860 24 26018 https://digitalcollections.library.gvsu.edu/files/original/cf58911e754eb57a84e34cbd3bff32d0.jpg e1daba88da61137088a9b8803762d51b 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. PS3547.O56 S25 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_Bindings0283 Title A name given to the resource Sally of Missouri Description An account of the resource Binding of Sally of Missouri, by R.E. Young, published by McClure, Phillips & Co., 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/a39dfad485ed92700c047161e7b9c0e2.mp3 de225e3cb115bf318920e7aa93879642 https://digitalcollections.library.gvsu.edu/files/original/1e9cc2cd64118f0077e8df7218ca059c.pdf 092dd82edaf40c71d55ea6f26fe50195 PDF Text Text GV043-07 Connected Exhibit Interviews Interviewee: Samm Martin Interviewers: Gayle Schaub, Cara Cadena Date: May 18, 2016 Gayle: Ok, so now we're ready. Now we're recording, I think. We'll see. Samm: Ok. Gayle: So you can tell us anything you want to tell us…you can start with your name, what you majored in maybe? Whatever. Samm: 00:17 Well, my name is Samm Martin and I majored in political science and I minored in Spanish at Grand Valley. I just graduated, in April and I will be returning in the fall for my graduate program which is higher education and I’ll be majoring in college student affairs leadership. Like…when I think about like a story I would want to tell people I have to start by saying that I’m not from Michigan. I’m from a town in Maryland on the East coast called Laurel and it’s a pretty small city, but it’s got a lot. There’s a lot of different people, a lot of diverse people there. And you know, originally thinking about where Grand Valley was I wasn’t really thinking about it when I was in high school and trying to figure out where I wanted to go to college because I wanted to play. And I wanted to play lacrosse and you know, I wanted to be a student athlete and have all the great stuff that comes with that, too, so when I got an email from the coach saying to come out I was like ‘what?!’ like Michigan? Like that’s so far away. I don’t want to go there because I heard the winter’s terrible. But I got up here and it was everything that I wanted; small school feel but it was a big student body from what I understood. It was a place where I could make an impact if I wanted to. And I think I would be remiss if I didn’t say anything about how Grand Valley has the opportunities to be able to do whatever you want to do, and to be able to have the resources that we have here to be able to be successful and feel like you know that you have a place here and to feel like there’s a sense of belonging. Cause especially being from, you know, 600 miles away I don’t have any family out here it was pretty important that I find a group of people that I felt comfortable with, and I did, and that helped me get through my four years and my eventual two that I’ll have here as well. I just think that if I had to talk to a freshman about, you know, getting through college and getting through Grand Valley I would just tell them to find people that they trust and find people that they care about and that care about them because college is not something that you can get through by yourself and a lot of us know that but a lot of us don’t really understand that until we’re put in that situation and until we are actually confronted with the fact that we can’t you know pull a 3.0 GPA, or make it through rough nights without our families, by ourselves. And that can make all the difference when it comes to being successful in college or not wanting to be around anymore. And I think that finding people who…whoever it may be, a �wide range of people can make all the difference in the college experience and I’m glad that I found mine here at Grand Valley so. Gayle: Were your first group, your “people,” that you found was it first the team? Samm: Yeah. Gayle: Is it still? Samm: 3:34 Gayle: Samm: It’s a little bit of all over the place cause it’s still…when you come in you know who your teammates are, and you meet them right away, but then I had my freshman year dorm people – we all lived in the same building. We’re still all very close, we still talk to each other a lot. What dorm was that? 3:49 North- it’s called Weed now but it was North A Living Center. And it was, you know that was not necessarily traditional so you didn’t meet with so many people but we had a lot of camaraderie on our floor and we hung out a lot together. And as the years went by I met people in my classes who introduced me to other people and I eventually found kind of like a home in the Women’s Center and the LGBT Center. They were people who really taught be about like community and what solidarity was and just having the sort of navigational skills that I needed to get through college. I found them late, my junior year, but it still helped. Especially with trying to navigate the next phase of life, like grad school and eventual job hunting and things like that. And they set me up with a lot of good opportunities too. Cara: So they were a big part in you going to grad school? Samm: Yes. Cara: Okay. Samm: 4:54 Cara: Samm: Yes, and just helping me like find that I could do it. Yeah. 4:58 Cause like my GPA like wasn’t all the way where it wanted it to be, where it should’ve been, but I did some work, did a lot of work this past year, and it brought it up a lot, and they were just always encouraging. You know, giving me the tools I needed to success, to find success, but you know, pushing me to do that for myself, and they were my biggest cheerleaders. And especially my teammates and my coach, like, they’ve always been there for me, and just helping me out. Gayle: So I have two more questions now. Samm: Okay. Gayle: Number one. When you say you found them late, like I want to know how you found them. Like how you…okay, that’s the first question. I hope I remember the other one. �Samm: 5:42 Okay so, when I say I found them late, I went…well…I’m out, queer, LGBT person, but when I first started at Grand Valley, I wasn’t, and I, just on a whim, I saw that the LGBT center was having an event, and I just went. I was by myself, and then I met this person, and he said “well come into the center tomorrow, like I’ll be in there, you’ll meet a few cool people.” And I was nervous as all get out like not knowing what to expect because it’s a new space with new people, but I just went in and everybody was like “how are you.” Like asking me all of these question about my life story and stuff, and they introduced me to more people. So I guess finding it just means that I just went in one day. Gayle: Okay. I just wanted to know how you connected. Samm: Yeah. Gayle: Because I’m curious about how people make these initial connections. Samm: Yeah. Gayle: And if it’s something you sought out or you… or it sought you out. Samm: No. I would definitely say that it sought me out, and I just kind of like followed it. Gayle: So as for grades, do you think being a student athlete is tough to maintain. Is that part of it? Samm: 6:50 Oh, yeah! Definitely, because when you’re a student athlete you give so much of your time, and it’s like nobody jokes when they say it’s a fulltime job, because it is. Like, you have to eat right, keep your body like a well-oiled machine, like keep going, and you also have a huge time commitment. Lacrosse did teach me about time management in that regard. But there are a lot of different types of stressors that student athletes have over just your normal students. I think, you know, it took me a while to kind of like get that under control and like not feeling overwhelmed all the time. But it is possible, and I had to really reach out to, you know tutors and my academic advisor and my coach, and just like, “hey I need help with this.” Like…and that’s a big thing too. Like I was…I never had to study in high school. So getting to college and having to study and having to ask for help was one of the hardest things that I’ve ever had to do. But then once I did, I had a lot of success in that regard, when it came to my grades. Gayle: We’re hearing that, over and over. Cara: Did you go visit home a lot? Samm: 8:05 No, I went home for Thanksgiving and Christmas, the two big holidays. Spring break was with the team. I went home for my freshman year summer, and then sophomore and junior year I stayed and I worked over the summer. And this summer I’m going home for maybe six weeks, but that’s because like, I’m about to be in grad school. I don’t know if I’m going to be able to go home ever again, like, that type of thing. And just being able to see my parents, and my brother’s going to �college this year too, so…for the first time. So I want to be able to set him up and make sure that he has everything that he needs before he leaves so… Gayle: Samm: So if we were to… if you were to kind of think about any stand out moments that might… if you had like a range of emotions that you could pick one from happy to angry, to sad, to frustrated, to proud, to…did I say frustrated? Anything. Could you think of anything like, “there was a time that I felt…when that was awesome,” or “that time was awful,” or “I can’t believe I made it through that.” 9:17 Gayle: Samm: Cara: Yeah, well one moment sticks out to me in particular. I just remember it was my winter semester of my freshman year, and the first semester grades came back and they were terrible. And I told my dad, but I didn’t tell my mom, and I was sitting in my apartment just on the phone with my mom and she was like upset about my grades because they weren’t good. Like you want your child to be successful in all ways possible, but I was just feeling so defeated. Just because my… like I went into finals with a good GPA and It came out and it was awful, and just… I didn’t feel like I could continue. And then I started getting into some destructive behavior, and that wasn’t good either. But, I’m here. Like that’s one of the things that I didn’t think that I would ever make it through. Cause I’m here now. I’m clean. Sober. I don’t… I didn’t really use drugs or anything, but I consumed very large amounts of alcohol. Which is something that students do… in college they do that. Like we know that they do that, but not to the extent that I was. And I think that getting through that and finding other ways of coping was something that I thought that I was pretty proud of, and especially sitting down at commencement and like looking around, seeing my name in the book, that I graduated and I made it. Like I didn’t graduate with honors or anything, but I did it, you know? Just having that sense of accomplishment is something that I’m super proud of. And especially looking from that moment to where I am now, going to grad school, and having a career out of that, is something that I never thought I would get to, but I am so… Okay, so not knowing all like these stories are coming out that I didn’t… so do you think that it was… is there… how did you… I don’t want to… you don’t have to tell me anything you don’t want to tell me, but getting through that was it reaching out to some of these services or you just made it through on your own? 11:30 Oh, I definitely had help. I used the counseling center. I had a tutor to help me get my grades up. My coach was incredible with helping me. Just because, you know, she has done a lot of work with students like that, a lot of work with… I wouldn’t necessarily say crisis students, but student who need help, and who need guidance through things, and she was just incredible. Like she understood. Like she still pushed me to do the best that I could, but she really just was amazing. And then some of my teammates knew too. Like I couldn’t have been able to do… I wouldn’t been able to do this by myself. Like at all. They saw something that you couldn’t see at the time. �Samm: 12:27 Cara: Samm: Yeah, and they still do. They still see things that I don’t see in myself, and it takes… they try to show me that every day. And I was sitting in my coach’s office once, and cause… like they tell me… they would tell me things that I wouldn’t necessarily believe. And she said “you know, sometimes you need people to tell you things that you might not necessarily believe about yourself so you do.” Because if someone just says like ‘hey, you’re so awesome’ all the time it’s just like ‘yeah’, you know, whatever. But like having you have an impact with your teammates and with the people that surround you and seeing that manifest itself can make it be of a difference of how I see myself. If that makes sense. It does. 13:15 So, it’s definitely not something that I would’ve been able to do by myself. And I didn’t tell my parents this until, like retroactively, because I didn’t-I don’t want my parents to worry about me having an alcohol problem. Gayle: Oh, so they didn’t know you were going through all this? Samm: No. Gayle: Ugh, and you were so far from home. Samm: 13:32 Mhmm, and I think that’s one of the things that made it easier for me because I know if I would’ve told my mom I was going through that stuff she would’ve been like, “You’re coming home” like “you’re not going to handle this” like “you don’t ever have to worry about being alone and vulnerable” and that’s not what I would’ve wanted, because I’m not the type of kid who needs to be under their parents all the time and I think that that probably would’ve done more harm than good. Gayle: As a mom I would’ve wanted you to come home. Samm: Yeah… Cara: Me too. Samm: 14:03 And that’s understandable. That’s completely understandable because you don’t want your child to be out where you can’t get to them and just be hurting. Cara: Right…but as a child I wouldn’t have told my mom either. Gayle: Do you think some of it was because you were so far away? Do you think if you went to school in Maryland this… Cara: Yeah that’s a good question… Gayle: Like this, like your situation would’ve been different? Or do you think…was it the stress of being an athlete or…? I mean we don’t have t-you don’t have to diagnose all the problems.] Samm: Well…I don’t know… �Cara: Samm: It’s kinda hard to say, isn’t it? 14:35 Gayle: Samm: Well what you said about high school being-coming early that seems to be a very common theme of hitting that wall of “oh, this isn’t high school anymore” and then how you cope with all that is the real, the real story. 15:30 Gayle: Samm: Yeah. Yeah, I was at the top of my class in high school and I got here and it was like nope, just kidding! You know? I hit a brick wall, but I also dug myself into a hole because I was taking 200 and 300 level classes my first semester cause I came in with credits, I was in the Honors College, and I didn’t want to be in the Honors College anymore because it was too stressful and it was just…the first semester was a huge, huge reality check. Huge reality check. So what have been some outstanding classes? What would be the ones that you would say ‘yep, that one really’ either good or bad that kind of stand out for having an impact of some sort. 16:15 Gayle: Samm: Yeah. I think that you know I still would’ve had my-I would’ve been, I wouldn’t have been an athlete if I went home. If I had gone to College Park, I wouldn’t have been. I mean I would’ve had a different set of obstacles and I think that the problems would not have necessarily gone away they just would’ve been different. I wouldn’t be living at home cause dad doesn’t want us to live at home, so I would’ve been on campus and I would’ve been able to go home whenever I wanted to but…I mean it’s really hard to say to try to think about where I’d be if I didn’t pick Grand Valley and I can’t so, I don’t know. Well…I took black feminist thought fall semester of my senior year and that class was just like…oh my God, like oh my god incredible! Like you learn—and I regret…ugh I shouldn’t say I regret taking political science as a major because I don’t. It taught me so many things about the world and it taught me how to write incredibly like it taught me how to be disciplined and be purposeful with my writing, but if I would’ve been able take women and gender studies classes and make that a bigger forefront into my education I feel like I would’ve been just like so much happier. Like I took black feminist thought, intro to LGB—no…yeah I took intro to gender studies and I took women and gender studies classes and I was just like “why didn’t I take these sooner?!” Like I feel like everybody should be required to take a class like that cause it teachesWho taught it? The black feminist thought class? 