you get to go home for a while, or what do you do next? I did, in 1969 I came home, and I‘ll tell you, when we were at Da Nang we were going to get hit that night. 1:02 Word was out that we were going to get hit, so the plane was sitting on the tarmac and I‘m sitting in the—what do you call it? The place where people wait and I didn‘t get on the plane right away, so the crew chief came over to me and said, ―Are you going to go with us?‖ I said, ―Yes I am‖, ―Are you ready to go?‖ I said, ―Yes I am‖, so I ran over to the plane and we took off. When that plane got about to an elevation, I guess of about, I guess, five thousand feet, or so a sigh of relief came over the plane and the guys started crying and everything and it was just ―Whew, we‘re out of here‖, because we didn‘t know if we were going to get hit or not, because it was night and we were supposed to get hit and everybody was scared. 2:00 I came back to the states and I was at San Diego and they were going to put me back on the drill field, but I was selected for the first sergeant. I came back and I had a medical problem. I had hypertension, so they told me I can‘t go back on the field. So, I stayed around San Diego for a while and then they sent me to Camp Pendleton. 3:32 30 �Interviewer: So, we’ve, basically, gotten you back to the states again and assigned back to Camp Pendleton. Was that where you went? Camp Pendleton, yes Interviewer: Now, did you stay there for an extended period of time? Well, I was at Camp Pendleton and I was a gunnery sergeant with base motors and at that time I applied for, and they commissioned me 2nd Lieutenant, so I went from being a first sergeant to being a 2nd Lieutenant. 4:04 Interviewer: Did you then have to go to officer training school, or what happened? No, I went to the brig, which is the jail. I was first sergeant of the 1st Motor Transport Company and when they made me a Lieutenant I went to the brig and I served there, I think, for a year. Interviewer: Now, did you just decide on your own to apply to get promoted, or did people encourage you to do that, or how did that work? Yeah they did, I had a friend of mine who was—we were both E8‘s, three of us really, and we said, ―There‘s this program here, let‘s apply for it and see if we can get it‖, and we were all black, and we applied for it and we all got it. It was something we just did on a whim to see if we could do it. 5:01 Interviewer: Now, does doing that obligate you for a longer time to stay in the service, or you were going to stay in anyway, so it didn’t matter? At that time I had seventeen years in and I had planned to get out at twenty anyway, and in order to retire as an officer you have to serve ten years as an officer, but reserve time counts, so once I transferred to the reserves, after the ten years they promote you to your 31 �highest rank, so I was a 2nd Lieutenant in the brig and then I got orders to go to Okinawa again. Interviewer: Talk a little bit about the duty with the brig. Were you in charge of it? No, I had a Major in charge and I was the admin officer of the brig, but I had a compound. They had five compounds there and they had five officers and each officer had a compound, so we were in charge of the compound. Interviewer: So, how busy was it at Camp Pendleton while you were there? 6:00 Oh, it was terrible, it was very busy and we had over a thousand Marines in the brig. We had everything from a guy going AWOL, unauthorized absence, to murders, and they put me in charge of what they call the maximum security unit, so I wouldn‘t have to go out and check on them all the time, I knew where they were and they couldn‘t go out of the compound. I was in charge of that unit and I had about, I had about a hundred and fifty men and then I had about six guards. Interviewer: Was it a different situation than what it had been a few years earlier? Were there a lot more men, now, in the brig do you think, or do you not know? I don‘t know, but I think that at that time there were a whole lot of men in the brig that shouldn‘t have been in the Marine Corps. 7:07 I don‘t know how they got in the Marine Corps. Interviewer: A lot of them got drafted most likely, and there was, also, the “Project One Hundred Thousand” that had gone on, trying to take in people, who didn’t qualify for the military, being brought in as well. 32 �And you know that at that time, back then, a lot of those guys were given a choice to go into the service, or go to jail and some of them chose the service, and we shouldn‘t have taken them, but they did. Interviewer: Did you have an idea—were they being held there until they would get on trial, or were some of them just there to serve out a number of days and then go back to their units? Some were there for-- like a week-end, some were there for a week, some were there because they had general court marshals, which is the highest you can get, and they were there for years, but we transferred those people to Portsmouth. 8:02 Every month we would transfer Marines to Portsmouth. We‘d fill up and we‘d transfer them to Portsmouth. The long term people who had thirty, forty years of jail time coming. Interviewer: I guess with maximum security, you’d get the hard cases. I had the hard ones; I had the maximum security ones. The other guys got the guys that went over the hill for a certain period of time and everything, but I had the hard ones, but I didn‘t really deal with them a lot, I let the sergeant‘s deal with them and everything and I was just the officer in charge. Interviewer: Now, did you have your family out there living with you, in California, at that point? I did, they were living in San Diego. In fact, one time, I was the officers ditches , the person in charge of the brig, and about two o‘clock at night, no two o‘clock in the morning and the sergeant called me up and said, ―There are two prisoners missing‖, and I said, ―How long have they been gone?‖ 9:01 He said, ―I don‘t know, they‘ve been gone since the last count‖, which was two hours earlier. It was in the morning and I 33 �started to get up and I said, ―Well, I think those guys are gone, so I‘m not going to worry about them‖, so lay back down and I thought, ―Well, let me go down and check‖. I got up and got dressed and got a sergeant with a shotgun and I said, ―Come with me‖, and we went down to the compound, so we looked all around the compound and we couldn‘t find them. I went back to do my report, because I knew I was in trouble, so I went back to do my report and on the way back the sergeant told me, ―Lieutenant, I hear somebody by the fence‖, so I said, ―Okay, you go one way and I‘ll go around‖, and there‘s this guy lying between fences. The prison was set up where-- the brig was set up where I had two, I think it was about fifteen feet apart, fences, two fences, so he got over the first fence, but he couldn‘t get over the second one, because the tower would have seen him. 10:02 The tower guards. So, I walked over there and we—he was lying on the ground and I said, ―Get up off the ground‖, and he got up, and I said, ―Climb back over the fence, because you‘re going back up to jail‖, and he said, ―Am I going to maximum security?‖ Which was my unit, and I said, ―Yes you are‖, because he wasn‘t in there for that, and I said, ―But you‘re going to maximum security now, because you tried to escape‖, but I didn‘t explain all that to him, I just said, ―Yes you are‖. So, he said, ―I‘m not going there‖, so I told the sergeant, I said, ―Shoot him‖, so the sergeant cocked his shotgun and he came over the fence. I said, ―Now, where‘s your buddy?‖ He said, ―I don‘t have a buddy‖, and I said, ―Where-is-your-the man who escaped with you?‖ He said, ―He‘s down by the sign‖, so I went down there and I told him the same thing and he came over the fence, so I took him up and put him in maximum security. Well, my duty ended at eight o‘clock in the morning, so I went home. 11:02 I got home and my wife had a message that the commanding General wants to see me—the chief of staff called and wants me to call him 34 �back, so I just got home and Camp Pendleton and San Diego, there‘s about ninety miles there, so I said, ―yes sir‖, and he said, ―You‘ve got to come back up here, the General wants to see you‖, and I said, ―What for?‖ He said, ―Come back up here‖. The Colonel tells me to come back up and I‘m a Lieutenant, ―Yes sir‖. I change uniform and go back up to the base and the General walks in and he says, ―You did a good job‖, and I said, ―Thank you sir‖, and I felt like saying, ―Is that all you wanted? I could have told you this over the phone‖, you know, you could have told me over the phone, ―Thank you‖, so anyway, I went back home. I drove ninety miles up and ninety miles back, ninety miles up again, my God. 12:00 Well anyway, it so happened that another night, and I was the officer in charge and we had a riot in one of the compounds and there were about two hundred prisoners in there. We had a riot squad that we called up when we had a riot, so I called this Lieutenant up and I said, ―Get your riot squad up here, we‘ve got a riot‖, so he brought his riot squad to the brig and they surrounded the compound. I told the Lieutenant, I said, ―We got to go in there and get my men out of there, I got three sergeants in there and we got to get them out of there‖, and he said, ―I‘m not going in there‖. He was a 1st Lieutenant and I was a 2nd Lieutenant, so I‘m junior, so I said, ―We got to go in there and get my men‖, and he said, ―I‘m not going in there‖, so I said, ―Well, okay, but I‘m going to have to report this in my log‖, and he said, ―I don‘t care, I‘m not going in there‖, so I got two sergeants and I said, ―I want a path right to the house and they put there shotguns down, creating me a nice path and I walked right straight through to the prisoners. 13:03 I went up to the door, knocked on the door and told the guys—they said, ―Who is it?‖ I said, ―Lieutenant Redwine‖ and they said, ―Okay‖ and I said, ―Come on out‖, so they came out and I walked them right back out. I told the 35 �Lieutenant, ―You can take your troops back, I got my men, take them back‖, so I put that in the report. The same thing happened on the following day. I go home and the General wants to see me, my God, so I go back up to the base and the chief of staff says, ―You can just go in and have a seat in his office‖, so I went in and had a seat in his office and I‘m sitting there, so he walks in and I jump up and he says, ―Sit down‖ ,and he came over to me and he said, ―Good job you did last night‖ and that was the second time. It was over a period of time, and he said, ―That Lieutenant that you told to go in there‖, he said, ―He‘s no longer in the Marine Corps‖, and I said, ―Oh, yes sir‖. 14:00 Interviewer: He didn’t do his job. He got him out of there and it surprised me, because he was a 1st Lieutenant and I was a 2nd Lieutenant, but he didn‘t do his job and he got him out of there and he‘s no longer in the Marine Corps. Interviewer: Do you have this duty, basically, for about a year? About a year I was there and then I was transferred to Okinawa again. Then I went over to what they call, the third provisional, third FSR, 3rd Force Service Regiment, and I was the only black officer in the regiment, and that‘s another time when we had—they would—I would—we had what they call meritorious promotion bundle and I was to get people together for the meritorious promotion, so the companies would send in people they wanted promoted meritoriously and I never saw a black person, so this Major, who was the EXO, we got along pretty good. 15:05 He walks in and I said, ―I don‘t have any black people here again‖, and he said, ―You don‘t?‖ I said, ―Yeah, now this is about three, or four months this has gone on‖, and I said, ―Evidently they don‘t get promoted‖, and a long story short, after that we started having some. The commanding officer there 36 �accused me of being—wait a minute, the General, General Jones put out an order that you could not do the ―Black Power‖ sign, raising the fist, I didn‘t, I never did it, but I walked into the mess hall and there was a black officer sitting over there, he was a warrant officer, he was sitting over there near the sign, and I knew him from the states, so I threw up my hand to him like that and I said, ―I‘ll be right there‖, and it got back that I did the ―Black Power‖ sign. 16:00 So, my Colonel calls me in and he says, ―I understand you did the ―Black Power‖ sign in the mess hall‖, and I said, ―When?‖ He says--I forget what morning it was—I said, ―No, I didn‘t do a ―Black Power‖ sign‖, I said, ―The black warrant officer‖, and I told him his name, ―was sitting over there and I just threw up my hand to him, I just recognized him and said ―hi‖ to him‖, and he said, ―Well, this other warrant officer said you did the ―Black Power‖ sign. I said, ―Well, let‘s let him come up here and tell me that I did that. Who said that?‖ He said, ―I‘m not going to tell you‖, and I said, ―You‘re not going to tell me who said it? Well, bring him up here and let him tell me in front of me that I did it‖, and he said, ―I‘m not going to do that‖. Anyway, the Major, who was the XO, spoke up for me and told the Colonel, he said, ―I will investigate this and see what happened, so let‘s see what happens‖, so he went and investigated it. About a week later the Colonel calls me in and said, ―I apologize, it was not the ―Black Power‖ sign, I don‘t know why he said that‖, and I said, ―I told you I didn‘t do it‖. 17:03 So anyway, in the mess, in the officers mess in Okinawa, a friend of mine, a Lieutenant, we were sitting there at the mess and his wife was there, his wife had come over from the states for Christmas, and nobody was dancing with her. She said, ―I want to dance‖, and I said, ―I‘ll dance with you‖, so I got up and I danced with her. When I came back to the table the two officers that were with me said, ―Come on, let‘s 37 �go‖, and I said, ―Go where?‖ They said, ―Let‘s get outa here‖, and I said, ―Okay‖, so we went out and when we got outside they said, ―You better go back to your barracks right away‖, he said, ―There‘s two officers sitting there talking about, what they call, ―frag‖. There are two officers there talking about killing you, because you danced with that white woman‖. 18:00 I said, ―What?‖ Now, this is in 1970. I said, ―What?‘ they said, ―Yeah, they were talking about ―fragging‖ you‖, and I said, ―I‘ll be darn‖, so I went back to my quarters. Well, after that incident passed, I didn‘t worry about it and my Colonel didn‘t say nothing to me, or nothing and nothing happened, but we had a female Lieutenant Colonel, who I knew from the states, we were sergeants together, and she called me up and she said, ―I want you to come to my party‖, so I said, ―What party? Why are you having a party? Is it your birthday?‖ She said, ―No‖, and I said, ―Did you make ―bird‖?‖ She said, ―Bird Colonel, ―Chicken Colonel‖, so I said, ―Okay‖, so I asked this one officer to go with me, because I didn‘t want to go—it was the 1st Marine Division and I was not in the 1st Division, I was the 3rd FSR. 19:03 So, we went over to the party and when we walked in she came up and she hugged me and everything, and I said, ―Congratulations‖. Well, she left and this General came up and said, ―Who are you?‖ I said, ―I‘m Lieutenant Redwine‖, and he said, ―You‘re not one of my officers‖, and I said, ―No sir, I‘m from the 3rd FSR‖, and he said, ―Well, I‘m General Wilson‖. He later became commandant, and He said, ―I‘m General Wilson, and I‘m from Tupelo, Mississippi‖, and I said, ―Well, I‘m Lieutenant Redwine and I‘m from Grand Rapids, Michigan‖. After that, ―Fish‖, the guy that was with me, Fisher, he says, ―Let‘s go‖, so we left and when I got back to my base, my Colonel called me in and he said, ―Who‘s this Colonel you‘re over there hugging?‖ I said, ―Hey, she‘s a friend from way back. I 38 �knew her when she was, way back, a sergeant and now she‘s a colonel, so it‘s got to be a long time‖. 20:05 So anyway, a month later I got orders to go back to the states and my tour was not up. I got there, I think, in June, or July and my tour was supposed to be fourteen months and this was May, so they sent me back to the states in May. Interviewer: What assignment did you get then when you got back? I went back to what they called a schools battalion and served at Camp Pendleton and I was there, but that was strictly because I was black and they moved me out of there. The guy that relieved me wasn‘t even there yet and they don‘t relieve you until the replacement comes. Interviewer: So, that kind of stuff is just still going on and showing up in various places? It‘s amazing that it still shows up, because my cousin from Grand Rapids here was a Marine Corps officer. 21:05 He was a 1st Lieutenant and he went in, I think, in 1985 and he told me that when he---he was stationed in Okinawa, and when he came back he told me his commanding officer called him and told him that he doesn‘t promote black people and as long as he‘s in his outfit he will never be promoted and he was a 1st Lieutenant. He told him that, and he told him, he says, ―If you repeat this conversation I will deny it‖, and he served his time and got out, so it‘s still there. I‘ve talked to many Marines who said that it‘s still there. Interviewer: Now, so you get back, is it 1970 when you get back then? 22:00 I get back in-Interviewer: Early 1971? 