17:13 Dr. Weekley, and she let us, she gave us readings that we thought were impossible. Some of the most academic writings about, you know, things that we knew already like we understand what institutionalized oppression means, okay so say it in ways that we understand and we just struggled with readings and we would be in the same room for ten hours trying to figure things out, but at the end of the class like, I…just felt great about it and knowing that there is a world that we live in that isn’t the greatest for women, it isn’t the greatest for people of color, but in �understanding what the problem is and how it works we can try and find a way to fix it. And I learned that with Dr. Weekly and Dr. Keegan too. Cause those were the two…the professors that really stuck with me the most. And just learning—I learned so much about my black and female identity and also my queer identity through those classes so I think those stuck with me a lot more too cause having texts that I can relate too even though these people are far more advanced in their education than I am, or have a lot more life experience than I am, like we go through the same things. And having that relatability is something that I thought was needed and something that I thought was awesome that I could relate to those things and I still kept all my stuff and I just like reading through them and seeing how I process through that type of theory. Cara: It’s motivating too, to be able to identify with somebody like that. Samm: Mhmm Cara: So, in grad school do you get to have any involvement with the team at all or is lacrosse over? Samm: As far as the player side it’s over… Cara: Yeah Samm: 19:08 And I’m like…I still can’t believe it. We had that last game and I was just sobbing just because something that I have done for over half my life is over. But I talked with my co- I’m in conversation with my coach right now to see if there’s other things I can too like I’m trying to commentate on the live streams of the game or something like that. That would be so cool and especially since I know the game, I know our players and stuff like that and I’m pretty cool with people in the athletic department I guess. But I still do want to stay involved cause this program has given me so much. And…understanding the, our program is very young we’re only six years old and we made it to the national tournament like that’s unheard of. And like understanding that it’s not for us right now, it’s for the people who come after. And I’m just excited to see like this program just take off cause there’s so much potential in the classes coming up and just seeing what we can really do with something that I want to be a apart of whether it’s behind the scenes or in the forefront, and I’m generally a behind the scenes kind of person. Gayle: So the graduate program, I mean it seems a natural fit for you, to turn around now and do for others what Samm: Mhmm. Gayle: And I use everything you’ve learned Samm: Yeah. Gayle: How did you connect with this program? Well- �Gayle: Samm: Someone suggested it or did you just…? 20:36 Well I met some people when I first started coming to the LGBT center. Like I met people who wanted to do student affairs. And they wanted to work with college students and they wanted to, do that whole thing. In the fall of me senior year I had to step up as a student leader in the LGBT center, and kind of like I’ve had to, serve students and be a liaison for students and administration, and things like that. And I met some people like Tekeelia Garrett the Student Ombuds, I met her, I had gotten more in touch with Title IX and I&E (Inclusion and Equity) and I was just thinking to myself like, “where were these people when I was a freshman?” Like where are all these people like who just have your back like unconditionally no matter what like, where were they when I was a freshman? And I was like “Oh, I can do that” like I can be that person that I needed when I was a freshman, and it just clicked. And I started applying for fellowships and going to conferences and I was like, like, I feel like I just wouldn’t be happy anywhere else. And I told my mom I didn’t want to do political science anymore or go to law school anymore and she goes “whatever you do, do not change your major” like “you are not staying there for three more years, like, I’m not paying for that.” And I was like no I’m not doing that but I’m just going to go to grad school for something different. And it just makes sense. Like the type of person that I am it just makes all types of sense. Gayle: So you said “I had to step up” that’s in itself a self-imposed “I had to step up.” Samm: Yeah. Gayle: There was no requirement that to- Samm: 22:10 No. We had a problem, and I can’t speak too much on it but we had a problem, and there was a lack of trust in the whole dynamics of, between students, between administrators, between, you know, the higher, higher-ups. And I took it upon myself along with another student to really like I had to be tough with the administrators because, you know, that’s how we get our voices heard as students. We have to kind of be in your face like, you have to understand what happens and, you know, be the type of person who is not going to stop until we get justice and we get what we need. I felt that I had to do that because I wasn’t just going to sit idly by and watch student be discontent and have people leave the center and things like that. So… Gayle: Well when you say “where were these people when I was a freshman?” I mean I realize the Ombudsman position is relatively new, but the other roles, you didn’t know about them or just, you mean that some of them just weren’t in existence yet? Samm: Well I just didn’t know. Gayle: Okay. �Samm: 24:00 Like, I met Marla this semester, not this semester but this year. She’s the new (Assistant Director) of the LGBT center and I, like, she has been incredible. Like, I wish I would have known her when I was a freshman. Like, not where were you when I was a freshman but I wish I would have known you- Gayle: Yeah. Samm: When I was a freshman. Gayle: I wanted to see what you had meant by that. Samm: Yeah. Gayle: Because I’m always wondering how, if there is a way with students who feel like there’s so much to know when you get here so it’s impossible to know it all. It’s impossible to know what you need. Samm: Right. Gayle: Until you know you need it. Samm: Right. Gayle: But I am always curious if there’s any way these kinds of support services can make themselves more visible that aren’t, like, fair tables. Samm: Yeah. Gayle: So, I guess it is a point of need kind of thing. When student needs something they realize there are these programs. This kind of thing is what we’re hoping will help. People will go ‘Oh I didn’t know that was there. Cara: Or if there RA’s would be educated on all these services. Samm: Yeah, and I’m just glad because I accepted a grad assistantship in housing. So I’ll be in there and depending on where I am I’ll be able to help students with that to. Cara: That makes so much sense that they put you in housing. Samm: Cause so many people got through that. Gayle: Yeah, and you could just be there listening and watching. Cara: You could just be there to answer questions. Samm: Mhmm. Gayle: So lacrosse is varsity? Samm: Mhmm. There’s a club team to but I was on the varsity one. Gayle: But you could be involved in the club team couldn’t you? Or there’s no more eligibility or? �Samm: Yeah, I don’t have eligibility anymore. Gayle: You could coach couldn’t you? Samm: Yeah I could. Cara: Or recruit. Samm: Yeah, that’ll take time. I just need to figure that out. Cara: How exiting. Samm: Yeah. I’m really pumped to see where these next two years will take me. [Off the record chatting removed] Gayle: Samm: Is there anything else you want to tell me? 25:25 I mean not that I can think of. Gayle: You’ve always lived on campus? Samm: I, um, for the first two years I did and then my third year I live in Campus View. So that’s basically on campus, it’s not like far away. Gayle: But then as an RA? Samm: I will be on campus, yeah. Gayle: You don’t know where? Samm: No. Gayle: So wherever they put you. Samm: Yup. Gayle: Ok. Samm: I got requested to go to the South Apartments, like in the back so maybe I’ll be there but I’m not sure. I either wanna be back there or up North with freshman. Gayle: And there’s a new freshman situation. Samm: Mhmm. Gayle: I don’t know. The HHLLC or something. Samm: Yeah, it’s a living and learning center. Gayle: But it’s formed now like the way I lived in a dorm. Which is room with beds, and then room beds, and then a common bathroom. Because they are finding that the suite situation is not as helpful to students because they cluster off and they stay in their own little apartments. Whereas, you know when you have to share a �bathroom you have a common space it’s better for community building and working through all that stuff. Samm: Yeah, but they’re tearing down the Ravines which I’m not happy about but that’s another story for another time. (laughter) Cara: Another exhibit. End � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Connected Exhibit Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource Collection of audio recordings and transcripts of Grand Valley State University students sharing their stories and experiences. The recordings were conducted as part of an exhibit created by the University Libraries in fall semester of 2016 titled "Connected" which featured short audio clips of students. The clips were combined with watercolor portraits of GVSU students by Ellie Lubbers and an interactive watercolor painting activity. Students were encouraged to paint 3" circles of paper to illustrate their current feelings about the college experience and attach them to the gallery wall. The aim of the exhibit was to inspire feelings of community, connectedness, and welcome to new and returning students. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Cadena, Cara; Schaub, Gayle; Frigo, Emily; Lubbers, Ellie; Fisher, Erin Identifier An unambiguous reference to the resource within a given context GV043-07 Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Type The nature or genre of the resource Sound Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2016 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/. Creator An entity primarily responsible for making the resource Martin, Samm Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-18 Title A name given to the resource Samm Martin interview (audio and transcript) Type The nature or genre of the resource Sound Text Contributor An entity responsible for making contributions to the resource Schaub, Gayle (interviewer) Cadena, Cara (interviewer) Identifier An unambiguous reference to the resource within a given context GV043-07_MartinS_2016-05-18 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Relation A related resource Grand Valley State University Libraries. Connected Exhibit, September 2016 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource Interview with Samm Martin conducted by Gayle Schaub and Cara Cadena for the GVSU Libraries' Connected Exhibit, displayed in September 2016. Edited clips of interviews accompanied watercolor portraits of students and an interactive watercolor activity for exhibit visitors. Samm graduated in April with a degree in political science. She will be entering the Master’s program in College Student Affairs Leadership (CSAL) in fall. Samm was a 4-year varsity lacrosse player who came to GVSU from Maryland. Samm has worked in the Milton E. Ford LGBT Resource Center and is involved the Women’s Center. As an undergrad, she was a leading advocate for inclusion and equity for students on campus. Samm struggled with and overcame some self-destructive behavior in her freshman year. The support she received from campus support services inspired her future career path. As graduate student, Samm also works as an Assistant Living Center Director and hopes to be to other new students what so many here were to her. Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes https://digitalcollections.library.gvsu.edu/files/original/2cb1840a3f0714068701b3bfa15069cd.m4v ba7ebc3e344426bf3a930c631fc3eb05 https://digitalcollections.library.gvsu.edu/files/original/1706066f11a64ef74246842b31db307f.pdf bf41fd65d91f578fc7e51644f0d80025 PDF Text Text Grand Valley State University Veteran’s History Project Korea John Sampson Interview Length: (01:07:37:00) Pre-enlistment / ROTC (00:00:39:00)  Born in Detroit, Michigan on December 29th, 1942, meaning he was a “war baby” (00:00:39:00)  He originally went to school in Detroit but his family ended up moving to Grosse Pointe, Michigan because their house was in the middle of newly-constructed Edsel Ford Freeway; from Grosse Pointe, his family moved to Birmingham (00:00:48:00) o Sampson graduated from Birmingham High School in 1961 (00:00:59:00)  He went to college at Western Michigan University where he signed up for ROTC as a freshman because students had to either take two years of ROTC or two years of Phys. Ed. (00:01:02:00) o At the end of the second year, he had to decide if he wanted to commit and become an officer; Sampson did commit to going on to the advanced program (00:01:18:00)  Sampson’s father was drafted to go into the service but the military would not allow him to go because he was skill-traded as a tool- and dye-maker (00:01:42:00) o Therefore, during World War II, his father was in war production, which included machining B-29 bomb sights (00:01:51:00) o As it turned out, Sampson’s father-in-law flew on a B-29 bomber and flew out of Guam on one of the last missions over Tokyo in 1945 (00:02:01:00)  Before joining the ROTC, Sampson had given some thought to joining the military (00:02:22:00) o However, Army ROTC was the only program at Western Michigan; there was no Navy or Air Force programs (00:02:25:00) o Sampson enjoyed the ROTC and decided to go on and he was the first in his family to go into the military (00:02:31:00) o When he made the decision to continue, Sampson’s parents were very supportive of whatever decision he made (00:02:41:00) o Therefore, in his junior year, Sampson decided to continue in the ROTC, knowing full-well that in the summer of 1964, he would have to do the ROTC summer camp at Camp Funkston at Fort Riley, Kansas (00:02:49:00)  Sampson had no idea what would happen once he completed the ROTC training; when he went to the ROTC summer camp, meet a captain who was a signal corps officer with a history background and having degrees in History and Political Science, Sampson thought that would be a fit for him (00:03:16:00) o In the spring of 1965, before he graduated, the major in charge of the ROTC unit wanted to change Sampson to either infantry, armor, or artillery (00:03:33:00) �      When Sampson told the major why he selected signal, the major thought it was a good reason, so he left Sampson alone and Sampson became a signal corps officer (00:03:41:00) The commissioning was done at graduation in Waldo Stadium and the keynote speaker that day was Sargent Shriver, who was head of the Peace Corps (00:03:50:00) After graduation, Sampson decided to go to graduate school, although he did not know if it would work (00:04:06:00) o He went anyway and the Army gave him a three-year deferment to go on active duty so Sampson could go to graduate school (00:04:11:00) o Sampson checked out different schools and ended up choosing the University of Massachusetts at Amherst for a graduate program in American History (00:04:19:00) During the junior year of ROTC, Sampson was taking on responsibilities as an officer in the unit (00:04:40:00) o At the later part of their junior year, Sampson and the other men in the unit went to Fort Custer in Battle Creek, Michigan for a weekend, where they did training under senior supervision (00:04:52:00) o In the summer, the men spent six weeks at Fort Riley with about fifteen hundred other officers going through training; Fort Riley was the home of the summer camp for the ROTC in the Fifth Army area out of Chicago (00:05:06:00)  The men did everything as basic infantry, including: guard duty, KP (Kitchen Patrol) duty, went through different scenarios, group activities where the men had to function as a group and activities where the men had to make decisions based on past Army combat experiences (00:05:22:00)  The men also fired all the weapons and did all the things that they would be expected to do (00:05:57:00)  It was really hot Kansas at the time; one day, at four o’clock in the afternoon, it was one hundred and fifteen degrees in the shade (00:06:03:00)  The men had different assignments depending on the week, based on a set schedule (00:06:26:00)  Sampson meet people from all over the Midwest, including Nebraska and the Dakotas; this was his first experience of what the military was really like (00:06:34:00) o The ROTC back at college involved the whole thing, including: instruction on how to give presentations as an officer, marching, and classroom instruction where the men dealt with weapons and logistics (00:07:03:00) o The men were paid twenty-seven dollars a month as a stipend for being an advanced ROTC (00:07:24:00) During his senior year in ROTC, Sampson had to “double-up” in his second semester because during his first semester, he student-taught in Allegan, Michigan (00:07:31:00) o During the second semester, Sampson doubled-up his classes so that he could graduate in June with his class (00:07:44:00) Sampson never sensed the aspect of military discipline because the instructors took the men through all the things that the enlisted men did, so the men understood about � cleaning the barracks, etc. and they knew what a private did; the men had a feel for the enlistee (00:08:09:00) o It was not that the men were better than the enlistees, it was that they understood what the enlisted men did (00:08:33:00) o Sampson believes one of the strong-suits of the military is they training the men in a way that they understand how other people have to think and act (00:08:39:00) o Sampson does not feel that he got the standard drill instructor experience because the officers and senior NCOs at the summer camp came from the university settings and they understood where the men were coming from; they were not people directly out of the field (00:08:56:00)  There was a different mindset with the instructors (00:09:22:00) During the ROTC summer camp, the scenarios the men faced were based on previous Army involvements from World War II and the Korean conflict (00:09:48:00) o These were meant to show if the men were given scenarios and how they had to react; the instructors then told the other members of the group how they were supposed to act, which the other men did not know (00:09:57:00) o There was a set scenario and each man was only given a select amount of information and had to make decisions based on what they had at the time; they never had all the information and they had to make the decisions (00:10:09:00) o The men did the scenarios in 1964, which meant that the Vietnam conflict had not mushroomed; there were advisors in South Vietnam, but not ground troops (00:10:34:00) Regular Army Training (00:11:01:00)  It only took two years for Sampson to complete his Masters, which was interesting because the second year he moved into the graduate dorm at the university, his roommate was an armor officer originally from Norwich University in Vermont (00:11:01:00) o Therefore, there were two military officers in the same room on military deferment (00:11:14:00)  When he graduated in June 1967, Sampson was given his papers to sign for his “dream assignment” (00:11:21:00) o Everyone had to sign up for a short tour-of-duty and at that time, there were only two assignments on the paper, South Vietnam or South Korea; Sampson decided he would like South Korea, although he knew nothing about it, because it was a cold climate and he was from Michigan (00:11:31:00)  He signed up for South Korea and they told him that he would not be on active-duty until March 1968, which meant that he had to find something to do (00:11:46:00) o Therefore, Sampson became a temporary substitute teacher for a semester at the sixth-grade level in Bloomfield Hills, Michigan (00:11:57:00) o At this time, Sampson went to see his roommate from college, who was down at Fort Campbell, Kentucky, because he wanted to know what his assignment was (00:12:11:00)  Sampson knew that he was going to Fort Gordon, Georgia for signals officers basic training for nine weeks and then on to Fort Monmouth, New Jersey for signal officers communications centers operations training; �   however, he did not know where the final base was because there was APO for San Francisco (00:12:22:00)  The roommate checked the information out and Sampson’s assignment was one hundred and eighty miles outside of Seoul in [Yong Ju] as a “KMAG” officer, a job Sampson did not know about (00:12:42:00)  The roommate explained that “KMAG” stood for Korean Military Advisory Group; Sampson was going to be an advisor for the South Korean army (00:12:54:00) When he made is decision about his “dream assignment”, Sampson had been so enveloped in his graduate program that he did not look at one assignment or the other; he just saw Korea and picked it (00:13:24:00) o He had no feelings about Vietnam one way or the other (00:13:41:00) o When he made his decision to go to UMass, there was not a large peace movement on the campus; there was probably some but it did not affect the people going to the graduate school (00:13:51:00) Sampson served as a substitute teacher for about a couple of months, a couple of days a week before he went onto active duty in March 1968 (00:14:24:00) When he went on active duty, Sampson drove down to Fort Gordon, which was an all new experience (00:14:29:00) o Once he signed in, he lived in a barracks with the thirty-five other officers in the class; some of the other officers were field-commissioned officers, some were in the National Guard, and the rest were ROTC officers (00:14:41:00) o The training lasted nine weeks; because he was a signals corps officer, Sampson was considered a “combat-support officer”, which meant that half of the training was infantry and the other half was communications (00:15:03:00) o The training was everything from throwing hand grenades and firing recoilless rifles off the back of jeeps to running a remote communications site for forty-five hours (00:15:15:00) o Fort Gordon was a unique experience because now the trainings was getting more in-depth; the men went through a battlefield indoctrination course where they would crawl on the ground over logs and barbed wire while live machine gun rounds were fired over their heads in an effort to dissuade the men from standing up (00:15:34:00) o They were a class of thirty-five officers and next to them was a class of two hundred raw recruits because there was also infantry training at Fort Gordon (00:15:53:00)  Those were eighteen and nineteen year old kids who had no military experience; the training was different for them as compared to Sampson’s class because all the men in the class were college graduates (00:16:04:00)  Mentally, Sampson was better prepared through maturity and other experiences in life (00:16:30:00)  At that time, a number of the officers had been through law school, which meant that there were men who had been through a large amount of college; even the field commissioned officers had had experience in the military (00:16:42:00) �      A lot of the raw recruits were out of the mountains and had never experienced those types of events (00:17:11:00) o At that time, all of the officers in his class were white and a lot were from the South although there were men from the North; the military tradition had a lot of the men in the officer’s corps coming from Southern universities (00:17:33:00)  When he went into the military and was commissioned, there was not a draft, so the men in the class came from all over the country (00:17:54:00)  The men got to the class based on education, willingness to serve and overseas experience for the field commissioned officers (00:18:03:00)  There was not the diversity in 1968 (00:18:27:00)  However, from information that Sampson has gathered, there was more diversity in the other parts of the army, such as infantry and armored, because of quicker promotion (00:18:36:00)  The signal corps was a smaller operation; there were maybe two signal corps generals and if someone wanted a military career, they would go into a field where they would gain promotion faster (00:18:43:00) The military was an experience that Sampson wanted; when he started college in 1961, he wanted to do four years of undergrad, get a masters degree, and a military commission (00:19:09:00) o It all played out that way but he had no thought of a military career; he liked working with kids and wanted to be a high school teacher (00:19:24:00) Fort Riley was a facility in which Camp Funkston was set up every summer to house the ROTC, so there was a separate unit on the post and it was somewhat isolated (00:19:45:00) On the other hand, Fort Gordon was an active base; it had signal corps, MP school, civil affairs school and some infantry training, so there was a different make up of the base (00:20:04:00) o At Fort Gordon, the facilities were barracks and nothing was air-conditioned; still, the men learned to live with it and Sampson found the base very adequate for his needs (00:20:25:00) Following Fort Gordon, Sampson was going on to advanced training, although not all the officers in the class were advancing to the next school; some were going to duty assignments right away (00:20:57:00) o Sampson went on to Fort Monmouth, New Jersey, just outside of New York City, where he went through communications operations center training; the training was basically in the classroom because there is no pistol or rifle range at the base (00:21:09:00) o Some of the training was also working in classified, i.e. working with crypto equipment; the men were locked in a vault room working with classified material and special equipment (00:21:30:00) Out of the thirty-five officer in the class at Fort Gordon, thirty were assigned Stateside and then short-tour, which meant that they would be going to Vietnam; for the remaining five, two went to Korea, one went to Panama, one went to Thailand and the final one went to Germany (00:21:50:00) �   Sampson trained to run a communications operations center, which included long-line (telephone), satellite communication, dealing with classified information and broadcasting; there was a range of types of communication and the objective was to run the center, which was what Sampson was training for at Fort Monmouth (00:22:30:00) o At the time, Sampson had been promoted to first lieutenant (00:23:06:00) When he was at Fort Gordon, Sampson would go into Augusta, Georgia (00:23:24:00) o Augusta was the home of the Masters’ golf tournament, so he drove past to golf course to see what it looked like and he would go to church on Sundays; he could get off the post and was not restricted (00:23:23:00) o One unique situation at Fort Gordon was one night, when the men went to bed, the next day, thirty officers were gone; the Army had shipped out (00:23:45:00)  The men were at the base when Martin Luther King Jr. was assassinated and because of the tension in the country, the Army shipped out the officers to another part of the country (00:23:51:00)  This made the men realize they could be shipped out at any time (00:24:05:00) While at Fort Monmouth, the men had to live off-post because they did not have enough housing for all the officers going through training (00:24:13:00) o Sampson lived in Freehold, New Jersey, about a half an hour drive west of the base, where he lived with three other officers; the four officers commuted every day to the base and were off-duty every weekend (00:24:21:00) o Sampson only went into New York City once; he had to get some information because he know that he was going to Korea and he wanted to pick up some books about Korean culture and language (00:24:48:00)  The military at that time, even though Sampson was going to be a KMAG officer, did not give him a lot of information (00:25:03:00) o While he was at the base, Sampson had to have his KMAG patches sewed onto his uniforms, so he went to a lady who did that who worked just outside the base; she had never seen the KMAG patch, a bell-shape with the work “KMAG” underneath (00:25:15:00) o Being a KMAG officer meant that Sampson had to get a passport, so he got a quasi-diplomatic passport that did not cost him anything; he had a red government passport which gave him quasi-diplomatic immunity (00:25:38:00) Deployment (00:26:05:00)  Once finished at Fort Monmouth, Sampson was supposed to ship overseas by flying out of Fort Lewis, Washington and McCord Air Force Base (00:26:05:00) o He left Birmingham, Michigan, flew to Seattle, and got to the post; however he could not fly out the next day because for some reason, the government had sent his passport to Oakland (00:26:18:00) o They had to ship the passport from Oakland up to Seattle because Sampson needed it for going overseas; he had another day or two in Seattle, which he used to take the bus to downtown Seattle (00:26:33:00) o When he shipped out with his passport, Sampson went on a contracted Northwest Orient Airlines plane with probably one hundred and sixty other servicemen; the officers boarded the plane first and got off the plane first (00:26:50:00) �      They flew first to Tokyo, Japan, where they refueled, and then flew to Seoul and Kimpo Air Force Base, which was where the Seoul International Airport is (00:27:09:00) o Sampson had no pre-conceived notions of Korea and no thoughts one way or the other; This was his first experience being in Asia and being out of the country, outside of going to Canada (00:27:39:00) After landing, they took the men to the processing center and because Sampson had his KMAG patches on, a sergeant in the KMAG detachment in Seoul saw him and brought him into Seoul to find out where his duty was (00:28:01:00) o This was when Sampson found out that his assignment changed; He was now assigned to Eighth Army G4 because his slot was filled by a classmate who got into Korea before Sampson (00:28:14:00) o Sampson had to put in