1971 39 �Interviewer: Okay I went to a place called schools battalion at Camp Pendleton and then I was, not demoted, but my rank went back—I only served two years as an office and I went back to first sergeant and then I retired in March. Interviewer: Now, was this a point when they downsized the military and sent officers back down to the enlisted rank they had come out of? It was and the officer rank that you had was temporary, so they went back to their enlisted ranks, a lot of them did. When I went back to my enlisted rank I went back— they moved me from Camp Pendleton to the El Toro base and while I was there, they came out with a thing called ―project transition‖, where your last thirty days in the Marine Corps, they let you look for a job outside. 23:04 I think it was thirty days, it was thirty days, or two months, I forget what it was. Anyway, I applied for it and they denied me, so I sad, ―I request mass with the next officer up, senior officer up‖, and my colonel told me, he said, ―Well, you know they‘re going to deny you‖, and I said, ―I don‘t know why, we got other people n ―project transaction‖, why can‘t I get it?‖ He said, ―They don‘t allow E8‘s and E9‘s to go on ―project transition‖, so I requested mass with my next—he went in there, and I see the Colonel and he says, ―No, you can‘t go‖, and I said, ―Well, I request mass with the General‖, and he said, ―Okay‖, so I went to see the General, who was a two star General. He told me, he said, ―I don‘t allow E8‘s and E9‘s to go on ―project transition‖. 24:00 I said, ―General, I got five E8‘s and E9‘s in my outfit working for Disneyland‖, and he said, ―No you don‘t‖, and I said, ―Yes I do‖, so the Sergeant Major of the base was standing there and he told him, he says—he told the Sergeant Major to investigate to see if I was telling the truth and that really hurt me, 40 �because I‘m the first sergeant of an outfit and he as to see if I‘m lying to him. Anyway, we went back to my outfit and he called me a week later and he said, ―You do have the‖, and I said, ―Yes sir, and there‘s other outfits around here that got them working there too. There‘s a lot of E8‘s and E9‘s on ―project transition‖, and he said, ―Well, I‘m not going to let you go‖, and I said, ―Well, then I request mass apacom on the Marine Corps‖, and he said, ‗Are you going to do that?‖ I said, ―Yes sir‖. 25:02 He said, ―What would you think if I went to the commandant and told him that I wanted ―project transition‖?‖ ―General‖, I said, ―You got two stars and I‘m a first sergeant‖, and he said, ―Get out of my office‖, so he ran me out of his office. He called me back, he had the base Sergeant Major call me back and I had to go back in and see him again, and he said, ―I‘m going to let you go on ―project transition‖, but you got to use up all your leave and all your time‖, and I felt like saying, ―Well, why me? You didn‘t do this to the other people, so why me?‖ So anyway, I didn‘t do it, I said, ―Let it go‖, so the Sergeant Major, he told me, he said, ―First sergeant, let me tell you what this General‘s doing for you‖, and I really got mad then, and I let him have it. I said, ―The General is doing nothing for me‖, and that‘s not the words I used, but I said, ―This General is doing nothing for me‖. 26:00 I said, ―It‘s an order from the commandant of the Marine Corps, that enlisted people can go on ―project transition‖, and I said, ―I don‘t need to talk to you no more either‖, and I left his office. He was denying I‘m an E8, but I wasn‘t worried about that, because I‘m through. Anyway, I did get my ―project transition‖, and I went to work for the phone company. Interviewer: Now, was that out in California, or did you come back? It was out in California and I worked for the phone company for twenty years afterwards. Interviewer: All right, and then you also stayed in the reserve for ten years? 41 �I was in the reserve, but I was in inactive reserves and I did not have to report for anything. Interviewer: But, they--ultimately you retire out and you got the rank of 1st Lieutenant at that point? Yes, I retired in March of 1982 and they promoted me to 1st Lieutenant for my retirement. 27:00 Interviewer: Now, when you look back at that kind of career you had in the Marine Corps, how do you think that affected you, or what did you take out of the experience? You know what, I‘m proud of what I did, and if I had to do it all over again I wouldn‘t do it. I did not allow my son to go in the Marine Corps. He wanted to go into something and I talked him out of it and I talked him into going into the air force. He wanted to go into something and I told him, ―Don‘t go into the Marine Corps‖, and I gave him reasons why he shouldn‘t go into the Marine Corps, and I‘m glad I did, but like I said, ―I‘m proud of my service‖, but if I had it to do all over again, I would not go in the Marine Corps. I just have that feeling. Interviewer: I think that kind of gets us about to the conclusion here, and I would like to thank you for coming in and telling your story and being as forthcoming as you were about it 28:01 Some of the stuff might get people hot lining here, but it’s important that people know. 42 �43 � 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 RedwineG1289V Title A name given to the resource Redwine, Gerald (Interview transcript and video), 2011 Creator An entity primarily responsible for making the resource Redwine, Gerald Description An account of the resource Gerald Redwine was born in Grand Rapids, Michigan in 1933. After graduating from high school in 1952, Redwine was attending Grand Rapids Junior College when a group of five of his friends suggested they join the military. After both the Air Force and Navy refused to enlist the entire group, due to all the men being black, the group finally enlisted in the Marine Corps. Once Redwine completed boot camp in San Diego, he joined the 3rd Marine Division, which in 1953, received orders to deploy to Korea to participate in the Korean War. However, the brokering of the armistice ended the war and the division re-routed to Japan. After Redwine's deployment to Japan finished, he briefly served at El Toro Naval Air Station in California before transferring to Okinawa. Redwine spent fourteen months on Okinawa and when he returned to the United States in 1957, the Marines sent him to advance training in administration at Parris Island, South Carolina. After finishing the training at Parris Island, Redwine returned to California and went through training to be a drill instructor, a position he held for three years. In 1962, Redwine transferred to Bellingham, Washington to work with the Marine Corps Reserves. After spending a further three years in Washington, the Marines recalled Redwine in 1966 and placed him in the newly-formed 5th Marine Division, which soon deployed to Vietnam. Once in Vietnam, Redwine served in administrative positions in bases at Dong Ha and Phu Bai. When his tour ended in Vietnam, Redwine returned to the United States and worked in the brig at Camp Pendleton, California. Following a year working at the brig, Redwine transferred again to Okinawa as part of the 3rd Marine Service Regiment. When his time in Okinawa ended, Redwine transferred back to the United States, spending time at both Camp Pendleton and El Toro. Finally, in 1972, after having served the mandatory twenty years necessary to earn a pension, Redwine left active-duty. Due to his ethnicity, Redwine faced numerous incidents of discrimination during his time in the military from officers blatantly telling him he would not receive a promotion based on his race to people confronting him when traveling in the South. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Marine Corps Vietnam War, 1961-1975--Personal narratives, American Other veterans & civilians--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-03 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/f872d46b59a3e150dbf99629bdb2e502.jpg 72230f6f5969a41649b5596ee292d4b0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_68_1928_003 Date A point or period of time associated with an event in the lifecycle of the resource 1928-04-29 Title A name given to the resource Redwood at Bear Gulch, Cal. Description An account of the resource Black and white photograph of a redwood tree in front of a forest. "Redwood at Bear Gulch, Cal." is written along the top of the image, and "Diam 16' " is written on the trunk of the tree on the image. Subject The topic of the resource California Trees 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/90b4ee88455c0dc1172ff7e7a63d17f3.m4v 64dcc507fb1a5fadfdf9d04d019f4942 https://digitalcollections.library.gvsu.edu/files/original/61894893fa98b438dd3c7dfc1529be5d.pdf 508e671d7a16542f7f69196d575cf759 PDF Text Text Grand Valley State University Veterans’ History Project Sherman Reed Cold War; Post-Cold War 28 minutes 11 seconds *Note: Times in outline correspond with timecode on interview (00:30:57) Early Life -Born on a farm near Jasonville, Indiana, on June 24, 1941 (00:31:14) Overview of Military Service -Started in the Air Force -Did four years of active duty, and three years of inactive reserve -Served as an interceptor weapons control officer -Spent 23 years in the Army Reserve -Retired in 2000 -Picked up by the Chief of Army Reserve to serve as the chaplain ambassador (00:31:45) Seminary -Studied at the Nazarene Theological Seminary in Kansas City, Missouri -Started in 1967 and graduated in 1971 (00:32:13) Air Force Service -Graduated with his bachelor’s degree from Purdue University -Sent to Keesler Air Force Base, Missouri -Train in the Interceptor Weapons Control Course -Part of the Semi-Automatic Ground Environment (SAGE) -Note: Collecting radar information to coordinate responses with NORAD th -Sent to the 848 Aircraft Control and Warning Squadron at Norton Air Force Base, California -Part of NORAD and Air Defense Command -Enjoyed that work -During his time there, he met an Air Force chaplain -Discussed the possibility of becoming a chaplain in the Air Force -Gave Sherman some advice about doing that and what to consider -Got engaged, then married in June 1965 -Five months later, he received orders for the Philippines -Still part of the 848th Aircraft Control and Warning Squadron -Supporting the buildup of forces in Vietnam -Trained in the manual program -Based seven hours north of Clark Field -Worked with other special missions and the interceptor control airspace (00:35:08) Becoming a Chaplain & Joining the Army -Decided that he wanted to go to seminary -Wrote to his denomination requesting a chance to go to seminary �-They approved, which allowed him to get out of active duty -Relocated with his wife to the Midwest to study at the Nazarene Theological Seminary -Notified the Richards-Gebaur Air Force Base that he was part of the active reserve -Three weeks later, he checked in and was told he couldn’t be a chaplain -Due to his job, the Air Force considered him too valuable -Still went to seminary and graduated in May 1971 -Air Force still hadn’t called him up for active duty -2 ½ years later, the Air Force sent him a letter outlining his options -He could either continue with active reserve, or go active duty (but not be a chaplain) -Decided to resign his commission instead -Shortly thereafter, an Army chaplain from Fort Sam Houston came to talk with him -Asked Sherman if he was still interested in becoming a chaplain -Told him that he could get him a direct appointment as a chaplain in the Army -Six months later, he became a chaplain in the Army Reserve -Turns out, the men he had coffee with in town were part of the Army Reserve -Learned about his desire to be a chaplain and got the process going -There were very few Nazarene chaplains, so the denomination wasn’t sure about protocol -Relied on other chaplains, from other denominations, when he first entered the Army (00:41:33) Tour in West Germany – Civil Affairs & Exercise Reforger -He was assigned to the 308th Civil Affairs Brigade -Had to qualify as a civil affairs officer -Meant that he worked with local civilian populations -Worked during Exercise Reforger -Annual exercise conducted by NATO forces to ensure rapid response to Soviet attack (00:42:08) Tour in West Germany – Chapel in the Woods -He was in 5th Corps, and was given an interpreter and driver -Visited American and German soldiers in the field -Met with local clergy and residents -During one outing, his interpreter or driver(?), brought him to a wooded place in the country -Went down a small trail to a clearing occupied by a small, wooden chapel -It had been built sometime between 1750 and 1800 -A local couple was expecting their first child when the woman fell ill -It was a difficult birth, and the mother and child were in poor health -The husband prayed for his wife and child’s recovery -They got better, and in return, he built the chapel in the woods -There was a local woman at the chapel cleaning the place when they visited -Said she felt no fear around Sherman -Somehow, she knew he was a chaplain despite a lack of insignia (00:47:44) Tour in West Germany – Dairy Farm -During his time in Germany, he tried to get acquainted with German units during field exercises -At first, they were hesitant of his presence, because they didn’t know why he was there -On one occasion, he went to a German unit camped at a dairy farm on the edge of a small town -They had occupied the dairy barn and set up a generator �-The farm woman was upset because the generator caused one of her cows to go crazy -Local veterinarian told her it would have to be euthanized -Sherman met with the woman to talk with her, and offer her guidance and comfort -She was deeply moved because she thought the Army sent him specifically for her -German commander paid for the euthanasia and for the lost cow (00:54:05) Reserve Officers Association -He now visits Europe twice a year -National chaplain for the Reserve Officers Association (ROA) -He is also part of the Congress of International Officers of Reserve -Otherwise known as the Interallied Confederation of Reserve Officers -NATO-affiliated, non-political, non-profit organization -He is on the Partnership for Peace Committee (00:55:52) First Army Assignment – Fort Carson -His first Army assignment was at Fort Carson, Colorado in 1977 and 1978 -Assigned to the post chapel and worked with the rabbi -Remembers a woman stationed at Fort Carson came to the chapel, visibly distraught -Her husband was stationed at Fort Sill, Oklahoma -They had been promised by the Army that they could be stationed together -Sherman got her information and told her to come back in 24 hours -Didn’t know what he would be able to do to help her -Rabbi told him that as chaplains, they had extensive power to resolve situations like this -All he had to do was call the commander at Fort Sill and explain the situation < Tape ends before the interview concludes > � 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_ReedS2068V Title A name given to the resource Reed, Sherman R (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-26 Description An account of the resource Sherman Reed was born in Jasonville, Indiana, on June 24, 1941. He originally served in the Air Force before becoming an Army chaplain. He received his interceptor weapons control training at Keesler Air Force Base, Missouri, then was assigned to the 848th Aircraft Control and Warning Squadron at Norton Air Force Base, California. During his time with the 848th, he was deployed to a base north of Clark Field in the Philippines to assist with the buildup in Vietnam. He decided to become a minister, and he attended the Nazarene Theological Seminary in Kansas City, Missouri, and graduated from there in May 1971. While at seminary he was part of the reserve at Richards-Gebaur Air Force Base. He resigned his commission with the Air Force and began the process of becoming a chaplain in the Army in 1977 He served at Fort Carson, Colorado, and worked with the 308th Civil Affairs Brigade in West Germany. Sherman retired from the Army in 2000, and as of 2016 is national chaplain for the Reserve Officers Association. Creator An entity primarily responsible for making the resource Reed, Sherman Contributor An entity responsible for making contributions to the resource Keizer, Herman Jr. (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. Air Force 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/be0792d6ccd86148f59e698d818e4d26.mp4 1ac520563e841deee79e136e2fcb657f https://digitalcollections.library.gvsu.edu/files/original/50005469f5061c4f24983ec62b808428.pdf f7cadef54093b6101d7e975136c77131 PDF Text Text GVSU Veteran’s History Project Korean War Dave Reeg Interview Total Time: 36:22               (00:28) Born in 1932; served as an artillery sergeant (00:40) Had 5 siblings (1:30) Had an older brother who served in World War II (1:45) Mr. Reeg got involved with the Korean War in 1952 o Had another brother who was in the Reserves, but didn’t go overseas (2:16) Remembers his father working in a coal yard and later worked into a factory (3:16) Before joining the army, Mr. Reeg worked at Union Steel (4:21) Trained in Camp Atterbury, Indiana o Trained for infantry o When he arrived, there was 110 people; not enough for infantry company (usually 200) o This is when he began training in artillery o Trained on 105 Howitzers o Was about 20 years old at the time (7:09) Mr. Reeg didn’t personally have any problems adjusting to military life, but knew of others who did (7:50) At the time, you signed up for 6 [3-4?] years in the service (8:19) There was a time when he got into a fight with someone in the mess hall o Was working in the mess hall at the time o Sergeant instructed how much he should give people