a bid for a room and because his rank was a captain, he ended up being in a dormitory in the Young Song compound, the home of Eighth Army, right next to Seoul American High School (00:29:19:00)  It was a brick dormitory just like any on a university and it was where Sampson lived for the next thirteen and a half months (00:29:38:00)  Each man had his own room with a group shower and bathroom area; there was also a Korean woman that cleaned his room every day (00:29:47:00)  He paid her so many won (the local currency) per month but he had to buy the soap and whatnot (00:30:03:00) o Sampson found out that he was in electronics and communication G4, which was commanded by a general (00:30:22:00)  The commander of logistics was a quartermaster colonel named James Bond (00:30:33:00)  Sampson worked in a office with a lieutenant colonel, two civilians, and a Korean secretary (00:30:57:00) Near the end of his tour, they needed someone to replace another soldier in an office down the hallway, so Sampson became head of an office and he had a sergeant working as a clerk and they dealt with excess supplies out of Vietnam (00:31:14:00)  The military was shipping one million dollars in excess supplies from South Vietnam up to South Korea for the 2nd [Battalion] of the 7th Infantry [Regiment] (00:31:32:00) During his first job, Sampson was looking at the flow charts of equipment and if there was anything suspicious (00:31:55:00) One time, Sampson was at a meeting on the other side of Korea and had to come back to the post because he had to go out to depot command and get radios for the South Korean Army; the North Koreans had just come down the east coast in Spring 1968 (00:32:03:00) o The North and South Koreans got into a firefight and Sampson had to go and get radio to send out to the South Korean forces (00:32:28:00) o The men were not supposed to be out after midnight because of the philosophy that one shot first and asked questions later; Sampson was a little nervous about doing the job, but it was part of the military, so he did it (00:32:37:00) At the time, South Korea was almost like a dictatorship; Park Chung Hee was president and the government was very stringent and military controlled (00:33:13:00) �     o The country was still picking itself up economically but the democracy that the United States envisioned was not yet existent (00:33:30:00) While he was in Korea, there were two divisions at the DMZ as part of I Corps and today, it is still one of the most fortified areas in the world (00:33:39:00) o There were a lot of concern because in Christmas 1968, the Pueblo crew came over the “bridge of no return” from the North (00:34:07:00) o There was shooting at the DMZ but a lot of people did not know about it; the average loss was one soldier per day (00:34:39:00)  One time, Sampson was next to a captain who was on the DMZ and he had lost four soldiers during his tour (00:34:49:00) o The deaths usually did not come from North Korean infiltrations but exfiltrations as the North Koreans tried to return to the North; the soldiers were looking North and being shot in the back (00:34:59:00) o They considered it a live-combat area and the soldiers on the DMZ received combat pay just as if they were in Vietnam (00:35:12:00) In March 1969, Sampson had gone to Hong Kong on vacation in which he had planned to learn more about Asia when the North Koreans shot down a Navy reconnaissance plane over North Korea (00:35:44:00) o The Army called Sampson back to Korea, canceling the vacation, and the men went into shifts of twelve hours on and twelve hours off (00:36:01:00) o Sampson called his parents from Japan at a time when it took half an hour to make a call just to reassure them; all they knew was that the men had gone onto high alert (00:36:33:00) o There is no natural barrier between the DMZ and Seoul, so if the North Koreans came down, then they were going to go straight through Seoul (00:36:38:00) The base had KATUSAs, Korean soldiers attached to the U.S. Army, and Sampson dealt with them (00:36:59:00) He did not have a lot of contact with different commands in the Korean Army; the only real contact he had with Koreans was when he worked at the YMCA, which was where the English club of Korean college students met (00:37:11:00) o There were about thirty-five students, the upper level of Korean students, and he got to know them and they would invite him into their homes, to the university and on outings (00:37:35:00) o The students did not talk a lot about politics; with the structure of government in the country, the students’ goals were to learn more English, which gave them a tool (00:38:10:00) o Sampson learned that Seoul was the political and religious capital of the country and people would go there for economic reasons; however, if someone learned English, then they could leave (00:38:31:00)  The objective was to go from the country to the capital to overseas and whether someone learned French or English did not matter (00:38:43:00) o The Korean students knew what they were looking at and they did things to protect their family; the family was the basic social structure and they never did anything to ruin the image of the family (00:39:06:00) Seoul American High School was a typical 1950’s / 60’s high school (00:39:34:00) �    o A number of officers and civilians were stationed in Seoul for two years and when someone had to live in Seoul for two years, they could bring their families with them; these were the kids that went to the high school (00:39:44:00) o At one time, the dorm that Sampson lived in was used to house the students whose parents were stationed at Kunsan, south of Seoul; eventually, the Army built a school in Kunsan so the students did not have to commute (00:39:57:00) o Sampson did not have any contact with the American students (00:40:24:00) One time, Sampson went with the Korean college students on a picnic to the mountains (00:40:36:00) o Other times, he went to the university for a play, to the home of a professor for a formal dinner, and a James Bond movie which was in English with Korean subtitles (00:46:45:00) o The Korean language was interesting because it used a different alphabet from Chinese or Japanese, which meant different characters (00:41:05:00) o Sampson learned a little Korean, enough to use the local transportation so that he could go to downtown Korea (00:41:15:00)  He was lucky because he is a Christian Scientist and there was a Christian Scientist Church in downtown Seoul, so he went to services conducted by a Korean and an Englishwoman (00:41:30:00) o Sampson got out and did not stay just on the base; he also took some USO tours, including going to a plastic flower factory and a car factory (00:41:58:00) o He also took a course from the University of Maryland; the University had an extension program in Korea with American professors and Sampson took a class about Asian culture (00:42:21:00) Sampson did not notice the damages from the Korean War but he did notice the use of manpower; he would see Koreans walking down the street with an A-frame on their back and a stack of materials fifteen feet high (00:42:56:00) Sampson took a lot of pictures during his tour and he learned that photography was something that eventually became normal for him to do (00:43:32:00) For his trip to Hong Kong, he flew down on SAS (Scandinavian Airways) (00:43:58:00) o When he went to the airport for the flight, the plane was sitting down in Taegu, which meant that the flight did not leave on time; there was fog and the planes would not fly up near the DMZ (00:44:13:00)  So, they left late and it rained during the entire flight; they landed at Taipei to refuel and then went into Hong Kong (00:44:28:00) o Sampson stayed on Kowloon and while he was there, he signed up for some tours; he did a small bus tour of Hong Kong island, went to a pier to purchase goods, etc. (00:44:34:00) o At that time, Hong Kong was still a British colony and Sampson went to the British PX to buy souvenirs (00:45:06:00) o He enjoyed the trip and just wished that he could have gone back when the weather was nicer (00:45:26:00) o For the trip, Sampson worked with a lady who worked for the travel bureaus and she helped set up the trip and rescheduled his trip to Japan (00:45:46:00) �        Sampson had no idea what to do because it was both his first time out of the country and his first time in Asia; he just wanted to see the country (00:46:12:00) Sampson’s trip to Japan was rescheduled to June and he flew from Seoul into Fukuoka; he stayed there and eventually went over to Beppo by commuter train (00:46:40:00) o Sampson was with JTB (Japanese Travel Bureau) and they helped him to get in and out of different tours (00:47:01:00) o He hooked up with the tour on Beppo and did some things there before taking a cruise up to Kobe; the tour eventually bused over to Kyoto, the religious capital of Japan, and they had a tour there as well (00:47:14:00) o From Kyoto, he took the bullet train to Tokyo, where his travel agent had set up a hotel; on different days, he had free time which he used to purchase more souvenirs, which he sent back to Korea, and went to several different places on tours (00:47:45:00)  While in Tokyo, he went to a show similar to the Rockettes (00:48:44:00)  Sampson maximized his time and really felt that he got a lot out of the trip (00:48:57:00) o All the souvenirs were sent back to Korea because whenever he left the country, all his stuff shipped to the United States duty-free; if he shipped them, then he would have had to pay money (00:49:08:00) There were sixty-five thousand troops stationed in Korea while Sampson was there and there was no thought of shipping any of them to Vietnam because Korea was also considered a hardship tour (00:49:35:00) o They would send soldiers from Vietnam to Korea for recuperation but never from Korea to Vietnam (00:49:50:00) Korea was unique because the was also a UN command next to where Sampson was stationed; this meant that there was a UN officer that Sampson interacted with (00:50:12:00) Sampson was not really following the Vietnam conflict apart from the Stars and Stripes newspaper (00:50:33:00) o He gained news from home through letters because there were no telephones or email (00:50:41:00) o Sampson was more worried about North Korea (00:50:56:00) They went of field exercises, including moving the entire command south, which they did once (00:51:03:00) o Sampson did not always understand the protocol; he was learning as he went along (00:51:23:00) o They gave him a book with all the procedures he had to do as an officer but the other stuff he just learned as he went along (00:51:36:00) Sampson really enjoyed working with the Korean college students and he also bought a few books on Korean history and read them, which was nice (00:52:07:00) One event that stands out was in August 1969, they had reopened tour guides to Panmunjom and Sampson had the opportunity to sign up; the tour was on a Sunday and he had to go in uniform (00:52:17:00) � o Panmunjom was in North Korea, so the tour went through checkpoints and they went to see where the armistice halting the Korean conflict was signed (00:52:37:00) o It was still an armed conflict because there was never a peace treaty (00:53:03:00) o Being on the grounds of North Korea and where an armistice was very special because not everyone had ever been in the situation (00:53:12:00) Around Christmas time, Sampson was able to do something that officers normal did not get to do, he watched to a Bob Hope show on the television (00:53:37:00) Return to the United States / Post-Military Life (00:54:04:00)  Sampson was supposed to leave Korea in the middle of September but his replacement had not arrived (00:54:04:00) o They asked him if he would extend his time for a couple of weeks and Sampson said sure because he had no commitments back in the United States; his next tour of duty involved a choice by him as where he wanted to go, either Fort Huachuca in Arizona or back to Fort Monmouth and he chose Fort Monmouth (00:54:18:00) o He knew Fort Monmouth and he enjoyed being on the east coast (00:54:40:00)  During June, the Army asked Sampson if he would extend his tour for ninety days and be promoted; he was going to get out in March 1970 but as a school teacher, March was not a good time to get out, so Sampson said “sure” (00:54:53:00) o Because he was going to be in the service for another year, Sampson was promoted to captain (00:55:17:00)  While in Korea, Sampson was also the United Way collector of funds for the G4 (00:55:30:00) o When he was asking for donations, Sampson met a sergeant who had been stationed at a Nike missile base in Grosse Pointe Farms, Michigan during the 1950’s, only a mile away from where Sampson lived for five years (00:55:48:00) o It was a unique situation to talk to someone who had been stationed near where Sampson had lived (00:56:14:00)  He finally shipped out from Korea in October along with seven crates and a steamer trunk of stuff (00:56:26:00) o All the other stuff was sent to Selfridge Air Force Base in Mt. Clemens, Michigan and it was trucked over to his home in Birmingham (00:56:41:00)  Sampson was not at home when it arrived and his father wondered what he had been doing (00:56:50:00) o He had gone on to his new station at Fort Monmouth and he wanted to teach at the school but he did not have enough time left, so they made him the S4 of the signal brigade, the logistics officer, which was an interesting job (00:56:55:00) o This was the time when things were dicey with the public because of the situation in Vietnam; the men were cautioned as to where they should wear their uniforms (00:57:32:00) o When he flew out of Korea in October, Sampson left at 10:30 in the morning, local time, and arrived back in the United States at 5:30 in the morning on the same day (00:58:56:00) �     From Seattle, he got on a plane and flew back to Michigan and arrived at 6:30 in the morning, again, on the same day (00:58:24:00)  He had flown across the International Date Line; going to Korea, he lost a day and coming back, he stayed on the same day (00:58:31:00) There were a lot of protests going on at the time and the men did not know what the statuses were of the different officers on the base (00:58:45:00) o Sampson did not have any feeling about the protestors because he was about the business he was in; being an officer meant that he was volunteer (00:59:20:00)  Because he was an officer, when the draft did occur in the 1960s, his draft number was eighteen; if he was not an officer, he was going to be in the service (00:59:29:00) o Unbeknownst to him when he was getting out, Sampson had been an officer for five years and he still had a year of service but he did not have to go to meetings (00:59:52:00) His commitment of active duty ended in June 1970 (01:00:04:00) o The typical commitment for an officer is six years, so when they counted time in grade and Sampson went on active duty in March 1968, he had been an officer for two years and nine months (01:00:22:00)  The officers had to either be three years reserve time or eighteen months of active duty to be promoted from their first grade to their second grade; Sampson went from 2nd Lieutenant to 1st Lieutenant in June 1968 and then to captain in September 1969 (01:00:38:00)  If he wanted to do field grade to major, then Sampson would have had to go to career school, which included either having to go to ranger school or jump school; Sampson had no desire to do either one because if he stayed, then he would have to become a regular officer, not a reserve officer (01:00:54:00) o Three years after he got out of the service, when the Vietnam conflict ended, the Army let go of nine thousand officers and at that time, the men did not receive any type of pension from the military unless they had twenty-four years of service (01:01:16:00) Sampson checked out of the military when he wanted to (01:01:46:00) o He was working at a summer camp at the time and he briefly looked at going into military intelligence; it would have been a summer camp and then once a month and was based out of Detroit because Sampson was teaching at Bloomfield Hills at the time (01:01:55:00) o He waited but eventually decided to go for a second masters because he could not become a school administrator without a Masters degree in administration (01:12:15:00) Sampson taught at Bloomfield Hills for five years while doing an administrative internship; he got a Masters in administration from Wayne State University and after he had the degree, he was in the position to look for an administrative job (01:02:43:00) o He eventually got a job as an administrator at East Kentwood High School, where he spent the next twenty-seven as an administrator (01:02:58:00) �    o When he moved to take the job in 1975, Sampson decided to go for a PhD in school administration, which he got from the University of Michigan after four years (01:03:08:00)  His specialty was facility planning, how to renovate and build facilities and he believes some of this came from his training in logistics (01:03:23:00) o He enjoyed the job and working the engineers and architects (01:03:31:00) o The total cost of his higher education was five hundred dollars for his PhD because the GI Bill paid for everything else (01:03:42:00) Because of his upbringing and the work ethic that his parents instilled in him and his two sisters, the military showed him a certain type of structure and things that he wanted to do and things he did not want to do (01:04:29:00) o He felt that he had to give his best every day, no matter the situation was (01:04:49:00) o The training also taught him about computers which helped him get the job at East Kentwood; at the time, they were going to computerized scheduling and there were not a lot of people around who had any knowledge of computers at all (01:05:04:00) Sampson taught in what he considers two of the best school systems; both Bloomfield Hills and East Kentwood were outstanding (01:05:45:00) Being over in Korea did a couple of things for Sampson (01:06:03:00) o First, it made him realize how hard people work to move forward (01:06:07:00) o Second, he learned it was not whether he was right or wrong, it was just that things were different over there (01:06:16:00) o He also learned about a culture that was totally different from western culture, such as how they communicate and relate to each other (01:06:30:00) The opportunities that someone gets out of the service comes from how much they want to give; a person can make it a great experience no matter where they are or they can make it a disheartening experience (01:07:02:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SampsonJ Title A name given to the resource Sampson, John (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Sampson, John Description An account of the resource Born in Detroit, Michigan in 1942, John Sampson joined the ROTC while at Western Michigan University. Following graduation from Western Michigan and graduate school at the University of Massachusetts-Amherst, Sampson went through signal corps training at Fort Gordon, Georgia and Fort Monmouth, New Jersey. After completing his training, he shipped out to Korea, where he served in the G4 for Eighth Army, working with both the Korean and US military. Following his tour in Korea, Sampson returned to Fort Monmouth and served until March 1970. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-10-28 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/a322d142ad07219a7fa358f0bfa58866.jpg 986751d9d2096da36b3448822a3eab66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001126 Title A name given to the resource Samuel Beckett signs an edition of a book of prints by Dellas Henke with his text Description An account of the resource Samuel Becekett (left) and Dellas Henke (right) in 1985. Beckett signs edition of book of prints by Henke with his text. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Beckett, Samuel, 1906-1989 Faculty Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1985 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/eee04c3d6a4d2a93607a1b10dd441f34.jpg 4c6136a5b08b36f79f6769fe31227278 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_15_008 Date A point or period of time associated with an event in the lifecycle of the resource 1938-08-13 Title A name given to the resource Samuel Shattock stone, Charter St. Cem. Salem Description An account of the resource Black and white photograph of the gravestone of Samuel Shattock which reads, "Here Lye the Buried Body of Samuel Shattock Aged 69 Years Who Departed this Life y 6 Day of June 1689." Subject The topic of the resource Salem (Mass.) Gravestones 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/eb9dcf7edb1313016d759d5cbb7c43da.jpg da639504623cee2aefa7351c579fe78d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_14_008 Date A point or period of time associated with an event in the lifecycle of the resource 1938-08-11 Title A name given to the resource Samuel Sprague stone, Bell Rock Cemetery Description An account of the resource Black and white photograph of the gravestone of Samuel Sprague (range 5 row 1) which reads, "Here Lyes y Body of - Samuel Sprague Aged 63 Years Died October 3 1696 Memory of y - is blessed." Subject The topic of the resource Malden (Mass.) Gravestones 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/db6b103985a2b7df7d5d8d214ce30c4b.jpg 6c5f1303b6271271009226c0583a271c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_15_006 Date A point or period of time associated with an event in the lifecycle of the resource 1938-08-12 Title A name given to the resource Samuel Sprague stone, Pleasant St. Cem. Stoneham Description An account of the resource Black and white photograph of the gravestone of Samuel Sprague which reads, "Here lyes Buried y Body of Mr. Samuel Sprague Who Departed -." The image is taken at an angle, and the carved words on the gravestone are worn. Subject The topic of the resource Stoneham (Mass.) Gravestones 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/be14a89ff0e966f80b8ed6225aac9c84.mp3 e11aab272432f7f4fcc4b620fe63382f https://digitalcollections.library.gvsu.edu/files/original/bb81980486f88dee6b44daf5652109b1.pdf 9d949e6e3ee157ce1df6f45c30bdb66c PDF Text Text Culture Wars – Does God Take Sides? From the series: Heroes in Clay: Samuel Text: I Samuel 8:19-20; Matthew 5:45 Richard A. Rhem Christ Community Church Spring Lake, Michigan November 15, 1992 Transcription of the spoken sermon … we are determined to have a king over us, so that we also may be like other nations… I Samuel 8:19-20 … God makes his sun rise on the evil and on the good, and sends rain on righteous and on the unrighteous. Matthew 5:45 Last evening on the evening news there was a brief bit of the heavyweight championship fight of the night before and of Riddick Bowe who delivered the telling blow to Vander Holyfield. “I won,” said Bowe, “because God was on my side.” Now that’s really dumb! One guy beats up another, makes him bloody and says, “God’s on my side.” But it’s really only the extreme of what we all do at one time or another. We get in a conflict or a debate, or a discussion or we get into something that deeply divides and we do our best to make sure that God is on our side. We make the claim and Samuel made that claim too. Samuel believed that God was on his side - or maybe, in all fairness to Samuel, I should say that Samuel believed that he was on God’s side. Samuel was one of the great leaders of ancient Israel – a good man, a man of integrity and of spiritual depth. He had been one of the judges of Israel at the end of that historical period we call the time of the Judges. Israel was a tribal confederacy at the time following the conquest of Canaan under Joshua. It was that period of time in which Israel lived as a kind of loosely confederated group of tribes. They would, when a crisis arose, rise up together for a common defense. They believed that God would, at a decisive moment, raise up a charismatic leader who could rally the tribes together. Then, when the crisis had passed and the battle won, they would go back and do their farming again in their respective tribal territories. They were a tribal confederacy. We can understand that because we had thirteen colonies at one time or thirteen states that were in a confederacy. A confederacy is a kind of government where the independent units maintain a certain amount of autonomy, but they feel the need for a certain amount of centralizing and organizing power for such things as common defense, etc. If you remember your ninth grade civics class, at least a © Grand Valley State University   �Culture Wars –Does God Take Sides? Richard A. Rhem Page 2   hundred years ago it was called the United States Civics class, you learned there about how the Confederacy moved into a strong central government. Wasn’t it Alexander Hamilton who wrote the “Federalist Papers” and argued the case for the strong centralization of power? Well, that’s exactly what was going on in Israel at the time. Samuel had been an excellent judge and a great spiritual leader. As long as you have a towering figure, the old forms and structures survive somehow because such a figure as a Samuel commands such trust and respect. But we are told in the eighth chapter of I Samuel that Samuel is old and his sons are not following in his footsteps, and so the elders of Israel, (kind of the leading citizens, I suppose) come to Samuel. I hope they were a little more sensitive than the text says. It says, “You’re old.” It can be a difficult thing, you know, growing old. You don’t need somebody to remind you! Somebody comes up to Samuel and says, “You’re old. And your sons aren’t doing well. Give us a king.” Samuel was displeased. These people were about to fall into the same trap from which they had so long ago escaped in Egypt. The Hebrews had vowed they needed no king but God. So he prayed to the Lord, and the Lord said, “Yes, I understand you are displeased, but recognize they are not rejecting you. They are rejecting me and I am used to it. This has been going on since the very day I brought them out of Egypt. Listen to the people. Give them what they want.” However, Samuel warned them what they were in for. Then we come to the ninth chapter and it is as though we are reading a totally different account, because now we have Saul in the picture. God speaks to Samuel and he says, “Tomorrow there is a young man who is going to come. His name is Saul. I have appointed him to be a king and I want you to anoint him, etc.” And very interestingly, in the ninth chapter and the sixteenth verse, the Lord says, “Anoint him to be ruler over my people Israel. He shall save my people from the hands of the Philistines, for I have seen the affliction of my people because their outcry has come to me.” Now here in the ninth chapter you have another source. You have another perspective. You’ve got another understanding of things. Here, very much parallel to Moses, you have God coming to Samuel and saying, “This man is going to be my answer to meet the affliction and suffering of my people Israel. Anoint him. Appoint him. He will be my instrument in response to the cry of my people.” God said, “The cry of my people has risen to me and I am going to do something for them.” The words are very similar to the ones spoken to Moses at the burning bush. In the ninth chapter, after that rather discouraging beginning about the initiative for a king, it seems as though God is on the bandwagon now and it is God who is doing this thing. God is saying, “I am going to move this tribal confederacy into monarchy in order to meet the needs of the immediate situation.” Well, that whole section meanders between these two points of view. You have, we’ll call it, the Samuel source, the source that speaks for the old tradition, the covenantal community. And you have the Saul source, which reflects the view of those who want to move into something new, into some new social organization in order to meet the exigencies of the time. Both sides are sure © Grand Valley State University �Culture Wars –Does God Take Sides? Richard A. Rhem Page 3   that God is on their side. Neither side is pure. None of us is ever pure. No faith conviction of ours is without some measure of vested interest. You can count on that. Now I think Samuel was genuinely upset about the undercutting of that ancient covenant community where a people was gathered into a community, not through political alignment or economic philosophy or ethnic purity, but out of a common trust in God. But I also think he was hurt. He felt rejected. And those who were seeing where Israel had to go had a concern for the well being of Israel, but I think probably there were also the ones who had been able to accrue some considerable bank accounts here and there and they really wanted some kind of security system. They wanted to take the bull by the horns and make sure that the accumulated wealth and positions they had acquired would somehow or other be secure. They wanted to be like other nations where a king could help maintain an army and a measure of stability. So there is always that mixture. What’s going on here? Well, I suppose it’s a culture war. I don’t know who introduced the phrase “culture war,” but I do know that it came into prominence in this past political campaign. Pat Buchanan at the Republican Convention spoke about being at war for the soul of this nation. And out of the campaign has come an accentuation of that polarization of our society. If we look back to Israel we can see that polarization and culture divide wasn’t devised in the 1990s; it’s not a 20th-century phenomena. It has been going on forever. Then, there were two visions of what Israel was to be. There were two visions of what the identity and the mission and the nature of the community ought to be. They were at odds. They were at cultural war with each other. It’s really interesting that in the biblical account you don’t have one setup as the right way and the other way as the wrong way, but you have a weaving together of these two positions. Now in the old way that we used to read the Bible, and the old way I used to preach the Bible, frankly, I would have had to iron out those two undissolvable knots of material. I would have had to make one be subservient to the other. I would not have been able to recognize that a biblical writer might have left in there, intentionally, an unresolved tension. The biblical writer is no fool! He didn’t just cut and paste and put things together. It is intentional. As he looks back on Israel’s history, the tensions and conflicts and the movement that made them what they were and what they became, he is trying to see the way in which the uncanny presence of God moves in the unsettled, unstable, unpredictable human, historical situation. It is a marvelous study of how Israel became the nation that it was and the writer in retrospect portrays both sides of the issue for us so that we could see these tensions that existed within this ancient people of God. There have always been those who have clung to old values--What shall we call them? Shall we call them the orthodox? Or conservatives? There have always been those who have