who came to get food; there was someone who had a problem with it o Wasn’t punished for the fight o The guy he fought with was in his platoon (11:55) Remembers someone sitting in front of a bunker and a mortar round landed 50 yards away from him o Shrapnel hurt him; Mr. Reeg alerted the medics to help him o Remembers another guy who was hit in the hand by a piece of shrapnel (15:00) Knew most of the guys from the 1st Platoon (15:50) Tried to write a letter at least once a week o Got letters from his mother often (17:08) By the time the war ended, he had been in the service for about 17 months o Stayed in one area in Korea for this length o Heard about the ceasefire from the lieutenant �               (19:18) Discharged at a naval base in Chicago (19:47) Remembers his brother picking him up in Chicago (21:09) Remembers having a girlfriend that he wrote letters to while overseas o Ended up being his wife (21:23) To some degree it was hard to readjust to civilian life (23:02) One of the main things he learned about was rank – there was always someone one rank higher (23:57) Mr. Reeg was a sergeant (24:23) He was transferred at one point o There was a time where his unit was discontinued and they were sent to different artillery places o Ended up getting to use even bigger Howitzers o Said he didn’t know anything about these weapons (26:40) Said they never saw the enemy face to face (27:00) Talks about how bright the sky was when they fired; night looked like daylight o The bad part was that snipers could find them (27:28) The worst thing he ever saw was a mother and father carrying a small child who lost part of his leg (28:26) Heard about their own shells backfiring and hurting their guys o He never saw this happen but he heard about it before they got there (29:43) Remembers a 17 year old who joined the service and was in their bunker o The guy walked outside after a bomb was let off o Ended up being okay (33:22) Enrolled in school at CMU awhile after returning to the US; this was in 1955 o Was a teacher o Majored in physical education and a minor in health education as well as industrial arts (35:00) Said people he served with had different feelings about their experience – Mr. Reeg didn’t mind (35:45) Really enjoyed learning about industrial arts � 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 ReegD1412V Title A name given to the resource Reeg, Dave (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Reeg, Dave Description An account of the resource Dave Reeg served in the army as an artillery sergeant during the Korean War. He was trained on 105 Howitzers in Atterbury, Indiana. At one point in his service in Korea, the unit he was in was discontinued and he was sent to different artillery locations. Mr. Reeg was in Korea for about 17 months when the war ended. Contributor An entity responsible for making contributions to the resource Denton, Whitney (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Korean War, 1950-1953--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-24 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/d50ad709ca0b20bb1befd2f1e4aec212.mp3 3b35367fdc7222d6c20cbd5c228e41c9 https://digitalcollections.library.gvsu.edu/files/original/24b1463cffbd75c2802d725667441ab6.pdf a64babc4fe998529e3a523e825a13713 PDF Text Text   Reenchantment Without Supernaturalism Text: Genesis 1:1-23; Revelation 21:1-7 Richard A. Rhem Christ Community Church Spring Lake, Michigan August 4, 2002 Transcription of the spoken sermon The Reading From the Present comes from the book Reenchantment without Supernaturalism by David Ray Griffin, and that title of the book is the title to this sermon. David Ray Griffin is a philosopher-theologian who concerns himself with finding a way to express the faith, to experience God in a world which has become disenchanted. He quotes the German scholar Max Weber, who says that it is modern thought that has disenchanted the world. The more we know of all of the science and technology, the more we discover, the more we understand, the less mystery and the less magic there is— the less enchantment there is. I have been saying to you that I would love to create a new sense of enchantment for you in your spiritual life experience. The word “disenchantment” is cited by David Ray Griffin, although now I find it popping up all over the place. Griffin says that the consequence of that disenchantment is that the world is no longer believed to contain any inherent meaning or normative values around which human beings should orient their lives. That is serious. There has been a reaction to that, and Griffin says the majority of those who have reacted say that the mistake was to leave the supernatural God, the Creator, who was the foundation of morality. But David Ray Griffin disagrees and says: My title, Reenchantment without Supernaturalism, signals that this is not my view. Completely rejecting supernaturalism, understood as the belief in the possibility of occasional interruptions of the world’s most fundamental causal order, I present a world-view that, although saturated with values, is fully natural. This world-view does involve a form of theism, but it is a fully naturalistic theism, according to which divine influence is a natural dimension of the world’s most fundamental causal order, never an interruption thereof. In so many words, David Ray Griffin is trying to speak of God as one who is immanent in the process of reality of which we are all a part, and not a God external to reality who now and again dips in, pulling a string or shifting a gear or tweaking that natural process. He wants us to have a vision, an understanding of the totality of reality, which is a naturally moving event, an ongoing event, laced © 2013 Kaufman Interfaith Institute and Grand Valley State University   �Reenchantment Richard A. Rhem Page 2   through with the mystery of God. But this is not the God of the old tradition who snapped his fingers and let it all come into being, guiding it providentially through the whole process to an end that God had set. That conception, that old orthodox conception, is one that has run aground on the shoals of modern knowledge. Consequently, we have a world that is in large measure, in terms at least of the leading intellectual voices, a world that is devoid of God, and so devoid of mystery—devoid of wonder. Griffin’s intention is to recapture that which the old system was able to communicate, but in terms of a story that is resonant with our present human experience. So I invite you to think together with me about it, to see where we are. Although it seems that science has laid bare the reality of which we are a part, the scientists say the more we know the more the mystery grows, and the gap between what we know over against what we don’t know is tremendous. But scientists continue to look and to study and to uncover, and it is a dramatic process. In the process information has trickled down and the world has become, in many respects and for many people, disenchanted. It becomes a mechanism, a machine. It is bloodless, spiritless. The consequence of the scientific method and the empirical method and the pursuit of the natural sciences is that, in some quarters and with some leading voices, the conclusion has been reached that matter is all there is; there is nothing more. There is no such thing as spirit. There is a naturalism that is materialism, which is atheism in so much of the modern world as a consequence of modern thought, and I think Max Weber probably was right in his observation. His life stretched into the twentieth century and he was a towering scholar. He looked at the whole modern experiment and said it had left us with a disenchanted world. Science is powerful because it produces results. It sends airplanes into the sky and rockets into outer space and men to the moon. That compelling power makes the one who would speak of spirit or religion or the spiritual life tremble in their boots before the amazing accomplishments of the sciences. Of course, to deny spirit, to deny a sacred dimension to reality is not going to work very long, because we are people who desire meaning. We are more than the physical body that houses us, and so there has been reaction. One of the phenomena of the last century is the rise of Pentecostalism. In his book Fire from Heaven, Harvey Cox documents the global expression of Pentecostalism, which is the immediate experience of God, God the Holy Spirit, an immediate experience of the holy. If you watch any late-night television, you will see on occasion some Pentecostal services where there are thousands and thousands of people. Hands are raised, people come forward, and they are slain in the Spirit. If I would describe it a bit unkindly, I would call it an emotional orgy. But, as a matter of fact, it is a spiritual, emotional fix, and it is a global © 2013 Kaufman Interfaith Institute and Grand Valley State University �Reenchantment Richard A. Rhem Page 3   phenomenon. It simply points to the fact that the human animal is more than simply a physical body. The other reaction that we are perhaps more familiar with is Fundamentalism, which is a militant mind that would reverse everything to a former paradigm, to a former understanding. The old way. Of course, you cannot go home, but this militant Fundamentalism is in reaction to the myth of science that claims that there is nothing beyond what you can touch and taste and handle. The reaction to that has become violent in our day. Thus, there is Pentecostalism and Fundamentalism. The problem with the old tradition and with Fundamentalism is the literalization of our biblical stories. It was appropriate that the scripture lesson was read by the choral readers this morning. There was a touch of theatre. There was a little bit of drama, which points to the fact that Genesis 1 is a poem, and it is a myth of origins. That beautiful picture of the city of God and the union of heaven and earth in Revelation, again, is a marvelous image. The way it was read enables us to sense that there is something more going on here beyond a literal description of reality. Let me try a little experiment this morning. Let’s think of the whole cosmic process of billions of years. Let us think of it as a river of being unfolding, the River of Being unfolding. If you go down to the end of Washington Street in Grand Haven, you can see a map of the Grand River with its various tributaries winding their way here and flowing out into Lake Michigan. Let us just think about the Grand River as the River of Being. As the river nears Grand Haven, the human species arises. The human being becomes conscious, self-conscious, conscious of the other; community grows; the mind develops. Let’s picture that budding human phenomenon on a houseboat on the Grand River, plopped right there in the middle of the river. They don’t know how they got there. They have no sense at all of that river on which they have streamed. They don’t know where they are going, either. The analogy breaks down with the Grand River, because you know the Grand River empties out into Lake Michigan. But the River of Being is being formed as we move on. The human project is right on the threshold of the unfolding drama, and we don’t know where it’s going. But people need to have a sense, a sense of where their houseboat came from and where it is going. And so people create stories, stories of origin and stories of ultimate destiny. The Genesis story is such a myth. Where did we come from? Why are things the way they are? What does it mean? That vision of Revelation—where is it all going to end? What is it going to be? Whence have I come, whither am I going, what does it mean in the meantime? Those are the kind of stories that you have in Genesis. They are the kind of stories you have in the Bible. They are the kind of stories you have in every religious expression of humankind and in every circumstance and every geographical location. They are the same questions. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Reenchantment Richard A. Rhem Page 4   Ultimate questions. Because we’re human. Because we wonder about that. How did it begin? Where is it going? What does it mean? The River of Being continues to unfold. Along the way, the human being continues to think, to experience. He or she gains some knowledge and has a beginning sense of history. One day the mechanically minded among them develops a helicopter, and they go up and trace that river, study the course over which they have come. It’s fifteen billion years of river, and they say, “O, my God! Look at the Big Bang! Look at the billions of years it took for this meandering stream to reach this point. Look at what we are a part of and where are we going!” Well, we can make some projections; we can speculate. But the scientific mind begins to take over and experiment. Pretty soon we have the scientific method, which I described a moment ago, with testing and inductive reasoning. In the midst of the human story we develop a very potent myth that this is all there is. And we cannot deny the stuff on which science has based this information. That knowledge is hard knowledge, although it continues to be adjusted. Scientists continue to refute themselves in order to find a better understanding. But why would we fight knowledge? Isn’t it ridiculous that there is a Fundamentalist Christianity that is heralding Creationism in the twenty-first century? Isn’t it interesting that there is a more sophisticated stealth bomber approach with this Intelligent Design idea, trying to get God back into the equation? So what is it we need? And where are we? Well, let me suggest that the Genesis account of creation is still profound. I can read it and understand it and appreciate it. I understand the profound insights that were coming to expression there, and I can understand the longing for that holy city and the union of heaven and earth. Those are images and they continue to be fruitful images. They continue to inform us in the River of Being where we are traveling together in our particular little houseboat. But don’t you think that it would be better if we could find a way to incorporate all that the sciences lay bare for us, all of that knowledge, with a sense of the holy and the sacred woven through it? Wouldn’t it be better if our River of Being was not simply matter, not pure materialism as opposed to any God-presence, so that it does not lead to atheism, but rather to an understanding of God in terms of the human experience which is common to us all in our day? Wouldn’t it be better if we embraced a naturalism without supernaturalism, a reenchantment without supernaturalism, a God-presence without the engineer tweaking things from above, dipping in here and there? I did mean to tell you about my friend Bud who is critically ill, but still with us. Last evening was a bit difficult and so I was called in. He has not yet awakened, and the day before the family gathered around him. One of his daughters is an ordained pastor. She put together a beautiful healing service, just for the family. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Reenchantment Richard A. Rhem Page 5   They read scripture and said prayers and they anointed Bud with oil, oil for healing. Does that work? Yes, I think it works. Can it heal? Yes, I think it can heal. Is there something miraculous about that? No, not really. But the love and the care of those who are concretely present with a ritual involving anointing and touch will trigger whatever is possible to be triggered in terms of the healing potential of that body. If you go into the room, you will find computers of every sort— banks of them. Medical science can tell you everything about the blood, liver function, kidney function, the dialysis process, the breathing tube. They can tell you everything about neurological function, blood pressure, temperature, all of that. It is amazing. You want to talk miracles, that is a miracle. And I’m thankful for every one of those machines, every one of those tubes and wires, and every one of those competent medical personnel who can calibrate it all in order to sustain life. But when you know all the statistics, when you know everything about that body that is lying there, you still don’t know anything about the human being. I could always get Bud to laugh, particularly when I would talk a little Dutch to him. So I shouted a little Dutch in his ear, and I got just a little flicker of the lip, a little recognition, a little communication. That is so much more than all of the statistical data that you could offer me. Yet there is no conflict whatsoever. For when science has done everything it can do, and I want it to do everything it can do and in the best possible way, then it still has not answered the question of who are we, because that’s a human question. That’s a spiritual question. That is the transcendent dimension that hovers over the tapestry of the natural connections and causal relationships and all of the processes that make up what we call nature. What we need is a new story. I can still preach from Genesis meaningfully because I understand what they were getting at, and it was a profound word. But when you are in the River of Being, and Being continues to unfold, and you have just begun through your intellectual capacity to understand something of the past, you realize that you are the consciousness of the process now, and you are the voice of this process. It is unfolding before your very eyes, and your stories of origin and ultimate destiny were told as tales way back there. Look where you are now. Are you going to absolutize an ancient story that was profound, a profound myth with deep understanding? Are you going to say that it has to be literalized and it has to be the template over which I look at my world today? No. That story isn’t sacred. It’s marvelous! There has never been Eden; there has never been Paradise. There has never been a moment of perfection from which we “fell.” The story, according to everything we can learn and know, is the story of emergence, of spirit, spirit seeking to soar while still anchored in the mire. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Reenchantment Richard A. Rhem Page 6   Human beings—what marvelous creatures we are! Look what we can do. Look what we can create. Look at the beauty we can create. Look at the love we can make. Look at the joy. Look at all of the wonder of the world, the human world, and all of the hell we create. We are emerging creatures full of ambiguity, torn in two directions, knowing the life of the spirit, still very much of the flesh, fleshly. I need a story, a new story that will honor the integrity of creation and that process, that tapestry into which our lives are woven. I need a story with all of life’s meaning and all of its wonder and beauty, but a story that sees it all with enchanted eyes, knowing that there is more than meets the eye, knowing that it is all permeated with God-presence, with the Creator Spirit, the spirit that seeks to come alive in us. For you see, the Christian story at its heart is the story of incarnation, that God became human. In the beginning was the word, God spoke the word, creation came forth. In the beginning was the word and the word was God, and the word became flesh. The word became human. In the River of Being unfolding at some point, God became human and the human became the vehicle of divinity, the voice, the soul, the spirit, the instrument through which the whole process is made divine by the God who is present, not apart from it. Thank God for the richness of all we know and the mystery that beckons us still, and in the meantime, that sense of community in which we experience life together, enchanted. Griffin, David Ray. Reenchantment without Supernaturalism— A Process Philosophy of Religion. Ithaca, New York: Cornell University Press, 2001. 140 © 2013 Kaufman Interfaith Institute and Grand Valley State University � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost XI Scripture Text Creation: God's Ecstasy, David Ray Griffin Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-20020804 Date A point or period of time associated with an event in the lifecycle of the resource 2002-08-04 Title A name given to the resource Reenchantment Without Supernaturalism Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on August 4, 2002 entitled "Reenchantment Without Supernaturalism", on the occasion of Pentecost XI, at Christ Community Church, Spring Lake, MI. Scripture references: Creation: God's Ecstasy, David Ray Griffin. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Immanence Natural religion Process theology https://digitalcollections.library.gvsu.edu/files/original/fc8d6a7c4e9eec05a2803aaba6e3cd92.mp4 3b85a953a65a580373de3448d1b24a38 https://digitalcollections.library.gvsu.edu/files/original/c386ffdc7030e7c74b0aa3566b733e2e.pdf 53f0c43b0d251afe8142da025b10e283 PDF Text Text Reeves, Cody Grand Valley State University Veterans History Project Interview Interviewee’s Name: Cody Reeves Length of Interview: (46:46) Interviewed by: Koty Leroy Rollins Transcribed by: Maluhia Buhlman Interviewer: “Hello and welcome, I’m interviewing Cody Reeves of Kentwood, Michigan for the Grand Valley State Veterans History program. My name is Koty Leroy Rollins and let’s go ahead and get started. So we’re gonna start off with where were you born and what was your childhood like before you joined the military.” So I was born in Grand Rapids, local here and then I was raised in a small town just outside of Belding called Smyrna. My mother and I lived with my grandparents, my father wasn’t in the picture and it was a little bit of a broken home. I got along with my grandparents very well, I didn’t get along with my mother very well she was busy with college and work but overall I had a good childhood. (1:18) We weren’t below the poverty line or, you know, we didn't struggle or anything like that but I didn’t have many friends growing up until about high school when I started participating in sports and after school activities. From Smyrna we moved to Orleans when my mother got married to my step-father Aaron who was a Marine veteran himself and I think that’s partly what helped me choose the Marine Corps when I was determining my branch of service, cause I looked at all the options. I sat down with a recruiter from every branch and I saw what they all had to offer and the Marine recruiter was the only one that told me it was going to be difficult and at that point in my life I was trying to challenge myself to become better. I had just graduated high school with, I think, less than a 2.0 gpa, I didn’t even go– I didn’t even walk at graduation, no college would take me and my only option was a dead end job at this local grocery store, which it’s a great grocery store but there wasn’t much room for improvement there. So I joined the delayed entry program for the Marine Corps and it took me about a year before I could get to boot camp because I was so overweight and out of shape and there was also the ASVAB that we had to study for, they still do that testing. �Reeves, Cody Interviewer: “That’s the Armed Service Vocational Aptitude Battery, right?” Yes, yes that’s the test that will help determine which MOS best fits you, some jobs have certain score requirements based off of skills and abilities that you may have but the– During the delayed entry program I recruited out of Grand Rapids north and the north and the south both had their own recruiting station but we met every wednesday for what we called warrior training and it was a little bit of a precursor to boot camp. They– We started learning our knowledge about Marine Corps history and getting into physical shape, we called it PT which is just physical training and it was fun. Whoever was the most physically shaped for that day or could do the most pull ups for that session would be called the guide and they got to carry the flag for the run and then we always ran in teams of two. We would do exercises, team building workouts, competitions, we did all sorts of things, we ran 5k’s together like the river bank run, we did lots of things and it was two to three hours once a week and then we would do a Saturday once a month for like a fun event where we would do like frisbee golf or ice skating in the winter or whatever. (4:30) Interviewer: “Did they ever make it like extra difficult for you because you were out of shape or were they like understanding?” Well it wasn’t like they were extra difficult, it was more of they gave you the information that you needed and they helped you along the way but it was ultimately your drive and your motivation that got you where you wanted to be. They pushed you but you were never pushed so far that you would break but they have to push you because your mental state will stop before your physical body if your physical body ever stops so you need the push to actually get the improvements that they need but after about a year I’d lost like 60 pounds and I went from doing no pull ups to 23 pull ups and I went from doing like 40 sit ups to 120 sit ups and– Interviewer: “That is quite the improvement.” �Reeves, Cody And then I got to basic training and I was no longer– Like I thought I was in great shape but by the time you get to basic training you’re not in as great shape as you think you are. I had made so much progress but the standard for the Marine Corps physical fitness is pretty high. Interviewer: “Where did you go to basic training at?” I went to basic training in San Diego, California which was great because after I had finished basic training they changed the method that they use and I would have had to go to Parris Island if I enlisted any later. Interviewer: “Where’s Parris Island at?” That’s in South Carolina. Interviewer: “Yeah, California is definitely the better option.” (6:08) Oh it was way better but going into basic training I had to– I was still trying to cut weight cause I was still over the weight limit because I was so short that the weight limit was like 160 and any muscular guy will tell you it’s hard to maintain 160 at 5’6, you’ll almost always be over that but the Marine Corps has procedures like body weight percentage and that you can tape out but to get to basic training you had to actually make weight. So I was cutting weight and then it was the flight over there and then before you actually do your initial physical testing there’s three to four days of processing where they already start the psychological games by not letting you sleep and you’re just put in lines and you wait in line to go through dental, to go through health screening, physical check ups, they get you all the admin paperwork done, next of kin, you’ve got the SGLI, and then gear issue and the whole product– Because there’s so many people being processed it takes a couple days and kind of breaks you down which is what they’re going for, the whole goal of breaking someone down to build them back up to what you need them to be and you go into what’s called a holding platoon before you’re actually in the platoon that you’ll stick with through basic training and it was kind of funny. So when you’re in the holding platoon they’re not quite like drill instructors then, they still lead you around and they like– You get �Reeves, Cody everyone– The drill instructors get everyone dressed together and showered together quickly and efficiently but they’re not quite yelling at you or drilling you or they’re not– Cause you’re still in that processing state, but as soon as that’s over you do your initial test and then they call it black Friday when you actually meet your drill instructors and it was a pretty life changing moment for me. That was– Up until that moment I had only thought that okay this is gonna be hard but you know I can do this, and then black Friday came and my opinion changed and I was like this is terrifying, this is not what I knew, this is nothing like I expected and I had heard many storied and watched YouTube videos but once you’re actually there it’s quite different. It’s a lot of controlled chaos, looking back at it now if I had to go through it again it would be easy because I know all of the psychological games and I know the tricks and I know what they’re doing, but at the time just 18 year old Cody was terrified. Black Friday starts off with your senior drill instructor introducing the four sub drill instructors– Interviewer: “Okay, so you had five overall.” (9:12) You had five overall, or I had five overall it differs from platoon to platoon, each– So the senior drill instructor is in charge of all of them while as each drill instructor has a specific duty. There’s one drill instructor for actual drill, marching, there’s one for rifle marksmanship, there’s one for knowledge like studying history and passing the final test at basic training, and then there’s another one that doesn't actually talk and just goes around yelling and it’s great that actually serves a very good purpose. Interviewer: “So would he be like going around correcting people–” Yes, correcting people Interviewer: “Or is he just yelling at people for no reason?” Well no, no one’s ever yelled at for no reason, if you’re not doing anything wrong and a drill instructor is yelling at you it’s probably because he’s trying to stress you out during some sort of event or test because nothing in the military is ever done without stress. So they have to simulate �Reeves, Cody some sort of level of stress to know that your body can adapt and handle and there’s– It’s nothing– There’s nothing that’s ever too much or too far, it feels like a lot and it’s difficult but these are trained professionals. There’s a whole medical branch in– On the base, they have a hospital, there’s ambulances, there’s fire trucks, they have their own police department, their own fire department, and their own hospitals and there’s many professionals that go into creating this program that’s structured to create a Marine from a regular civilian and I enjoyed it. It was by far the most challenging thing I’ve done in my life up until this point. One thing I can remember was you always got enough sleep but it wasn’t like you got to– You didn’t get to choose when you slept but you got enough sleep, they were required to make you sleep for eight hours but that meant that everything was rushed. So– Blank, everyone in the platoon made their bed at the same time, in the same way, got in their bed the same time, the same way and went to sleep at the same time, it the same way. Interviewer: “Okay, so how long was your camp?” It was three months, I can’t remember exactly how many training days, I think it was 70 training days. (12:00) Interviewer: “Okay, and is this like broken down into segments like here’s your basic stuff, here’s where you focus on rifles?” Yes, it is broken down, there’s a really good calendar online that breaks it down day by day and it shows you the receiving period, the transition period, then it tells you when black Friday is and then there’s rifle week, swim week, drill week, knowledge week. There’s a bunch of different sections and there’s even a– There’s even the last week after you’ve passed basic training but haven’t finished basic training where you graduate from calling yourself, or referring to yourself as a recruit to now referring to yourself as a Marine and it’s one of the most satisfying feelings that I can remember because just as recruits you weren’t allowed to walk around by your own but once you were in that last final week you could go in pairs to the store or the barber shop, you know just in pairs and if you went by any drill instructors instead of calling them a drill instructor you would call them by their rank or instead of calling them sir you would call them �Reeves, Cody by their rank and they would refer to you by your rank and name or no longer as a recruit, as a Marine and that was like the first moment that I had a sense of pride in what I had accomplished and at that moment I hadn’t realized what I would go on to do later but I was still happy that I had made it. There was a few times where it got rough and this was the first moment that I had ever been away from my family so it was a little more difficult than I thought. We always had Sundays off, if you didn’t do anything on Sunday then you had to stay in the platoon– Or stay with the platoon like studying or you know working out or doing something like that but it was free time, it was just structured free time you know they still wanted you to be constructive. Interviewer: “That little bit of freedom makes it even more strict once you get to it but it makes you more accepting of that strictness right?” Yeah, I went to church every Sunday even though I wasn’t religious it was just nice to go and it was actually really interesting. The way that church is set up is you would– So a whole platoon of 80 people would sign up for whatever their religion was and then you would write your name down and then you would all go together and you’d have to march there in a group of the rest of the people with the same religion and then we were given directions to the church and people would be watching us as we went there but once we got there it was like a whole different environment. (15:18) People were singing and cheering and there was just this overall sense of a really strong bond between everyone, and I didn’t know any of these people they were just all strangers that were doing the same program that I was doing and that alone through hardship was enough to create a bond between us and a lot of people cried, a lot of grown men cried. Interviewer: “Hey, nothing wrong with that.” It was powerful. Interviewer: “Now I know with Navy boot camp there’s lots of different denominations of churches. Was it just like you know the big religions like Christianity and Judaism and Islam, or was there also like smaller religions like Hindusim and Confucianism there?” �Reeves, Cody They covered any religion. Interviewer: “Okay.” If your religion wasn’t covered then there was like a fall-to church you could go to where they would let you do self practice on your own in a room. Interviewer: “Okay so like a non-denominational one.” Yeah. Interviewer: “Okay, that’s really interesting. So once you got out of boot camp what did you do after that?” So the first step after boot camp is to go to Marine– It’s called MCT which is Marine combat training and there’s two different ways that the MCT follows on school goes. (16:37) You’re either an infantry MOS or you’re a non infantry MOS. Interviewer: “What does MOS stand for?” Military occupation school, so the Marine combat school is the precursor before MOS school and if you’re a non infantry MOS your MCT is 30 to 45 days and then you actually go to your job schooling, whereas if you’re an infantry MOS your MCT includes your combat– Includes your MOS school and it’s right there in the same place so because I was a radio operator I didn’t have– I had a non infantry MOS, my MCT was about a month long, it was in Camp Pendleton and that