felt that new times demand new solutions. That growing explosion of knowledge and new © Grand Valley State University �Culture Wars –Does God Take Sides? Richard A. Rhem Page 4   understanding in insights call for new arrangements. What shall we call them? Progressives? Liberals, maybe? There have always been those who have looked to the past in order to secure the present and the future. And there have been those on the other hand who, looking to the future, have recognized the necessity of scuttling the past as a straightjacket. In which camp would you have been? Would you have put your arm around Samuel and said, “You’re right, old boy. Things are going to pot and there may not even be a future if those radicals have their way. Everything is going to pot. No more morality. No more spirituality. No more God. Secularism. Secular humanism, etc.” Or would you have been one of the lobbyists who were pushing for the king and would you have said, “Look, the future is here. And the new situation demands that we move out of this inherited confederacy that has served its time. It’s time for a new form and a new structure to carry out into the future in order that we can be all that God would have us be.” Where would you have been? Let’s have an election. Shall we have another election? You can cast your vote. Why is it even important to look at this? In this fascinating biblical narrative, seeing these tensions, we might get a word of enlightenment for the present situation in our own nation and society. For we are a nation deeply divided. We are a society that is polarized and poisoning each other, and everybody claims that God is on his or her side. There is a kind of conflict of moral vision about what this nation ought to be, and what kind of society God is calling us to be. And moral vision held with passion sometimes becomes violent. There is name-calling and acrimony, and there is division and adversarial spirit - a kind of polarization that fragments society and makes civil and rational discourse almost impossible. So I think that it may well be that in this narrative we have some help to understand how we should negotiate these times. When I was at Brandeis three weeks ago I met Professor James Davison Hunter. I didn’t know at the time that he had authored a book which was reviewed in the October Perspectives, entitled by the way, Culture Wars. I picked up a copy a couple of weeks ago in New York. His focus is the struggle to define America making sense of the battles over the family, art, education, law and politics. It is an excellent study. James Hunter is an evangelical Christian, and he is an excellent sociologist. So I find this a very intelligent survey of what’s going on in our nation - the things that are tearing our society apart. I would recommend it to you. Culture Wars. He uses the phrase, and he points out the perils in which our society stands: the potential fragmentation and the potential for the breakdown of all discourse, which of course, is so essential for a democratic society. As we look at the biblical account, might it not help us simply to recognize in the first place that these tensions are endemic to the human situation? So you’re orthodox. That’s good! But that’s not all. And so you are a wild-haired liberal. That’s great! But it’s not the whole picture. The one who clings to ancient values and the one who reaches for that which is new and untested need each other. In a © Grand Valley State University �Culture Wars –Does God Take Sides? Richard A. Rhem Page 5   healthy society there will be a creative tension with a strong enough center to hold people together. But I think it is simply important first of all to recognize, not despair, and not throw up our hands as though it is the end of the world. We didn’t invent this kind of polarization. Maybe the mass media, and the television, and the sound bite, maybe that accentuates, maybe that polarizes and divides us more than in earlier times. I think that is probably true. But, nonetheless, we have to learn to live with that and to work with that. If you are conservative and orthodox, you have every right to be thus. And it is your responsibility to hold to values that are tried and true, and to make sure that the treasures of the past are not lost. Yours is a good voice, but it’s not the only voice. And if you are always champing at the bit, and always on the growing edge trying to break through to something not yet jelling, then, bless you! Keep everything unsettled and unstable. Be a nudging discomforter, but recognize that there are perils out there. As old Samuel said, “You are going to get your king, and you are going to get yours.” What we need in a healthy society is an acceptance of the legitimate and authentic tension that rests within any community of people. I like the way God is portrayed in this whole narrative. I think that I would have to say that God is kind of a grudging progressive. That I say without bias. (Oh, come on. Where’s your humor!) [Laughter] He says to Samuel, “Samuel, you’re right. You’re right.” I think the narrative is saying, “You can’t give up traditional values without some significant loss, but the nature of the historical experience is such that you have to keep moving on. Yes, they’ve rejected me. But listen to the people. Warn them, but listen to them. Give them their king. No arguing. No pouting. No raging. No manipulation. No coercion.” God seems to be able to handle that which is threatening to so many of us. God seems to be confident about the future and God’s ability to cope with the future regardless of which alternatives are chosen. And then I love this in Samuel’s farewell speech in the 12th chapter. The people are rather humbled at this point, and they say, “Pray to God for us.” And Samuel could say this to them, “For the Lord will not cast away his people, for his great name sake, because it has pleased the Lord to make you a people for himself.” Don’t you love that? Isn’t that the kind of God that you could worship? Samuel can say, “Look, this isn’t some petulant, petty, capricious deity. This is Almighty God. This is the Creator of the heavens and earth. This is the One who has created us in his image, who will not let any of his children go. This God will not abandon you. This God will not forsake you. Stop quivering in your boots. Trust God. God forbid that I should cease to pray for you. And I will continue to instruct you in the way you should go.” And then if you follow the story on, there is also this - that as there is this normal, inevitable kind of movement, the values of the old tend to get incorporated into the vision of the new. Samuel anointed Saul king, and the new was here. But Samuel said, “Saul, buddy, don’t think you’re a sovereign, an absolute like all © Grand Valley State University �Culture Wars –Does God Take Sides? Richard A. Rhem Page 6   those puppet kings around you. Saul, you’re just another citizen before the eternal, sovereign God.” And you know the thing that made Israel unique? Even when it became a monarchy, it was the fact that its king always trembled before the prophet - that its king knew that he was accountable and that he had no absolute sway, but must always regard the ways of righteousness and justice, and seek the ways of peace. The old values - the community and tribal confederacy in covenant with God – that somehow or other got laced into the monarchy, so that when we reach Chapter 16 we have David. We have the ideal king and it would seem for all the world that God always intended that there would be such a kingdom and there would be such a king - the Golden Age. Samuel wouldn’t have dreamed that it could be so good. I read from the Sermon on the Mount this morning because it seems to me that as God’s people we are called to that kind of posture and spirit and attitude. I think one of the great problems in our present social unrest is the fact that we have politicized things that cannot be politicized. You cannot legislate morality. You cannot legislate spirituality. The things that tear us apart - abortion, homosexuality, a National Endowment for the Arts, family values - those trigger words set off emotions and generate a lot of heat and very little light. They are not things that the government really can handle. Those are the things for us the people of God to deal with. We, as the people of God, are called to live an alternative community. Jesus said, “You are the light of the world. You are the salt of the earth. Light illumines. Salt preserves.” And we are called to be Godlike. The God who causes the sun to shine on the just and the unjust, and causes the fields of the righteous and the unrighteous alike to be watered with rain and snow. Jesus final word is “So, be like God.” The word perfect in the RSV is not a good translation. The word is kellos in Greek, which is the end or the purpose. Realize that for which God created you. God created you in God’s image. Be God-like, with a kind of universal benevolence, with a kind of love and a compassion, a justice and a seeking of love and fairness, and finally, peace in society. You be different. Don’t let the sound bites polarize you. When you feel your anger begin to rise, recognize that God is not on your side. Or rather, God is on your side - and on the side of your adversary. Have a moral passion, but lace it with humility and express it with compassion. Simply be God-like. God knows. God can handle this alternative, that alternative, and another alternative, but if somebody tells you, “This is God’s way,” don’t you believe him. God is bigger than that, bigger than my vision and your vision. A vision that embraces us all and calls us all to be civil and committed, agents of the kingdom that will surely come. Sorry folks, God doesn’t take sides. © 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 XXIII Series Heroes in Clay Scripture Text I Samuel 8: 19-20, Matthew 5:45 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-0-19921115 Date A point or period of time associated with an event in the lifecycle of the resource 1992-11-15 Title A name given to the resource Samuel: Culture Wars - Does God Take Sides? 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 November 15, 1992 entitled "Samuel: Culture Wars - Does God Take Sides?", as part of the series "Heroes in Clay", on the occasion of Pentecost XXIII, at Christ Community Church, Spring Lake, MI. Scripture references: I Samuel 8: 19-20, Matthew 5:45. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Community Diversity History of Israel Justice Samuel https://digitalcollections.library.gvsu.edu/files/original/b34a8730168e7e59e2069fac1e008523.mp4 925338af6360c452ddbb938aa03b89db https://digitalcollections.library.gvsu.edu/files/original/2c577eb9ff46e906ed4fa418aa1c7637.pdf 96383f44b46ef30203b6f6fb88efe7b6 PDF Text Text Grand Valley State University Veterans History Project Interview Korean War Robert Samuels Length of interview (34:05) (0:12) Background Born in Grand Rapids, Michigan 1930 moved to Grandville, Michigan at age 10 (0:29) Dropped out of high school during 10th grade year (0:46) Not much recollection of World War II except it ending on radio (1:05) Worked in construction building houses (1:18) Joined Marine Corps with friend in 1948 (1:28) Went to Detroit, Michigan to take a physical before joining (1:43) (1:43) Active Duty Took train to Parris Island, South Carolina for basic training (2:09) Marine Corps buses picked them up from train station (2:30) Right from the start, yelled at and had to hustle everywhere (3:06) Didn’t know much about Marine Corps before joining (3:20) Received weapons training and vigorous physical exercises (4:01) Trained on M1 Garand rifle (4:20) Pretty easily adjusted to training, got him inn shape (5:00) Most of the soldiers were enlisted, not many drafted (5:35) Sent to Camp Lejeune, North Carolina for water training for six weeks (6:00) Military Occupation Specialist (MOS) was water supply (25:06) Learned how to distill salt water and purify fresh water (6:20) Did several training missions, practiced amphibious landings (7:11) Assigned to an engineering battalion at Camp Lejeune (8:30) On free time went to Jacksonville, North Carolina; people didn’t like the marines (9:00) When he joined the Marines were still segregated (9:10) Started to desegregate the troops while there; had a black friend (9:55) (10:15) Korea In July 1950 told that they were shipping out to Korea (10:33) With engineering unit until he arrived in San Diego, California (11:37) Took sixteen days to arrive in Korea; was sea sick whole time (12:13) Served with Easy Company 2nd battalion 7th Marines in Korea (13:38) 5th marines had landed first so there wasn’t a lot of resistance (14:02) Always on the move, went to Seoul, Korea to run missions (14:30) Shipped from Inchon to Wonsan, before heading to North Korea (14:41) Marched all the way from South Korea up into North Korea (15:07) Encountered minimal resistance along the way; took several weeks (15:48) Arrived at Chosin Reservoir and dug in, outnumbered 15:1 (16:44) Usually before firefight, they were bombarded with mortars (17:23) Enemy mostly attacked at night; position didn’t hold (18:21) �Received Browning Automatic Rifle when he joined Easy Company (19:04) Had some trouble with the rifle, it would jam and have to be cleaned (19:26) Company mostly held defensive positions against the Chinese (20:30) Was close enough to Chinese that he could clearly see their faces (29:00) Felt kind of sorry for the dead Chinese they were mostly children (29:15) Chinese weapons were very different from the American weapons (29:45) (20:35) Injury Due to winter conditions, feet became frostbitten (20:41) Had good medical care while injured (28:01) A lot of guys in the hospital had legs taken off due to frostbite (28:34) Flown out of combat to South Korea (21:03) Went on hospital ship to Japan and then back state side (21:15) Still had time to serve, chose to serve in Philadelphia, Pennsylvania (22:06) Served as honors guard for the dead being brought back (22:22) Seeing all the dead bodies, wondered how he got out alive (23:07) Barely saw civilian population or South Korean army while in Korea (23:47) After Philadelphia, went back to camp Lejeune for water supply (24:50) Stayed there for two years until his honorable discharge (25:33) Asked to re-enlist for six more years; offered $6000 (25:35) (25:45) Post Service Discharged from the Marine Corps in 1952 (26:07) Worked for a place that built baking equipment until retirement (26:40) Moved back to the grand rapids area and stayed there for rest of life (27:11) Hard to readjust to civilian life and took some getting used to (27:30) Eventually got involved in veteran support groups (32:00) Not many people were interested in his story and he kept it to himself (32:25) Joined the legion post and then the Veterans Foreign Wars (VFW) post (32:45) The Korean war is often known as the forgotten war (33:25) � 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 SamuelsR1382V Title A name given to the resource Samuels, Robert (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Samuels, Robert Description An account of the resource Robert Samuels was born in Grand Rapids, Michigan, in 1950 and enlisted in the Marine Corps in 1948. He trained at Parris Island, South Carolina, and Camp Lejeune, North Carolina, where he learned water purification processes. When the Korean War started in 1950, he was sent to Korea and served as a BAR gunner with E Company, 2nd Battalion, 7th Marine Regiment. He served with that unit at Inchon and Seoul, and then in the invasion of North Korea. He fought in the Chosin Reservoir battles until he was airlifted out due to bad frostbite. He was treated in Japan and then sent back to the US, where he served out his enlistment in Philadelphia and finally back at Camp Lejeune. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) 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 Korean War, 1950-1953--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-17 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/74b7200e9ad50598e583a7657cac261c.jpg fe263a1d99290adea865edd328f255d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_001 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-08 Title A name given to the resource San Jon 2H5&6 flake with bison bones down Description An account of the resource Black and white photograph of an archaeological plot with bison bones and a spade. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/6f702ce2d530b727e5d1285e93c5f23b.jpg bf791769848ece17e016222b45c92a6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_002 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-08 Title A name given to the resource San Jon 3A3 Jean Worman, Bob White, Herb Dick dig Description An account of the resource Black and white photograph of three people, Jean Worman, Bob White, and Herb Dick, working on an archeological site. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/bc03964bd09debbe575a4903f43c5a1e.jpg a65d039453f5ee425acec1152582f9b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_004 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-22 Title A name given to the resource San Jon 3B5 Don MacPhail's point in place Description An account of the resource Black and white photograph of an archaeological plot marked with the number "3". Animal bones are visible in the dirt. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/31c5921628b789950ded9a5ecd2daa58.jpg 79b69d3d5d991a7905b0787d30f68a8f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_003 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-21 Title A name given to the resource San Jon 4 Herb Dick's point in place Description An account of the resource Black and white photograph of an archaeological plot surrounded by tape measurements and marked with the number "4" in the top right corner, in the center of the plot a stone spear or arrow point is visible. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/0ae62ddb0ca3096007823fcf72988de4.jpg 6a9f2bcf4702bc5981022bcc0ac8c6ad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_011 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon Area 1 and scarp gap looking NE Description An account of the resource Black and white photograph of a field in front of cliff faces. On the left is an archaeological excavation site with two men working. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/2176028c32d4ddf701f8a77734aac632.jpg 03983d9194823d4edb7d559ee33ace27 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_007 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon camp tents from area 1 looking south Description An account of the resource Black and white photograph of a group of camp tents set up around a flagpole in the distance. Subject The topic of the resource Archaeological sites Archaeology San Jon (N.M.) 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/1c1ea547a8a8e4ea9d600c6de526ce32.jpg 3bd54d56482bf14bdc876d1682db4bb5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_010 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon from rear Station R camp looking NE Description An account of the resource Black and white photograph of a group of tents and automobiles in a field. Subject The topic of the resource Archaeological sites Archaeology San Jon (N.M.) 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/aa2413ca806437616faf13df81a809a0.jpg 11babc28e8116f7921a3152c8fd2d939 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_009 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon from W top escarpment gap toward camp Description An account of the resource Black and white photograph of a gulley with tents visible in the distance. Subject The topic of the resource Archaeological sites Archaeology Geology San Jon (N.M.) 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/f978e85e91891be70ff74b435e333087.jpg bbbce412e81b8d6bb4b88761a2a74959 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_005 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon SW gulley at shower bath looking SW Description An account of the resource Black and white photograph of a gulley from above. A white box is visible on top of a cliff in the top left corner of the frame. Subject The topic of the resource Archaeological sites Archaeology Excavation San Jon (N.M.) 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/685db04821e93bf64431235cd23edf6b.jpg abd96c42c531794e251c4906b5135330 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_006 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon W gulley from NW looking W Description An account of the resource Black and white photograph of a gulley from above. A cactus is visible on the right side of the frame. Subject The topic of the resource Archaeological sites Archaeology Geology San Jon (N.M.) 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/6f9b8eff0d80c5a64e3dd2e0d5dcd7a4.jpg 313442e15ddc140412ef025e5b3e1d33 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_XX_36_008 Date A point or period of time associated with an event in the lifecycle of the resource 1941-08-24 Title A name given to the resource San Jon west arroyo bend from island looking W Description An account of the resource Black and white photograph of a cliff face. Subject The topic of the resource Archaeological sites Archaeology Geology San Jon (N.M.) 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/991451b228f3b5ef1dd318ca34b98e5f.jpg e3991e2836bcbada03378893a39c67d9 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_62_1926_009 Date A point or period of time associated with an event in the lifecycle of the resource 1926-02-17 Title A name given to the resource San Juan, Puerto Rico Description An account of the resource Black and white photograph of the Castillo San Felipe del Morro taken from a ship. "San Juan, Porto Rico 1926-2-17." is written on the bottom of the image. Subject The topic of the resource Morro (San Juan, P.R.) San Juan (P.R.) 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/03bd070f2750b6cf68aa08bf03fd59c9.mp4 d155022465b22c76d65b233c8d02b464 https://digitalcollections.library.gvsu.edu/files/original/fe272add63055ad91dbfee7f56cebb18.pdf cd3503ab0ce0daeb4fd568b9123ba5da PDF Text Text Grand Valley State University Veterans History Project Frank Sanborn (00:44:22) Hi, Frank, I am Charlie Collins and we are going to do an interview today with you about your experiences during World War II but more especially we are going to kind of review your whole life time. So what is your full name, Frank? Frank Earl Sanborn Okay. When were you born? (1:39) December 20, 1923. So you was within five (5) days of being a Christmas present? Right Do you remember much about going to grade school? Oh yes. Went I went to school we never got in trouble or nothing. We had fire drills and so forth and I forgot what year it was we had one Christmas time, I don’t know if you remember or not, the grass was green, no snow or nothing on the ground back in the thirties it was. Frank, where did you go to high school? Detroit Do you remember much about your high school experiences? Did you have any special friends there? Oh yeah. What kind of clothes did you wear? Well it was during hard times so we all wore hand-me-downs Did you live on a farm or did you live in the city? (2:52) I lived in the city. If I did something wrong my mother would use an iron cord and it would bite too you know. 1 �As you went through high school do you remember any special occasions and things that had happened, like maybe you got in trouble at school? Oh I never got in trouble too much. My grandfather use to make a and it was called white lightning you know and what happened one time was he was making the stuff in the house it kept bubbling on the stove and finally it blew up and he threw it out …”oh we got you now! Do you remember those days? Yeah I remember those days? I tell you people use to make home brew that? remember Frank, as you graduated…did you graduate from high school? Yes. Did you join the service then? 4:33 I got drafted. Well, when I was younger I worked at the CCC camp back in 1937. I think it was. I a worse outfit first I worked on road, then we use to fight forest fires and you know what they use to do? If I guy missed a they would make you wait until supper and make you all sit at a big table and the guys what we use to do to the sea captain, we would eat and when they blowed the whistle, if I was hungry, I would grab the first thing that I could get. “I’ll break your arm, he says!” Do you remember what kind of uniforms you wore at the CCC camp? Oh something like Army almost but it had CCC on the side. And where all did you go when you was in the CCC camp? Michigan up there. It is about….it is by Whitefish Bay. You can’t swim up there in the summer time, it is too cold. Yes it is? 6:09 The water is about 40 degrees. I can remember we had a forest fire and we were on the I was about fifty (50) miles from the Sault we didn’t do nothing bad. I served about six (6) month in the CCC camp. I got out and I didn’t have any job. Finally a guy says, heh…how would you like to work for me. I got a job as a plumbers helper. see. I can remember a year or a year and a half, I guess, I don’t remember exactly I got my draft 2 �notice, see, and I told him those people that you know I have to for a few people. They said what do you mean…well, I got the draft to go into the service. So what year was that Frank? Oh…..I am not too sure but it was close to the 40s I guess. So you were drafted before Pearl Harbor? 7:25 No…it was just about Pearl Harbor time. So it would be just about 1941 then? Yeah. Yeah…do you remember what Roosevelt said? I don’t remember the exact words but he said about the Japanese and Muskegon the kids all enjoyed it though So where did you go to boot camp? Ft. Bragg, NC, you know were you be a paratrooper. I wasn’t worried. I was never afraid of heights. So you trained as a paratrooper then? For a while yeah. I use to and finally they sent me to an ordnance school. I use to handle explosives, you now. You want me to tell you how we used to the airplanes? Sure? 8:43 This will make you laugh………we use to take an old mattress said that was no place for me to be so I got had to pull KP for several while then I got sent to the infantry. I said brother, you did me a big favor you know that. Finally well I took infantry training then and they fired live rounds over me…ya know that and I came back to the camp where I was at overseas and I said hey, jerk, come here I want to talk to you. He wouldn’t do it. That was the Chaplain? No….no…an officer. ???? Are you an ex-serviceman? No? 9:53 Well anyway this one guy from he was mean he made my buddies go on the drill field in 90 degrees..95 …..wearing over coats and wool sweaters and all that stuff. I got mad and 3 �the next morning I said, “buddy your day’s coming!” He said, what do you mean? I said you’ll find out. I got so mad one day I beat the hell out of him…I did. I don’t mean to talk that way but …heah I blew my top. As you finished boot camp, where did you go then? Well at the time, we went to New York for a while, you know…to school. What school was it you went to in New York? It was a trade school, it was communication and so forth. You learned communication at the school? Yeah. I could see the Empire State Building from and I went over there. Have you ever been over there? No. That is a thousand feet I guess, and you could see a long way up there. You know this building people thing when they put a building up it is straight, it has to sway a little bit, you know why? Otherwise it would make it snap. I don’t because It kept swaying back and forth than didn’t it? 11:39 Yeah you could see a long way up there. I was in one building in Detroit which was about five hundred feet (500’) off the ground. I use to get up on a ladder and go up about forty feet (40’) on the outside. I would make sure see and one morning I remember, my foreman said to me, “What a beautiful morning.” I said “Yeah sixty mile (60 mile) hour wind and when I went up it almost sucked me off the building I said I will go on home. He said No. After that…it made common sense you know. And I was washing windows. Someone told me that someone passed me by and I said I thought they did, but I wasn’t sure. I was up about forty stories up. Some guy jumped out of the window and hit the sidewalk. I seen what happened. I had to go home that day. I probably see he hit the cement about six (6) or seven (7) feet …I mean it took a long time for them to get rid of him. I don’t want to tell you someone said it turned your stomach. After you went to school in New York, where did you go then? 13:28 Oh we went back to North Carolina for a while and then we went to New Mexico. What did you do in New Mexico? We were pulling guard duty and we were getting 4 �Did you know that when you go to El Paso Texas, it is about 90 miles..the elevation as you are going along your ears start popping do you know that? Yeah People said…ahhh you’re crazy. I said I myself. In the summer time you could in the summer it was nice but in the mountains snow. After you was in Texas, what did you do then? 14:24 Then they had us guard a field and he said I want you guys to go out in the field, way …out about thirty miles…..and this guy and I ……. he was a coward I swear, do you know why? There were coyotes out there howling at night………….I couldn’t even Anyway, I told the sergeant I don’t want him out here with me. I said I didn’t get no sleep. Between him and the coyotes..you didn’t get any sleep……(laughing) No I build a fire...what kind of survival training was that After your training in Texas, what did you do then? Well, we were getting our orders to go overseas then. That same sergeant he cried like a baby. He says you guys hate my guts. I says, yeah. He told a major that these guys are going to throw me out the window. We had orders not to When you went over seas, how did you get there? By boat. Do you remember the name of the boat or ship? 16:03 All I can remember is it was a British ship. We shipped out of New York…near Staten Island or some place out there ..or something. A lot of guys were worried. You know what I told them? What did you tell them? I Boy they looked at me…they could have killed me, I swear…throwed me over board but you know what happened? We were over the water mark for two (2) weeks and we had and you would never believe it we had burnt beans think that wasn’t tough tomatoes and tea and bread And that is what you had when you went overseas? 5 �Yeah. Was the trip pretty rough? Oh it was all right. No radio silences all the way across. No lights on at night. We had to be careful you know. They could pick you off you know Did the ship sail straight or did it go in a zig zag pattern? 