was when they really focused on the combat aspect of the Marine Corps and that was where we learned the strategies for war fighting and how to properly maintain and fire a multitude of different weapon systems. I learned how to shoot the M-4, M-16 variants as well as the Mark 240 Bravo machine gun, the 50 caliber machine gun, Mark-19 grenade launchers and that was as much as I got to train on. If you had an infantry MOS you would go even more detailed in those training and then they go on to do a few other weapon systems as well. �Reeves, Cody Interviewer: “Okay, and did you go there with your platoon from boot camp or were you sent there individually?” So you’re sent there individually but you end up seeing a lot of the people that you were in basic training with, some people are actually lucky enough to go through basic training, MCT, and MOS school all together and then hit the fleet and get their first duty stationed together. It’s rare but it does happen. Interviewer: “Okay, so after your combat training– Well during your combat training was there any interesting things that happened, like did they make you simulate like being in a week long battle or anything like that?” We did– We did lots of drills with blank rounds and we did lots of practicing in the field but there were no– There was no actual week long field experiences. (19:00) Interviewer: “So no like simulations or anything.” No, going back to basic training though there was a three day long crucible where we were in the field for three days with only one meal that you had to ration out and you had to carry your own– All your own supplies and you had to travel between location, location and that was sort of the culmination of all the events where all knowledge was tested and the final hike on the last day after barely sleeping and barely eating and doing all this training and team exercises and tests and after finishing all that because we were in San Diego there’s this pretty monumental location at the top of a hill that you hike to and that’s when you receive your eagle globe and anchor and it was a pretty emotional time for a lot of people there too. Interviewer: “So that’s where you officially earn the title Marine.” That’s when you officially earn the title. �Reeves, Cody Interviewer: “Okay, so after that you had your combat training and where was your MOS school at?” So my MOS school was in 29 Palms, California and that’s where all communication schooling is, 29 Palms is also the home to Camp Wilson which is where they do ITX which is integrated training and that’s when you– That’s where all pre-deployment units go. Interviewer: “Okay, what was your MOS school like, was it as strict as boot camp?” I would say MOS school was less strict than boot camp but more strict than MCT. We still had to march everywhere, you weren’t allowed– You were considered a student status now so you couldn’t have a vehicle, you couldn't drink, you weren’t allowed to like wear civilian clothing yet, you know classes were every day Monday through Friday, all day from eight to five with 15 minute breaks between classes, you were required like some sort of max set of pull ups between classes or something to keep you in shape between classes because there was no– (21:25) There wasn’t as much physical training in MOS school so to stay in shape we always did something, whether it was a morning run or some fun activity after classes before studying or just like little workouts between classes, the desert heat was rough. Interviewer: “I’ll bet, so that’s in Northern California then?” No, that's Southern California. Interviewer: “Okay, oh yeah deserts are in the south. So nothing really eventful happened in your MOS school?” Nothing eventful, I just remember that the material was hard to learn it was the equivalent to taking a college exam every week for about a month, month and a half straight. Every week was a subject they called them annexes, annexes A through F and the annex would be a radio system that we’d have to learn to include every detail of how to operate, troubleshoot, fix, and maintain �Reeves, Cody and the amount of knowledge was about a semester’s worth of information stuffed into a week and then tested. Interviewer: “Okay, that’s pretty intense.” The failure rate was not super high but that’s because if you didn’t pass you just got sent back a week and got picked up with a different platoon to try again. Interviewer: “Was there like a limit to how many times you could be sent back before they just like sent you somewhere else?” I’m sure there was a limit but when I went through they were trying to get people so they would send you through as many times as you need. Interviewer: “Okay, and so it was about six weeks, you said for annex.” (23:10) I’d say it was 45 training days. Interviewer: “Okay, after that where’d you go?” So the last week of MOS school you get your first orders and my first duty station was Camp Lejeune and I got sent to 8th Regiment which is one of the highest companies you can be sent to, I was at the H&S company for the whole regiment. Interviewer: “What does H&S stand for?” Headquarters and support company, and then I spent my first couple months at 8th Reg training just for whatever. At that point there’s really no expectations it’s just kind of like a day job, you show up in the morning, run with your platoon, with– And then we were all radio operators because it was broken down by section. So all the radio operators would show up in the morning at 6:00 a.m, we’d run together, we’d go get breakfast, we’d be to work by nine, we’d work until �Reeves, Cody noon, we’d eat until one, then we’d work again until four and go home and then you were free until the next day and then after a couple months 8th Reg sent me to 1st Battalion 8th Marines. They were preparing for a deployment to Romania for Black Sea rotational– B surf, the Black Sea rotational force. Interviewer: “And what year was this?” This was 2015, about mid 2015, the work– They call them work ups before deployment, you do about six to nine months of training for the nine month deployment and I arrived at 1-8 about a month or two into their training, which was fine because I had been training so hard on my own that I was already at their level, and then I trained with them for the rest of their three to four months before deployment and then we went to Romania about early 2016 and we were there for about eight months. Interviewer: “Okay, so were you in Romania or were you like on a ship near Romania?” (25:26) We were actually stationed in Romania at an old Army air base, it’s called MK it was a really nice base I have a lot of good memories there. Deployment life is a little bit different than fleet life, we were eight to room with four bunk beds and four lockers, with shared showers and shared bathrooms but it was– Again that was a lot like a day job where you would PT in the morning with your section, work until– Work from nine to five or nine to four and then go home but when you were done with work you were still confined to the base until a certain time that they would let you go out in town and that was fun, seeing different cultures is great. I got to do a lot of volunteering at an orphanage nearby, it was more of a foster home there two parents took care of about 18 kids in varying ages from newborns to 17 year old kids and we did a lot of volunteering with them just spending time with the kids or painting building or played a lot of sports with them, was a pretty good experience. Interviewer: “So the locals were pretty happy to have you then?” �Reeves, Cody Yes, they were. Interviewer: “I know this was during kind of a tense period between America and Russia.” Yes this was when everyone was sort of concerned with what Russia was doing and we were there to deter Russian aggression and I guess we succeeded because nothing ever happened. Interviewer: “That’s a good way to look at it and yeah I know a lot of places aren’t too happy to have Americans there but it sounds like the Romanians were pretty happy cause– ” Yeah, yeah they definitely wanted us there they were glad, we did a lot of training with like the Romanian military as well. Interviewer: “Was that difficult due to language barriers or anything or did they speak–” (27:40) A lot of them knew English, so I would say it wasn’t that difficult. Interviewer: “Okay, did you guys have like a Romanian linguist or anything?” Yes, we did, we had a Russian linguist and a Romanian linguist. Interviewer: “Okay, so did anything eventful happen in that deployment other than working at the orphanage?” Nothing, nothing that I can say. Interviewer: “Fair enough, and afterwards you went back to the states?” �Reeves, Cody So yes, coming home from deployment was– It was an emotional time coming home, everyone waits for you and then you come in on buses and you have to go to the armory first to drop weapons off. So you drive by everyone waiting for you and there’s like a huge party that’s got a gazebo set up with tables and food and they got a bouncy house for kids and there’s hundreds of parents here and yeah from there I went back to 8th Reg because I was only temporary with 1-8 but I was only with 8th Reg for another couple months before I got sent to 2nd Battalion 6th Marines. Interviewer: “And this was in 2016 right?” This was in– Yeah this would’ve been the middle of 2017, early to middle 2017. Interviewer: “Okay, and what did you do there?” So at 2-6 it was the same thing I did at 1-8 except now I was two– You know two and a half years of experience with the deployment as an E3. (29:30) So I was already, you know top of the game there were not many other people that already had one deployment overseas with two years experience and got the type of training and experience that I did because when we were in Romania we were always working and challenging ourselves to do better and we were talking to Germany and we were talking to Turkey and I got really good at what I did. Interviewer: “Yeah, so we were working real close with all of our ally countries over there essentially.” Yes, and we also worked with the Army. Interviewer: “Okay, did you have any Navy support out in the Black Sea or is that sort of– ” Yes, so we as a Marine Corps we take Navy with us wherever we go but there’s also Army medical on the base but the Navy corpsmen that we take with our platoon they carry all the �Reeves, Cody medical supplies that we need for a company or a platoon or whatever but going back to return from deployment into six, when I got to 2-6 H&S company I knew by this point that I wanted to be with the infantry and I requested that and they told me which infantry companies had platoons that needed radio operators and because I was the most experienced radio operator in the company I got to choose where I wanted to go. I chose to go to weapons company, CAT platoon which is the combined anti-armor team for the weapons company. The weapons company is the company that has like the heavy gun support for the line companies which is the ground troops. So we rolled around in humvees and gun turrets, I won’t get into specifically the strategics of how our CAT platoon worked but we were in humvees and it was convenient but it was also a curse. We had to sleep in the vehicles and you had to maintain the vehicles and they broke down so much and carrying around ten guns that large not any fun. Interviewer: “Where was this at?” So this was in– This was still in Camp Lejeune and I got– I went to them just before they were doing a work up for the 26th MEU so that work up was a little bit different and I hit that company a little bit later. (31:54) So they were about– They were over halfway done with their training but I had just, you know recently came off a deployment and was still pretty knowledgeable.So I wasn’t really worried the only thing I had to learn was how to apply this new knowledge and experience I had to a mobile, you know vehicle based unit that they were which wasn’t too hard. The jump in responsibility was crazy, I went from being just one of many R.O in a section to being the only radio operator in charge of the whole platoon and that meant signing off for a lot of gear, handling my own crypto, doing all my own programming, and I also had to teach everyone in the platoon how to use the gear because we were in vehicles, we would split up. I’m only in one vehicle I can’t see and operate all, you know 24 radios that we had not to mention all of the personal radios that the important people carried and so I had to do a lot of teaching and explaining and– Interviewer: “Oh, sorry–” Go ahead. �Reeves, Cody Interviewer: “I’m assuming these were not just like walkie talkie shortwave radios right.” Oh no, these were complicated encrypted brick radios, they were old school but it was complicated enough to where it was secure. That– It was the precise complication of crypto that made them so difficult to operate, just the radio itself isn’t that hard to operate but once you start encrypting and you know securing the net then it becomes– There’s many factors that you have to troubleshoot. Interviewer: “Okay, and you were in charge of all of that.” Yes. Interviewer: “So that’s a lot of pressure for, what were you 20 at this time?” I was 21. (33:50) Yes, so I went from not being in charge of anything, just operating and doing my job to actually being responsible for millions of dollars worth of gear and I maintained a secret clearance working under the NSA, getting crypto from them and putting it in the radios and doing all the proper procedures there. Interviewer: “So that was probably a pretty work intensive part of your life huh?” Yeah, it was the most stressful job I’ve ever had. Interviewer: “Did you ever deploy with that unit?” Yes, so we deployed on the 26th MEU and– So the 26th MEU was, that’s like– I’m trying to think of how to put this. So the way the MEU works is there’s three ships that travel around the ocean and it’s pretty classified but what I can say is that it’s a force in readiness. The MEU is just, they don’t have a purpose beyond the purpose of just being ready for whatever the world needs, �Reeves, Cody Interviewer: “So it’s a reactionary force.” It is a reactionary force, you know the Marines live by the fact that we can be anywhere the United States needs in 24 hours, anywhere in the world and that’s because we have like a MEU which is the Marine Expeditionary Unit that’s always out somewhere doing something, and that’s mainly just training. We got to stop in Italy for training, Greece for training, Jordan for training. Interviewer: “Did you ever get to spend any time in these wonderful locations or were they just sort of taunting you?” Oh yeah, we did lots of, we called them liberty calls, where you get to come off the ship and just do whatever you want in town as long as you’re back by the right time and don’t break any laws. That’s when the language barriers really did get a bit rough but it’s not that bad, it can be overcome. (35:50) Interviewer: “So how long were you with the MEU?” That was a nine month deployment. Interviewer: “Okay, and then you went back to Camp Lejeune?” Yes. Interviewer: “Alright, what happened then?” After that deployment I started doing my transition to like the civilian world, went through TRS, started like turning in my gear and getting the paperwork ready to actually leave the Marine Corps. �Reeves, Cody Interviewer: “What’s TRS?” TRS is the transitionary readiness seminar. Interviewer: “Okay, do you feel like they actually got you ready to be a civilian?” I feel like it is a step in the right direction, they never used to have these programs and now they do and they’re helpful yeah but I feel like me personally didn’t learn much because I was taught in high school how to do resumes and a lot of what they taught us I had already knew but you know everything can be improved and they are– They’re working on it. Interviewer: “So after that you just transitioned out and came back to Grand Rapids?” Mhmm, then I signed up for Grand Valley and pursuing a degree in Psychology. Interviewer: “Okay, and what are you gonna do with that?” (37:07) Well I’m interested in taking my psychology degree and joining the National Guard to do some sort of behavioral health science as I work towards a master’s in psychology. Interviewer: “Okay, so you want to go back as like an officer then?” Yes. Interviewer: “Alright, why the National Guard and not the Marines?” The National Guard officer offers programs that I can do while in college locally and– Interviewer: “Marines just don’t have these programs?” �Reeves, Cody Well they have the programs but like the specific program that I’m looking for is– National Guard they’re the only ones that offer a specific officer commissioning program while still in college. There are many programs in every branch and specifically for what I wanted to do I’m thinking the National Guard is the best fit. Interviewer: “Okay, and are you gonna try and retire out of there?” Yes I would like to retire out of– I don’t know if I’m gonna retire out of the National Guard, once I commission as an officer I can transition to any branch, it’s just the program to commission as an officer when I graduate is only offered by the National Guard. Otherwise I’d have to get my degree and then go to officer candidate school and I don’t really want to do that. I’ve already been to basic training and all these other schools, going back again and being the lowest man on the totem pole and working my way back up just isn't required. They have these programs where once I get 90 credits I can start doing an officer candidate school part time for 18 months and then I’ll graduate as an officer with a degree and then I can commission full time into the National Guard, the Army, the Navy, wherever I want to go as long as I, you know fit their requirements. Interviewer: “Okay, yeah maybe we can do this interview again in about 20 years.” (39:10) Maybe. Interviewer: “So I’m just gonna go over a few more things.” Okay. Interviewer: “Now that we’ve got pretty much the timeline set up, can you tell up a little more about your job or is that too–” No, I can do that. So as a radio operator you’re in charge of maintaining, operating, and like taking care of radio gear. There’s many different radio systems, the different radio systems have �Reeves, Cody different jobs and that’s based off of the radio frequencies. There’s a couple different radio frequency bands, there’s high frequency, very high frequency and ultra high frequency and these frequency bands overlap a little bit but typically once you get into a different frequency band you’re going to need a different radio system. So the trucks work– The trucks had vehicle mounted systems that sat in the front seat in the middle between the driver and the passenger and it was two radio systems side by side. They were powered by the vehicle so they had a high amount of wattage and that produced a stronger signal and my job was doing– To do the programming, to get the vehicles talking to each other and then talking to whoever we’re working with and then I had to have radios for each individual person that wanted one and those were on different channels and different frequencies with a different encryption so that they could talk amongst each other but it wouldn’t interfere with anything that was coming on the radio and the vehicles and then like if we’re a hundred miles away from the ship a very high frequency radio system’s not going to reach that high whereas a high frequency radio could so you’d have to have a different portable radio system that you could pull out of the truck, set up and talk back to the ship, you know once and while and then pack it back up, get back in, and leave. So on top of being able to operate these radios I had to teach everyone else to operate the radios I had to teach everyone else how to maintain the radios, they broke a lot so we did lots of preventative maintenance, cleaning, troubleshooting, and many classes of just sitting down and like trying to teach them what I learned in a couple months. (41:55) Interviewer: “Okay, I bet that was pretty stressful cause these were just general infantry Marines that you were teaching to do this.” They were all infantry MOS’s yes, they varied from machine gunners to riflemen to missile men, they all learned very well it’s just it’s not material that they were used to seeing and it wasn’t their job so it’s hard sometimes to make someone passionate about something that they don’t understand and that they don’t see a use for. A lot of them see their job as being a sole operation which means the infantry can operate on their own, when in reality the infantry is supported by the rest of the Marine Corps. �Reeves, Cody Interviewer: “Yeah, did you ever have any like issues, like confrontations with them or any of the officers with them or anything?” I didn’t personally have any confrontations but I mean there was always drama that’s just natural to life and society, there’s gonna be drama. Nothing that was so bad we couldn’t overcome it. Interviewer: “Okay, and I know with the Marines they kind of hammer in the whole one single cohesive unit.” Yes. Interviewer: “You guys are like an interlocked family almost.” Yeah, and I’d say overall that was pretty true, everyone maintained a pretty close bond, we all knew everyone very well, first name basis. I knew everyone’s hobbies, what they like to do, what they didn’t like, I knew where they were from, I knew their families, their sisters, their brothers. I was really good friends with their girlfriends, their wives, we were all really close we all worked together as a team and supported each other. (43:55) Interviewer: “Okay, that’s good. Was it hard to be away from your family?” So when you’re deployed to a base it’s easy to get on wifi or and get on facebook or make a phone call or video chat or whatever, it would be no more difficult than being away from your family back in Michigan you know. I may not be able to actually go see them but I can pick up the phone and call them whenever I want. It’s a little bit different when you’re on ship, the internet's shaky at best, we go in a lot of different security settings where the ship’s not allowed to talk at all, no incoming or outcoming traffic, you go weeks without being able to communicate with anyone other than on the ship and it’s hard sometimes but other times it just goes by so quickly, that you’re so busy you don’t realize you haven’t talked to your parents in months. �Reeves, Cody Interviewer: “Yeah, especially on the ship where you don’t even get any off days right, you’re just kind of going, going, going.” Yeah, I mean you get off days but like even your off days are still, like you’re still on ship and you still have to contribute to ship life. Interviewer: “Yeah, how bad was the food on the ship?” It was terrible, they tried their best to make good food and sometimes they did, sometimes we would stop in Italy and they could pick up some steaks or lobsters and it was great, but for the most part it was just pretty standard– I mean it wasn’t terrible or inedible but it’s not a five star meal. Interviewer: “It’s about as good as you can get with powdered eggs.” Yes. Interviewer: “Did you have any issues with the Navy while you were on there?” (45:45) I personally didn’t have any issues with the Navy, I enjoyed the Navy I made a lot of friends, there were issues between the Marines and the Navy just because of different culture and just the way that we were brought up I guess the differences, but we didn’t have any huge issues. Interviewer: “Okay, alright was there anything else you wanted to talk about?” Not that I can think of. Interviewer: “Alright, so you got out in 2018 right?” Yeah I got out in November of 2018. �Reeves, Cody Interviewer: “And I can tell you’ve been going to Grand Valley State so that’s good. One last question that we always try to ask everybody, knowing what you know now would you do it again?” Yes. Interviewer: “Just in a heartbeat, yes?” Oh yeah. Interviewer: “Alright, well that’s good to know maybe we’ll sit down and talk again some other time but looks like that’s it for us today.” Thank you. � 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 ReevesC2296V Creator An entity primarily responsible for making the resource Reeves, Cody Michael Date A point or period of time associated with an event in the lifecycle of the resource 2019-02 Title A name given to the resource Reeves, Cody (Interview transcript and video), 2019 Description An account of the resource Cody Reeves was born in Grand Rapids and was raised in Smyrna, Michigan, by his mother while living with his grandparents. When he and his mother moved to Orleans and she married his stepfather, a Marine veteran, Reeves was greatly influenced to join the Corps. Since he never earned sufficient grades in high school, no college was willing to admit him, so he opted to join the Marine Delayed Entry Program as a way to challenge himself towards improvement. For Basic Training, Reeves was sent to San Diego, California. He spent three months in Basic Training before graduating onto Marine Combat Training at Camp Pendleton and then Non-infantry Military Occupational School in Twentynine Palms, California, through which he became a radio operator. After graduating from MOS, Reeves was sent to Camp Lejeune, North Carolina, with the Headquarters and Support Company, 8th Marine Regiment where he trained for later assignment. He was then transferred to the 1st Battalion, 8th Marine Division in preparation for deployment and stationing in Romania in 2015 to deter Russian aggression in the region. In Romania, his unit was stationed at an old Army Air Base and lived a very routine life of exercise, work, and leisure. He also recalled friendly relations with both the Romanian military and civilian population. After his tour in Romania, Reeves was transferred into the 2nd Battalion, 6th Marine Division in 2017 and was sent back to Eastern Europe. He then began close work with American military allies before opting to join the infantry platoons as a radio operator, assigned to the Weapons Company of the Combined Anti-Armor Team out of Camp Lejeune. As a member of the greater Marine Expeditionary Unit, he and his platoon were deployed, without objective, aboard ships traveling around the world. After this tour, Reeves left the service in November of 2018 and began transitioning back into civilian life, although he found the Corps’ assistance relatively basic and lackluster. He then moved back to Grand Rapids where he enrolled into Grand Valley State University and pursued a degree in psychology. Reflecting upon his service in the Corps, Reeves believed he formed close bonds to the men in his units and that the internet and cell phones made communicating with home far easier. Ultimately, if he were given the option to enlist again, Reeves would do so in a heartbeat. Contributor An entity responsible for making contributions to the resource Leroy-Rollins, Koty (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States—History, Military Veterans Video recordings Iraq War, 2003-2011—Personal narratives, American Source A related resource from which the described resource is derived Veterans History Project collection, (RHC-27) Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/18fbbbd7232c91d6924882a30c9c81fb.mp4 afeb7a102f2c9f3e6249ecc6de7d695a https://digitalcollections.library.gvsu.edu/files/original/f756d30fad10062e6865ef8da78290c1.pdf 6d641f585b180b5b30074dc70b6a3713 PDF Text Text Grand Valley State University Veterans History Project John Reeves (02:24:23) (01:01)Lawrence Michigan • John grew up on a 50 acre farm • Born March 18 1924 • Went to school in a one room school house until second grade • Went to Lawrence Public Schools thru 4th grade • Went to Paw Paw Public Schools • Graduated in June 1942 • Heard about Pearl Harbor on radio between the orchestral programs and had to tell his parents what was going on • (4:05)John was 17 when Pearl Harbor was attacked • John had a fascination with airplanes since he was in 5th grade. He use to build model airplanes as a child • Started teaching flying for a man who owned an airplane and gave rides to kids. John had previously flown in the man’s airplane. • (6:13)John says he was not a very good swimmer so he chose the Army Air Corps over the Navy Air Corps (06:55)Joined Army Air Corps • John had to pass a physical and IQ test upon entry • He was put into the Enlisted Reserves to be called up at any time • Was able to pursue college until called up (07:20)Michigan Tech • Enrolled on a scholarship • Started in September for one semester • Joined ROTC • February 1943, was called up to duty • Had to report to Chicago and took a train to Cincinnati, Ohio, and then off to Florida (08:40) Miami Beach Florida • They were put up in a hotel for the night • Basic training was for months on army cots in bunkers • Learned march, formation, weapons training • Shot 1903 model Springfield rifles at sand dunes • (10:30) John says that there was a mixture of southern and northern boys on base which caused some personality conflicts. He said they would go rounds about the civil war. The northerners said it lasted a few months and the southerners said it still wasn’t over. • Cultures were all mixed except for there were not any blacks mixed in yet • John believes that everyone passed basic training which lasted for 6-8 weeks �• • Upon graduation they took a battery of aptitude and IQ tests for placement Most of the men were assuming they would be pilots (15:00)Rowley, North Carolina • North Carolina Tech School • Formed a band and had Sunday parades which a General would attend once in awhile • After 2-4 months depending on test results they went to a classification center (17:02)Nashville, Tennessee-Classification center • Divided into pilot, navigator, and bombardier • Some were sent to radio school or gunnery school if they couldn’t make it into the first three categories • John explains some hand eye coordination exercises • John experiences for the first time some apprehension of whether he would make it into flight school • John made it to flight school as a pilot and was asked what he wanted to fly. He says a B-24 • In high school John had shop class where he learned all the different planes and Morse Code (21:54)Montgomery, Alabama--Maxwell Field • Cadet training school-two month course, one month lower classmen, one month upper classmen classes • The group was intentionally broken up at this point into four groups and sent in different directions • They were shown barracks, received clothes and shown field for training exercises • Suited up in class B uniforms and told to fall out • Eight men in a room with double decker bunks with a bathroom in the middle • (24:50)Honor system--this was stressed here and nobody could cheat or they could be kicked out of the school • John remembers one incident where all 20,000 cadets were lined up and one man’s name was called out and told he cheated and was immediately discharged from the cadet school and sent to another part of the military • Loud speakers on base kept the guys updated on news of the war. Even movie theatres ran air bulletins from the military on news of the war • Maxwell field was a B-24 transition base-they were constantly taking off and landing on base • They had Saturday night off and parts of Sunday to go into town for free time • Disappointing food on base but had waitresses waiting on them • Rigorous training course called the Burma Road. This was during July and August with 105 degree temperatures • (29:20)Classroom training-aircraft recognition, they had fans in the room but windows were shut and covered. They were to recognize silhouettes of airplanes and six digit numbers that went along with the plane. They were also tested on Morse Code and expected to get up to 13 words a minute �• • • • • • • • • • • • • • • • • • Meteorologist and aircraft classes were given. Also Officer training was given at the same time (32:00)They were continuously being tested. Every so often someone would come up missing and presumed to be washed out They were here for two months before sent off to flight school They had postings on where you were going and what you were going to do (33:06)McBride, Missouri-flight school Eastern flying training command-there was three total training commands. Central and Western were the other two. Everything they owned went into a barracks bag as they traveled from base to base The primary bases were civilian operated They got Steerman P-17 planes The commandant on base clarified to the new men that they were not invited and that they could leave at anytime and he would do his best to make sure they wanted to leave (38:20)Food was better here. They had ladies from town waiting on the guys and a PX to get goodies from Their first instruction was acclimatizing themselves to day to day operation. They had classroom time, walk around time by the planes and would be assigned a pilot teacher, they were assigned parachutes etc. They trained in a Gosport II--there was no radio communication in the plane. They had a tube coming from the pilot back to the cadet telling him instructions but not vice versa. They learned the basics to acquired a pilot’s license Sentiments (41:26)The theme from Gone with the Wind used to play over PA systems back at college detainment center. It holds a strong place in John’s memory and he says it was a long time later that he seen Gone with the Wind that he realized the song came from that movie. (42:08)Primary flight training-arrived in October. Around Christmas time they would sing White Christmas because their group was named B-white so they would emphasize in the song where it would say ‘Be white.’ If the guys went solo they would have to go jump in the pit filled with cold water and then buy a cigar and smoke it. John got sick off of smoking the cigar. McBride Flight School Once you went solo you went thru maneuvers such as spins, stalls, aerobatics, rolls, snap routes, Ruben eights. They would do falling leaf where you would cut engine and fall side to side. John says the ground comes up fairly fast so you had to watch that. (44:50)They also did spot landings because they were going to have to land on some areas on land, not on ships John was in a plane doing spot landings and they almost crashed with another plane. John was the only one who saw it and he thrust their plane down under the other one. Even the pilot was surprised by this because he didn’t even see them. There was a ‘See and Be Seen’ training where you are always suppose to be looking around to see what is around you �• • • • • • • • • • • • • • • • • • • • • • (47:35)Started on basic instrument link training for about 2 hours (47:40)Basic training flight school starts Trained with a Vultee B-13, a low wing airplane with fixed landing gear and a 450 hp 2 speed propeller on it with a flat pitch and a high pitch. One is more powerful for takeoff when you’re slow, the other for cruise. It was a tandem airplane with a canopy on top They learned to fly planes at edge of their capacity at different altitudes and speeds Received night time flight training and cross country navigation Learned instruments and instrument recovery They received flight checks every 15-20 hours Received 60-65 hours at these bases They had no casualties at flight school that John remembers. He says that is quite unusual but people were dropping out more and more here Barracks were tar paper shacks with stoves in the center of them. They had showers in the central area. (53:25)Advanced flight training--Stuttgart Arkansas John asked to go to single engine school--ends up going to twin engine school in Arkansas John says they had bigger tar paper shacks here Everything was set up to be very temporary bases They were here for 2 months-graduation was on April 15 Now they had an Beechcraft airplane made of plywood with retractable gear, 2 speed props, a full instrument panel, an autopilot, and 220hp engines. He learned to fly twin engine aircraft in tight formations, and to use a lot of instruments, and learned radio procedures and radio navigation Once solo they would swap between pilot and co-pilot, wasting no time here sitting still (56:37)John says they didn’t have much time to think about the war although they were hearing about it and planes would drop in that needed looked at. One had an engine out and was flown by a female pilot. (58:15) Received their wings in a public ceremony--many families could not make it for financial reasons. One guy whose family did make it didn’t get his wings and stayed in the barracks. Upon receiving their wings they got two weeks off for leave One guy on base bought a car and he, John, and another fellow drove home. They got as far as Illinois and ran out of gas. They were also out of ration cards so they stopped at a gas station and told them who they were and they were trying to get home so the guy gave him 4 gallons of gas and that got them back to Chicago so they could get home. (1:01:14)John arrives home--everybody hugging and crying. Spent most of the two weeks seeing relatives that he hadn’t seen in years but made time to sneak away to see his girlfriend and his friends who couldn’t get into the military Nobody talked about the fear of him dying, and at that age, John was invincible. After two weeks he took a train to Chicago and then on to Nashville. He had received a radio by now so he brought that with him John had a parachute bag for clothing and a B24 bag for suits �• Had to find a bus in Nashville that would take him back to the base. There was no instruction on your daily activities you were on your own and it was up to you to get you where you needed to be • (1:03:50)Report to your superior, go through exit and entrance physical, head to mess hall, get a haircut if needed. Report to flight line, meet instructors, start ground school and introduction to B-24’s. • B-24’s have 4 engines of 1200hp, tricycle landing gear, and are physically hard to fly • They were put in groups of students and most paired up, usually 2-4 students on board and they would take turns being pilot with the instructor being co-pilot while the other student watched • The planes had no turrets on the nose, they had returned from service in Africa and returned for training students • 87 octane gas [well below octane levels for regular aviation fuel] meant that they could only pull ¾ power off of the engine, created hazardous conditions while taking off • John got through B24 training in 6 weeks instead of 2 months • (1:08:00)John was offered to head off to California • • • • • • • • Lamoure, California Assignments of crews were made here This included the navigator, bombardier, engineer/gunner, radio operator, radial gunner, tail gunner (1:10:00)Each group of 10 heads out to a training base There were four bases, Riverside, California, Muroc (Edwards Air force Base), Tonopah, Nevada, and Walla Walla, Washington which moved to Blythe, California during the winter time At this point nobody knew where they were going John was at Riverside Night flight practices here. On one of these they had an engine catch fire on takeoff (1:14:08)John receives word in late July early August that they are going to Hamilton Field, San Francisco before heading overseas to the Pacific • • • • (1:16:12)Hamilton Field San Francisco They were here majority of September waiting for orders to go overseas. They were trying to get flying in so they could get flight pay Issue gear to take overseas, issued B10 winter flight jackets Received orders to go to New Guinea. They didn’t get to fly their own aircraft; they headed over on a C54 transport. Stopped in Hawaii and landed on Canton Island (1:18:37)Beginning of October finally arrived at Guadalcanal They left the C54 at this point Boarded a C47 plane for Nadzab, New Guinea • • (1:19:40)Nadzab, New Guinea Reassignment center 16 sq ft tents • • • �• • Ate in a mess hall with their own mess kits. John says it was getting pretty primitive at this point Almost everyone there was new to the area getting their first reassignment Received After a few weeks there they picked up new aircraft down in Townsville Australia and they had to fly it back. The aircraft had already had problems known to the men before they had to fly it. It began having problems immediately upon take off. (1:22:55)Flew the plane to Nomefor base in New Guinea. One squadron was still there waiting to move on to Morotai Delivered the plane to Morotai Received new orders assigned to 371st bomb squadron • • • • • 371st squadron Arrived right at the end of the oil bombings Took squadron to the Sulu Sea and lost 47% of their squadron (1:24:23)They were getting air raids every night at this point Reassigned to 858th snooper group back at Nomefor for radar training Sent back to Morotai to the 424th squadron • • • • • • • • • • • • • • • (1:25:25)424th squadron Received first mission over Central Philippines- bombing raids-they flew with a experienced pilot and they were co-pilot Flew out in a formation every third day They went from co-pilot to left seat to flying by themselves There were 24 B24’s in each group. Seven would go out on serious raids. 13 to a squadron so they would send six and have a spare ready while they worked on the others Had fighter escorts in the Central Philippines. Engagements with Japanese planes were fewer than what you would think. They found out there was a Japanese lookout on one of the mountains. When the B37’s didn’t go out they had more engagements than if they did or even if they had to turn back. John completed 16 missions here. (1:30:35)After 1000 hours of flying the bombers would be retired. They wanted to get assignments called Shipping Searches to break the routine they were in. Two aircraft would take off early in the morning at low altitudes looking for shipping One of these shipping searches they were going out to photograph ships on route to Central Celebes they hit 90 knot head waves, got to Makassar Straits and radar picked up 7 ships in formation, unusual to see Japanese ships in formation around this area so they found a break in the clouds dropped down to 4000 ft and seen it was an auxiliary cruiser heavily armed and they began shooting at them. They dropped 3 delayed fuse bombs on the biggest ship and had to come back, and the second plane didn’t follow instructions and didn’t bomb. They had to get to the assignment they had and tried to contact submarines no one answered, couldn’t get communications back to the main base. As they headed over the air field they surprised them. 4 fighters came out after them but they hid in the clouds and never saw them again �• • • • • • • • • • • • • • • • • • • (1:36:00)They were the first group to go up into the fields of Manila Bay where they got no fighter escort because it was 900 miles one way. Bombed Corregidor, Grace Park and others. They met anti-aircraft fire only a few times, but when they did it was fierce. (1:38:10) They were actively involved in the capture of the Philippines. One reason they captured Morotai was to actively be able to reach islands in the Pacific. There were also major oil facilities in Borneo and to take this field meant depriving them of fuel They did initial softening up of the islands to suppress what was there to protect the flank-the Philippines John was aware of the bigger picture that they were involved in (1:42:05)Australian foreign controller-he is the farthest forward in the line and instructs everyone else on where to go and what to hit Protocol before a briefing-they would gather in a briefing room the night before a mission, told where they were going, what the bomb load was going to be, how much ammo, whether they had a escort or not, the weather, take off time, then they separated for individual briefings, they went to bed and woke up at 3:00 a.m. and ate, boarded a 6x6 truck headed to flight lines (still dark), checked airplane and talked to ground crew and boarded plane. They had a sequence to fire up and did final check when they were on the runway path before takeoff. (1:46:10)They would take off on parallel runways with no lights on them. They took off individually and had a rendezvous point There were 6 in each squadron and 24 in a group They had tight formations. 90 % of their bombings were right on target. Didn’t have much fuel to fly in formations. It took more to do this. They would have to head off home after short missions Were required to give reports of their bombing over frequencies. Didn’t have to code it if you hit the targets (1:48:50)Didn’t always know if you hit the target if it was night. Most night raids were harassment raids where they would have a bomber go every thirty minutes or so and drop something on the fields. They would do this for four to five days before an invasion to make the people tired and jumpy They had good milk runs which were runs where you went out in formations dropped the bombs and went home (1:51:30)John’s crew never collided with other aircraft but there were serious close calls where they would get lost in clouds and had to hold their breaths till they could see each other again. If you flew 35 missions there you could go home John wanted to fly ‘Flight Leads’ so he had to fly 45 missions (1:52:48)John gave orders that his flight crew not fly with anyone else. This happened and they ended up losing 2 members of their crew (1:56:57)They received a 2-3 week rest leave down in Australia cut short by plans to expedite the war against Japan which they found out they had volunteered to do. By now we were in Okinawa Japan and they didn’t go out in big groups any more, just with 2 or 3 planes at a time (1:58:12)Were involved in the Brunei Bay Battle in Borneo with the Aussies. They had to fly down the beach, all four squadrons, just before the ships landed and drop the bombs on the beach. They had 10 minute time span, no word from control center for ok. Tried �• • • • • • • • • • • this three times before they lost formations and each other, with John only left they received word to drop and John does. Hits the target alone (2:02:20)Last mission. Down south, Japanese airfield all grass suitable for fighters. This was call the ‘B24’s fighter sweep’ later on. (2:07:44)John’s rank at this time was still 1st Lieutenant. He had 3 or 4 air medals by this time due to amount of missions he was on. He had 7 battle stars also (2:10:07)Back in the states Brought home on a Danish troop ship. John was mess officer on board. The ship was headed for San Pedro, California. VJ day was already celebrated before they arrived in port. Boarded a train to Camp Hahn in southern California where they were processed and shipped his things back home otherwise he had to turn them back into the military Boarded another train to Seattle where his high school girlfriend was Went to air base in Boyne Field. Took northwest air flight back home to Chicago and took a bus that went right by his farm (2:15:49)John said his experience he would not trade for anything but would not want to repeat it Had to return to Santa Ana California after one month for reassignment Had to get flight time before going through separation (2:19:15)1956 finally receives promotion to Captain John says his experience in the military grew him up fast but didn’t change much in his life since what he was going to do before going in the military he completed when he returned home anyways. Says he knew they were involved in something great but his experience would definitely be different than one who was in daily combat � 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 ReevesJ1 Title A name given to the resource Reeves, John (Interview outline and video, 1 of 2), 2004 Creator An entity primarily responsible for making the resource Reeves, John T. Description An account of the resource John Reeves was a B-24 pilot in World War II where he flew 45 missions in the Pacific. He provides a detailed account of training and of missions over New Guinea, the Philippines, Okinawa and the Netherlands East Indies. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Michigan Military Preservation Society (Grand Rapids, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Air Force 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 2004-06-26 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/af3f56ec929b372209e42fc2c222182d.mp4 5b6c9671e0254f02288e24b000fb80e6 https://digitalcollections.library.gvsu.edu/files/original/d6bdf176aa5ea64ced39fd0ce90f3c2b.pdf d8aa9d27ebe3b9bce701cb26babede8e PDF Text Text Grand Valley State University Veterans History Project Interview Name of Interviewee: John Reeves; (2nd) Name of War: World War II Length of Interview: (00:37:20) (00:25) Last Mission         John Reeves had already done an interview, but later recalled his last mission and wanted to make sure that it would also be documented During his last interview he had left off around June of 1945 John’s last plane mission turned out to be a rescue mission They left early in the morning in order to find an Australian cruiser that was headed towards Borneo as a submarine escort (01:22) They were flying at about 4,000 feet until the cruiser got to the island The rest of the planes in the group were just flying over the airfield in Borneo One of the planes was hit by a shell in its tanks and fuel began spilling out of it (03:51) It was then being escorted by another aircraft, but they were not sure where to land (05:10) Plane Down  John had wanted to help, but his plane would need more fuel if he was to do so  He continued with the Australian cruiser until they reached Borneo  John made a short field landing and loaded up with gasoline very quickly and was back up in the air again within a half hour  He spotted the wreck in the ocean; there were rafts and debris all over the place  It was strung out within about 11 miles and there were 35 foot swells (11:51)  The sun was setting very fast and it was getting dark  Rescue boats began to arrive while they were leaving and John had enough fuel to land at Morotai (15:25) (15:45) Reunion  They arrived back at about 3 in the morning and had been gone for 23 hours  Moving forward to 1985, John had traveled South to see an air show  Some had asked why there were not any B-24s, and John began speaking with the man  They found out they were both in the 13th Air Force, and John began telling about his last mission  The men had actually been in the plane that went down, and John had rescued him  They found other men that had been there that day and decided to all meet the next year in Nashville (17:58) �  The men had all though they had been rescued by the Navy; they had never gotten a chance to meet John They still have reunions every year now (22:30) Training  At the time of the crash, some PT boats had gone back to the area and some B-24s because they thought there were 2 men missing, but they were never found (22:35)  John had been trained for high altitude bombing and not for skip bombing (24:55)  The mission to Borneo was new to them and they had not been trained for such flights  John had many missions come up in which he had not been properly trained; they just had to figure things out as they went along (27:50) Lack of Targets  In June of 1945 the fighter opposition had practically disappeared  Anti-aircraft was their biggest problem and they were running out of targets (28:15)  The Australians had been using bow fighters as fighters and could not keep up with the faster planes or work well at low altitudes (29:31)  There were a total of 12 aircraft that had been lost in the area and only 2 had been rescued (31:17)  They had many search missions, but there was never a trace or any clues as to the mission aircraft Interview Ends (35:16) � 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 ReevesJ2 Title A name given to the resource Reeves, John (Interview outline and video, 2 of 2), 2009 Creator An entity primarily responsible for making the resource Reeves, John T. Description An account of the resource This interview adds new material to the original interview, specifically focusing on his efforts to help rescue the crew of the downed B-24 crew in the waters off of Borneo. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Air Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-02-14 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/83336fc2d67eab8ab2adf49e4efe77c7.pdf 1b6b94b679ac6405a5d33f9baa652423 PDF Text Text Reflections on a Life Remembering the Life of William A. Struck, March 17, 1920 – March 6, 2014 I Corinthians 13: 12 Richard A. Rhem Grand Haven, Michigan March 2014 Transcription of the handwritten sermon It is with fondness that I think of Bill Struck. When I learned of his death and the request that I give some reflections on his life, I immediately thought of what brought us together, resulting in a deep friendship. It centered around the theological journal, Perspectives, published by the Reformed Church in America, aimed at its leadership in order to stimulate theological conversation on issues before the church. For most of the nearly twenty years that I served as one of the Board of Editors, I was the only pastor. College and seminary professors and RCA executives made up the Board. What I did not realize going in was that the professors and executives were limited in what they could put in print. Great discussions took place at our stimulating bi-annual Board meetings in New York’s Greenwich Village but, when it was decided who should write on the issue at hand, I got the assignment. When, as could be expected, I wrote addressing the issue, Letters To the Editor came in response and the majority were negative, calling in question my positions. My wife, Nancy, protective of her husband, asked, “Why do you always have to write on themes that create controversy?” My answer was simple: “I’m the only editor that has a ‘safe’ position.” Blessed as I was with a congregation like Christ Community, I could wonder, question and think out loud about issues, questions, theological problems that the church was facing. It was one thing to do it in my safe community that gave me permission to think wonder and question. It was quite another when, by writing in Perspectives, I reached the broader church. I got a lot of negative Letters to the Editor. But worth it all was my meeting Bill Struck. Oh, my, what a bright and shining light he came to be for me! Among other things I wrote over the years of my membership on the Board of Editors, there were especially three pieces that stirred the “theological pot” of the Reformed Church in America. They really form a progress in my own theological © Grand Valley State University ! �Reflections on a Life Richard A. Rhem Page 2! understanding, an understanding stimulated by the criticism I received which caused me to re-visit and dig deeper. I won’t go more into detail here except to say that, at each step I took, Bill Struck was there to affirm, encourage and cheer me on. Thinking about this gathering to remember and celebrate his life, I went back to those old issues of Perspectives to read again – not my essays, but Bill’s responses in the Letters To the Editor column. In the first essays I wrote about the extent of God’s Grace, letting it be known that it was not limited – maybe even universal. Well. “All Hell broke loose,” as you can imagine. But overcoming all the negatives was a letter from Bill. Let me give you a taste of his letter, introduced by the Editor: In the wake of Richard Rhem’s and William Brownson’s articles last autumn on the efficiency of Christ’s atoning work, a substantial volume of comment arrived. Three letters were published in this column last month, and the discussion continues with these excerpts from other correspondents. Perspectives is pleased to be the vehicle for this continuing dialogue. John Stapert I think that Dr. Rhem has done us an important service by jarring our thinking. For too long our theology has been characterized by a comfortable security in tradition and an unwillingness to look honestly at the rapid changes that have occurred in the world, especially in the wake of World War II. To imagine that our religious schema is uninfluenced by experience and by the current historical setting is illusory. ... We, especially in the Reformed tradition, are not fond of ambiguity, so much so that we generally interpret Scripture to fit the premises and structure of our system of beliefs. ... We all crave certainty. But Scripture does not provide what we crave. Wars have been fought over scriptural uncertainties. It seems to me that our fondness for dividing the world into saved and lost is rooted more in historical parochialism and chauvinism than in the clear teaching of Scripture. ... He has called our attention to the possibility of a shift in our state of mind, an alteration in our perspective, a change in our attitude toward the “other,” that could be exciting. Instead of confronting the non-Christian with a demand for agreement, with rejection as the alternative, the relationship could be one of acceptance, leading to mutual growth. William Struck Kalamazoo, Michigan Letter, 02/1989 I!cite!this!letter,!not!because!of!what!Bill!says!of!me,!but!what!the!letter!says!of!Bill.! He!was!deeply!traditioned!–!I!served!a!Reformed!Church!in!that!New!Jersey!hotbed! of!Reformed!fundamentalism!from!which!he!stemmed!and!know!it!well.!That!gave! © Grand Valley State University �Reflections on a Life Richard A. Rhem Page 3! him!a!place!to!stand,!but!not!be!stuck.!Rather!he!was!alive!to!history’s!movement! and!the!evolving!human!situation.! And!more!–!he!was!aware!of!“the!other”!and!welcomed!“a!shift!in!our!state!of!mind”! that!would!enable!us!to!view!the!human!tapestry!with!grace!and!move!toward! inclusiveness.! In!light!of!the!strong!critique!I!received!for!that!initial!article,!I!came!to!see!how! stuck!we!were!in!the!Dutch!Reformed!Church’s!failing!to!engage!our!tradition!with! the!exploding!knowledge!of!the!modern!world.!I!wrote!a!piece!entitled!“Sleeping! Through!A!Revolution.”! Well,!that!article!really!spoke!to!Bill.!He!was!a!scientist!–!worldNclass!–!an! Enlightenment!scholar.!He!wrote!a!great!letter,!two!pages,!underlining!what!I!had! tried!to!say.!From!just!the!opening!lines!you!can!imagine!how!affirmed!I!felt!and,! from!such!a!person,!confirmed!in!what!I!was!attempting!to!say.!His!opening!lines! give!you!a!taste.! Dear!Dick,! Your!lead!paper,!“Sleeping!Through!A!Revolution”!in!the!April!Perspectives!left!me! almost!breathless.!It!is!indeed!a!blockbuster!–!a!paper!that!is!timely,!necessary,!hits! the!nail!on!the!head,!and!expresses!the!thought!of!many!of!the!“best!and!the! brightest,”!as!well!as!of!many!others!in!the!Christian!community!who!haven’t! organized!their!thoughts.! There!are!so!many!comments!that!occur!to!me!that!I!hardly!know!where!to!begin.! But!I’ll!try!by!first!acknowledging!that,!as!a!scientist,!I!am!a!product!of!the! Enlightenment,!in!that!I!take!for!granted!the!assumptions!that!you!delineate.! Letter:!05/20/1991! One!more.!Again,!the!serious!controversy!the!article!elicited!caused!me!to!go!deeper.! What!was!binding!our!Reformed!community!in!a!rigid!dogmatic!structure!that! disallowed!us!to!engage!the!ongoing!explosion!and!knowledge!and!the!dynamic!of! historical!development?!I!wrote!once!more,!sensing!that!a!failure!to!be!open!to!the! critical!study!of!Scripture!made!us!prisoners!of!our!dogmatic!system.!An!inerrant,! infallible!Bible!blocked!us!from!fresh!insight!and!growth!in!addressing!our!dynamic! world!in!process.!Once!again,!contrary!to!the!majority!opinion!of!the!Letters!To!the! Editor,!Bill!came!through!with!a!wonderful!affirmation.!The!opening!line!says!it!all!! Dec.!23,!1992! Dear!Dick,! Bravo!!Bravo!!Bravo!!“The!Book!That!Binds!Us”!in!the!December!Perspectives!finally! says!what!needs!to!be!said.!Some!time!ago,!reading!a!book!on!fundamentalism,!I! © Grand Valley State University �Reflections on a Life Richard A. Rhem Page 4! think!by!Barr,!I!noted!especially!his!recognition!that!fundamentalism!requires!more! of!the!believer!than!the!simple!faith!in!Christ!that!is!so!assiduously!promoted.! Without!it!being!stated,!the!believer!is!also!expected!to!accept!a!certain!view!of!the! Bible,!a!view!which!indeed!takes!the!Bible!to!be!“a!book!of!propositional!truths,! timeless!and!eternal,!covering!the!full!spectrum!of!cosmic!reality,!to!be!applied! objectively!to!questions!of!faith!and!practice.”! Sadly,!this!constricted!view!continues!to!permeate!even!that!segment!of!the! evangelical!community!that!cringes!at!being!called!“fundamentalist.”!This!includes,! of!course,!a!significant!portion!of!the!RCA,!especially!here!in!the!Midwest.!And!we!all! know!the!kinds!of!problems!that!this!view!creates!–!from!“scientific!(sic!)! creationism”!to!the!place!of!women!in!the!church,!not!to!mention!a!host!of!other! contemporary!issues!that!could!never!have!been!anticipated!by!the!Biblical!writers.! I!especially!enjoyed!your!recalling!Tillich’s!category!of!“reactive!literalism”!and!your! explication.!I!have!often!wondered!about!the!psychology!of!the!literalist,!and!find! your!comments!on!“reactive!literalism,”!“lust!for!certitude,”!and!the!fear!of!“looking! into!the!abyss”!to!be!extremely!helpful.! As!I!have!reviewed!again!these!letters!which!meant!so!much!to!me,!I!realize!what!a! rare!person!Bill!was!–!deeply!religious,!faithful,!serious!and!also!open,!desiring!to! grow!in!his!understanding,!bringing!his!Christian!faith!into!relationship!with!an! ongoing!intellectual!journey.! In!his!remarkable!professional!life!he!met!scientists!and!scholars!from!around!the! world!and!I!remember!how!much!it!meant!to!him!for!a!voice!from!his!church! community!to!confirm!his!gracious!openness!to!the!other.! From!my!encounters!with!him!relating!to!our!mutual!spiritual!quest,!I!have! attempted!to!paint!a!portrait!of!this!fine!man….!But!there!is!more!and!you,!dear! family,!know!that!well!–!he!was!a!gentle!man,!gracious,!kind,!of!good!humor.!As!I! thought!of!him,!Paul’s!familiar!hymn!of!love!came!to!mind!–!the!description!of!love! fits!Bill!well.! But!the!last!paragraph!of!the!chapter!reminds!me!of!Bill.!Paul!had!a!problem!with! the!Church!at!Corinth.!There!were!divisions!–!groups!and!individuals!vying!for!the! prize!of!having!the!finest!spiritual!gifts.!Paul!says!–!fine,!all!those!gifts!are!good!and! helpful.!But!let!me!show!you!a!more!excellent!way!–!the!way!of!love.! After!describing!love,!Paul!returns!to!the!problem!of!competing!spiritual!gifts.!He! reminds!the!people!of!that!community!that!in!our!present!historical!moment!we!are! limited.!In!light!of!the!cosmic!scene!we!are!but!children!in!our!understanding!and,! thus,!humility!befits!us!well.!Comparing!our!present!situation!rooted!in!history,!Paul! writes,! For-now-we-see-in-a-mirror-dimly,-but-then-we-will-see-face-to-face.-Now-I-know-only-inpart;-then-I-will-know-fully-even-as-I-have-been-fully-known.- © Grand Valley State University �Reflections on a Life Richard A. Rhem Page 5! Bill!understood!that!so!vividly.!The!reason!dogmatism!and!absolutism!have!no!place! in!our!present!human!situation!is!that!we!see!“dimly”!–!only!partially!do!we!grasp! the!wonders!of!the!cosmic!drama!in!which!we!are!enmeshed.!Thus,!the!best!way!to! live!was!with!humility,!honest!inquiry,!questioning,!wondering,!openness!to!new! insight!and!fresh!perspective.! And,!of!course,!on!this!amazing!human!journey,!there!is!one!ultimate!–!the!Way!of! Love!–! Faith/trust!–!in!the!Eternal!God.! Hope!–!the!best!is!yet!to!be.! Love!–!the!last!word.! ! Love!that!binds!us!together!in!family!and!community!as!we!move!toward!that! moment!when!we!shall!know!even!as!we!are!known!–!face!to!face!with!the!Love!that! loves!us!and!all!eternity!to!explore!the!wonder!of!that!Love.! Thanks!be!to!God!! Let!us!pray.! O!God,!we!would!be!still! and!know!that!You!are!God!!–!Source!of!all!being,! Mysterious!Mover!of!the!ongoing!cosmic!drama,! creatively!breathing!fresh!surprises! into!the!tapestry!of!our!history,! graciously!present!to!us!in!those!moments!of!awareness! when!we!come!to!ourselves,! when!for!at!least!a!brief!time,! light!dawns!upon!us!and!we!are!saturated!with!wonder!–! at!the!sight!of!setting!sun!or!starry!sky,! or!landscape!bathed!in!brilliant!winter!sun! glistening!on!newly!fallen!snow.! ! Then!in!silence!and!solitude! we!know!what!is!beyond!knowing!–! then!a!serenity!sweeps!over!our!souls! and!we!know!all!is!gift,! for!we!did!not!create!ourselves!nor!our!world!–! not!sun!or!moon,! not!the!air!we!breathe,! not!the!restless!surf!locked!under!miles!of!ice,! !unable!to!caress!the!sandy!beach.! Then!we!know!we!are!part!of!something!so!much!larger! than!the!narrow!parameters! © Grand Valley State University �Reflections on a Life Richard A. Rhem !of!our!daily!experience!and!limited!understanding.! ! Before!the!wonder!of!it!all,! we!sense!we!are!embraced,!caught!up! in!something!the!dimensions!of!which!we!cannot!begin!to!take!in!–! that!Mystery!that!has!addressed!us,! eliciting!from!us!in!turn!the!response!of!address,! when!from!our!depths!we!utter,!“O!God.”! Then,!knowing!beyond!knowing,! we!know!we!have!been!found!by!our!Source! and!in!turn!have!found!our!resting!place.! Source!and!resting!place,! present!to!us!in!mysterious!and!gracious!Presence!–! it!is!enough.! Only!gratitude!then!fills!our!being.! ! O!God,!in!moments!of!awareness! when!we!are!attentive,!present!to!the!awesome!gift!of!life,! the!beauty,!the!marvel!of!it!all,! the!potential!of!the!human!creature,! whose!consciousness!is!the!consciousness!of!the!cosmos,! whose!voice!is!the!speech!of!Being,! we!are!lost!in!wonder,!love!and!praise.! ! Such!was!the!way!of!life!of!your!servant,! our!loved!one,!whose!life!we!remember!and!celebrate!today.! This!was!no!ordinary!person!–! rather!extraordinary!in!so!many!ways!–! deeply!rooted!in!Christian!faith! learned!in!his!childhood!home,!church!and!school.! Traditioned!in!a!great!theological!vision,! he!walked!humbly!before!you,!O!God,! faithful!in!worship!and!service.! ! But!he!was!more.! His!brilliant!mind!restless,!desiring!to!broaden! !the!horizon!of!knowledge!and!understanding!–! not!to!escape!from!the!faith,! !but!rather!to!know!its!wonder!more!deeply,! to!stand!in!ever!greater!awe!before!you,!! Eternal!Mystery,!! in!whom!we!live!and!move!and!have!our!being.! Loving!husband,!father,!grandfather!and!friend,! a!gentle!man!of!good!humor!and!restless!mind! to!plumb!the!heights!and!depths!of!our!human!experience.! © Grand Valley State University Page 6! �Reflections on a Life Richard A. Rhem ! We!remember!him,!! images!flowing!through!our!minds,! and!we!give!thanks!that!he!graced!our!lives.! ! We!do!not!deny!our!loss!nor!the!grief!we!feel.! Where!love!looms!large,! loss!is!large!as!well,!and!painful.! We!lift!up!our!eyes!to!You,!O!Eternal!One.! You!uphold!us!with!everlasting!arms;! You!overshadow!us!with!a!gracious!Presence.! You!bear!us!up!on!eagle’s!wings;! beneath!your!sheltering!wings! !we!find!refuge!and!peace.! ! Sacred!Mystery!of!all!being,!of!our!being,! consciously!aware!of!our!lives!in!your!light,! we!worship.! We!know!that!all!will!be!well,! all!will!be!well.! All!manner!of!things!will!be!well.! ! Now,!while!our!hearts!are!open,! our!spirits!tender,! mantle!us!with!Your!gentle!grace.! Hear!our!prayer!through!Jesus!Christ!our!Lord.! Amen.! © Grand Valley State University Page 7! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Funeral Meditation on the Liife of William A. Struck Scripture Text I Corinthians 13:12 Location The location of the interview Grand Haven, Michigan Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-20140306 Date A point or period of time associated with an event in the lifecycle of the resource 2014-03-06 Title A name given to the resource Reflections on a Life Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Description An account of the resource A sermon given by Richard A. Rhem (Dick) on March 6, 2014 entitled "Reflections on a Life", on the occasion of Funeral Meditation on the Liife of William A. Struck, at Grand Haven, Michigan. Scripture references: I Corinthians 13:12. 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 Funeral Love of God Reformed Tradition Spiritual Quest https://digitalcollections.library.gvsu.edu/files/original/987b413f3435630661bfa13f8a993078.jpg 023d48390d8c510054cf8993bd542a96 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Pie-Factory-35 Creator An entity primarily responsible for making the resource Lloyd J. Harris Pie Co. Title A name given to the resource Refrigerated Compartment for Cream Pies Description An account of the resource A photo of the refrigerated cream pie compartment of a truck. The caption reads: "This heavily insulated compartment has large dole plates across the entire back of this cell which are connected to our main plant at night. This insures a 35 to 40 degree temperature all day long while the pies are in transit." Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Factories Bakeries Refrigerated trucks Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> 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 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/c4f3ae478689504b8f22b5674a133afc.jpg 5a618b02acacbe2c972e428ecb590e79 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 ReganPhil_Photo1 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 1981 Title A name given to the resource Regan, Phil Description An account of the resource Phil Regan 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 1981s https://digitalcollections.library.gvsu.edu/files/original/6b21c45c074d13009d53ace43efdd82b.jpg 6e9d330c5e456bff7a496a39f4bbf89e 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 ReganPhil_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Regan, Phil Description An account of the resource Phil Regan 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/848ea2cfd5089ea992876a227fb47666.jpg df1e0ee48b99d67cc5fc5624390a9b9d 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 ReganPhil_Photo3 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Regan, Phil Description An account of the resource Phil Regan 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