17:20 I can remember one night we I didn’t know where I was going to go see well then we went north and then I could see I told him that was Nova Scotia over there. How do you now? I says, I know. We were about twenty miles out across the ocean we had a escort us for a while. Oh they did huh? Yes We had a big convoy put together and then during the war time they had mines, you couldn’t see ‘em maybe they were six (6) or seven (7) feet underwater with a big chain and once and a while we had to shoot at it and blow it up. You would shoot at the mines and blow them up? Oh yeah….it had on the sides yeah…. Do you remember where you landed? Liverpool England You landed in Liverpool. I don’t know exactly what time of day but ………we had to take some other training again. I didn’t think of that. Well…we went on a train, I forget where it was …White Cliffs of Dover, I guess it was. We were on a Navy ship a crossed the English Channel. Okay 19:22 I think it was So now as you was crossing the English Channel was that after “D” Day or was that during “D” Day battle? Oh it was after “D” Day….I mean…yeah. So you arrived on the other side of the channel after “D” day. Where did you go then? 6 �In the Battle of the Bulge, I served in that too. You served in the Battle of the Bulge? Can you tell us about that. 20:14 It was winter time then, was it not? Yeah. I can remember they had like a big hill we went along. Some of the guys got shot like dogs, you know that. What you going to do I can remember one time I had in the foxhole with me one time and I had an unusual circumstance. A guy asked me “Would you shoot me and kill me?” I said, “no!” I just can’t doing it. I would be a murderer. I would never forget it the rest of my life, you know that. I said, “Hear is a gun, you do it yourself”…you know. I felt silly. I was liable to kill him. I would have gotten a dishonorable discharge; I would have went to a federal prison. That was in a foxhole in the Battle of the Bulge? He got injured bad enough that he wanted to kill himself. Yeah. I said you can shoot yourself ; I am not going to do it. Did he do that? No. He got better eventually. What got me is. We had a guy, I swear, I don’t care if I went to France, Germany, England, or anywhere, well we had one guy who was a real screw up, you know what he said? What did he do? 21:56 He got in a fight and put somebody through a window and You know what I told him I kinda looked at him in the face and I said …Oh no not again can’t you just stay out of trouble one and a while? Now during the Battle of the Bulge, what Division were you in? It was the 101st. Was that one of Rommel’s Divisions? [Ed. note: The interviewer really did ask this. Rommel was a German general, not American, and was already dead by this time as well.] Yeah So you went on that march with Rommel then in the Battle of the Bulge? Tell me about that. 7 �We went on……it wasn’t no picnic you know….I just said to myself, why am I here we had “K” rations and stuff you know and I see kids that were hungry over there and I gave my Spam or something. I bet that was food to eat then wasn’t’ it? Boy that was rough to it. Actually you ate “K” rations. It was too bad, but if you had You were in trouble. You were in real trouble then….(laughing) If you had false teeth, it would probably break ‘em. Fortunately back then you didn’t have false teeth. 23:51 You know what we use to do. Before you go in …..a…combat, you use to pull your teeth out, put then in a case….I didn’t see it but I heard about it. What they would do would be to right away. Did you ever hear of that? No I had never heard that. As you were in the Battle of the Bulge, where did you go after that? Did you follow the march into Germany? Can you tell us what kind of towns and terrains you went through? I went to Cologne, Heidelberg and places like that. Was you in the infantry at that time? Oh yeah. Did you go with the tanks and so on? How did you get to these places? Well, I was a foot soldier. You were a foot soldier. Did you encounter any battles during that time in Stuttgart and those towns? 25:03 It wasn’t like in the west you know. Those guys were sitting ducks out there you know. But we use to do over in Germany, we use to pull a raid up on then about 4 o’clock in the morning. We would shake the buildings all down with heavy ammunition and guns. We check all the buildings though. I can remember a guy was radio was come see…come sah…come see….com sah……he said After your travels in to Germany, do you recall the “VE” Day? Victory in Europe Day? 8 �Oh yes. Where were you then? You was in Heidelberg at the time Germany surrendered? Yeah and that was a beautiful feeling, you know that. Talking about “VE” Day, I can remember I seen planes by the thousands. So as “VE” Day happened, what did you do then? 27:01 Well we had occupation for a while then. You stayed in Germany as an occupation troop? Yeah During the time that was going on, what did you do there? Well, I use to cook for a while. I didn’t mind that. I use to say to myself, why did this have to happen, you know. It was so bad, I seen kids eating out of garbage cans, you know that. It touched my heart. Yes it would, wouldn’t it? Oh yes. I can remember some guys We have a We were standing around for a while. I told them, we’re not going to hurt you. They thought we were all murderers, you know that. We did alone. Do you recall where you were when the war was over in Japan? 28:32 I was in Germany. You were still in Germany? Did you hear about the atomic bombs being dropped? Well they told us. We didn’t know about it until afterwards. We all a couple of guns up in the air and started shooting straight up, you know….. Had a little celebration. As the war was over and you were in Germany. How long did you stay in Germany as one of the occupying forces? About three ______. 9 �You stayed that long? During that period of time, what did you do? Well, I learned a trade. You learned a trade again? And what was that? 29:31 Well, it was During your occupation time, how did the Germans react and how did they treat you? They hated us for a while you know. I can remember some kids were over there fishing. They use to use safety pins to catch fish. You know how we solved that? How did you do that? I threw four hand granades in the water and knocked the fish right out. If I tried that over there they would probably throw me in jail, you know that. They probably would, yes sir. I can remember, they had down in the water, there was about three (3) bushels of fish come up. The kids were grabbing them. Thank you…….I said sure. I don’t sound you know that? Frank, as you left Germany and came back to this country, do you remember what year it was? 30:46 I can remember from Germany, I forgot what they were, we took a convoy it was a long way over 200 miles and we went and it was clay and dirt and muddy. We got on the boat and it was we could believe there was a storm blowing like a gale, we had to stay at the dock for a week you know. So you stayed right there at the dock for a week while you road out this storm? Yeah and then one guy Yes, it does get rough out there in a storm. I can remember we went by Spain on one side and we could put fuel on the boat it took over nine (9) hours to load the boat full of fuel And what was it, a diesel ship. Was it a ship powered by diesel engines? 10 �I don’t know but that stuff was put was guess it is pre-heated. It took us all the way a crossed the ocean for two weeks. Now on your trip back a crossed the ocean was the weather after you road out the storm smooth? 32:44 Oh some times it was smooth and sometimes it was rough you know. Did you happen to get seasick? No. I got bored one day and I says, I got tired of looking at the water so I went down to the engineer room and helped them. You helped them in the engine room. You know what they said to me? What did they say? They said go get a nice meal, take anything you want and they said, do you want a drink. I said I don’t drink. You see when I ate the food sicker than a dog. And they wanted to give me that tells you how much they drink. A couple of them As you came back from Germany, where did you go then? We went across the ocean and when I got back, it was the day before Christmas Eve. You got back just before Christmas Eve. Do you remember what year it was? No. I can remember…… How did the ship smell ..do you remember that? 34:24 No. you’d better get out of the way, you now what I mean (did understand anything of this conversation) On arriving back in this country, where were you stationed then? We can into Chesapeake Bay then. I over the boat one day before that we had inspection to make sure everything was okay. I made a pig of myself I had all the ice cream, potato chips, I got sick out of it you know that. You got sick on ice cream and potato chips. They had a nice meal for us you know. A lot of guys got sick Did you stay in the service then? 11 �No. they wanted me sign over. I told them I wasn’t home much. I got a job waiting for me. Now you went back then to Detroit? Yeah. And where did you live? Were your married at that time, Frank? No. It was during war time, a lot of women wanted to get married to the guys while they are in service. Do you know about that? No tell me about it. Well, if he dies, they get the benefits. I can remember Johnny he went. He went in front of the firing squad and he told the guys, “Do a good job the first time.” It was heart breaking you know. I bet it was. 37:04 Some of the guys you know what touched me though, his wife went after all those war years, she didn’t get a dime. Really? Did you hear about that? That was probably worth a million dollars. But you didn’t get any of it? Why because on account of him? I felt sorry for her. She didn’t live very long after that. After you were discharged from the service and you came back to Detroit, what did you do? I use to be a plumber’s helper. I worked on these high rise buildings and I knew a lot about car too you know. I never was lazy. I tell you what they keep you in the dark about a lot of stuff, you know that. Sure they do. Well they don’t want you to learn too much or you’ll get their job. 38:29 and ballcock. I needed a new ballcock, right? Well those two (2) take it off. You go to the hardware store and get a washer for about fifteen cents (.15) and it would be as good as new. 12 �There you go. During your time that you were in the service, did you make any friendships that was lasting. Oh yes, I can remember one time over in Germany when I was pulling guard duty, the guys says, Heh… I said.He come on you seeso it was dark, I stood to one side where the bushes were. I made him put up his hands and I says, “halt” I made him drop his gun. I make him march to company headquarters. The sergeant says, ike hell… you’re a liar. Heh, I never had no more trouble with that. Yes, I bet you didn’t. After you were discharged and came back to Detroit, did you see any of the fellows that you were in the service with? Well there was some about ten (10) or twelve (12) years after the war time. I can remember I was only out of the service not even a week or two (2), a guy tapped me and you know what I did? I cold cocked him. I will tell you something else, I was sitting with my mother one time. You know we had ice blocks behind the refrigerator you know. And I forgot where I was at see, I got up. And and I told my mother I would myself. Did you join any of the veteran organizations after you got back? 41:02 Oh yeah…the American Legion. How about the VFW? No. Just the American Legion then? These guys that served in Viet Nam I think they got a raw deal you know. I think they did too. They called them baby killers and murderers and what have you. People use to spit in the face. You ask the guys from Viet Nam by the river Did you take any schooling when you got back on the GI bill? 41:53 I worked on the GI Bill. Yeah. I got paid for that you know. Sure. I wasn’t sorry. I could show you some short cuts on math if you want me to. Well, Frank, when did you get married? 13 �I waited a while. I was 35 years old….. You were 25 or 35 years old? 42:27 35 and I tell you what, my wife was a nice person for a while. She got with the wrong crowd. She started drinking. I was working washing windows and a man come over there how come I didn’t get paid? I said, well I gave my wife the money if you get your wages guaransheed I said fire me then. You now what I told my creditors? I said, “If I get fired, I am not going to get another job and you’ll never get a dime out of me.” So they went along with me. I worked two (2) jobs. I did pay them off eventually. all before my name was mud. My wife caused me a lot of grief and hardship, I swear. I had a little money in the bank and all. I said, I don’t want to know what she’s got. Give her a chance….I gave her seven (7) changes. I couldn’t take anymore. I had a boy and a girl. You now that she is sorry for what she did though. I beat the hell out of a guy. I had to a lot of crap for her you know.You now I miss her. Her mother use to hen peck her husband. You know what hen peck is you know. Yes I do. Frank, how long have you been in the home here? About nine (9) years. And do you like it? Oh yeah, I made a lot of friends here. You made a lot of friends here. 44:22 When some of the guys got sick and they choked, I helped them out. Good. Well, Frank it has been an enjoyable time and we appreciate your efforts and all the traveling we had to do this morning. This makes me hungry. Could I ask you a question? Sure. 14 � 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 SanbornF Title A name given to the resource Sanborn, Frank (Interview outline and video), 2004 Creator An entity primarily responsible for making the resource Sanborn, Frank Description An account of the resource Frank Sanborn served in the 101st Airborne Division during WW II. He joined the division as a replacement prior to the Battle of the Bulge, and fought in that campaign and in Germany in 1945, staying on for some time in Germany as part of the occupation forces. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives 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 2004-02-11 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/a9419912f29d7835ecd9f92f6494d0fd.jpg c65edb2d867a0a063141deb046a8c4ee https://digitalcollections.library.gvsu.edu/files/original/4519646038101083d73ab0fe6e8a738c.jpg e7a7c08d7cc751b13834d0f5bc642a59 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-70s-coll_0033 Creator An entity primarily responsible for making the resource Armstrong, Joe Title A name given to the resource Sand Dunes Near Goshorn Lake Description An account of the resource Black and white photograph featuring rolling sand dunes covered with patchy dunegrass and the forest line in the distance. The handwriting on the back of the photograph reads: "Dunes near Goshorn Lake." There is a stamp underneath which reads: "Saugatuck-Douglas Chamber of Commerce, Saugatuck, Michigan." In the bottom left-hand side there is a stamp which reads: "Joe Armstrong, Allegen, Michigan." Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas Chamber of Commerce Subject The topic of the resource Michigan Saugatuck (Mich) Allegan County (Mich) Sand dunes Black-and-white photography Source A related resource from which the described resource is derived Digital file contributed by the Saugatuck Douglas History Center 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/fe7922cc38f65fb8c7ee034355cbe43b.jpg 07ba6fc1ed45560df531302e823133f4 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_57_1924_004 Date A point or period of time associated with an event in the lifecycle of the resource 1924-05-18 Title A name given to the resource Sand Lakes back of Highland Lodge Description An account of the resource Black and white photograph of a lake behind trees. A river attached to the lake is visible across from the photographer. "Sand Lakes Back of Highlands Lodge" is written on the bottom of the image. Subject The topic of the resource Kent County (Mich.) 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