886 24 26018 https://digitalcollections.library.gvsu.edu/files/original/e1cae90a10f7724ffcfb42a5582a8263.jpg f8d7b60d1a109dc5ef6d0089921d6f91 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_G084-0005 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1966-06 Title A name given to the resource Slate Quarry in Wales Description An account of the resource Black and white photograph of a slate quarry in the country of Wales. In the photograph, a few houses can be seen in front of a large hill in the background, while large piles of slate are covering the ground in the foreground. Scanned from the negative. Subject The topic of the resource Wales Quarries and quarrying--Wales Slate Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/f28204f59839141f2f15e8a1dafac40a.m4v 59ffdcce99161624524ed24c1329bc0e https://digitalcollections.library.gvsu.edu/files/original/b6ae4ed0c100211f0fa70849a7adda70.pdf 1883a24b741bccfd17f7e234846de753 PDF Text Text Grand Valley State University Veterans’ History Project Everett Slaughter Jr. Vietnam War 1 hour 37 minutes 46 seconds (00:00:23) Early Life -Born on September 15, 1946, in Fayetteville, Arkansas -Grew up in the town of Elkins 12 miles east of Fayetteville -Father worked as an auto body worker -Mother worked as a nurse’s aid -Kicked out of high school in ninth grade -Worked in a gas station, and in a turkey processing factory (00:01:49) Volunteering for the Draft -Brother came home from and encouraged Everett to join the military -Volunteered for the draft in 1965 -Volunteering for the draft meant getting the draft service done before being called to serve -Better than waiting for the draft notice to come -Shorter enlistment (two years) as opposed to enlisting (four years) (00:02:55) Basic Training Pt. 1 -Reported for basic training on May 25, 1965 -Aware of the developing situation in Vietnam -Marines entered Vietnam in March 1965, and the Army followed in May 1965 -Sent to Fort Polk, Louisiana, for basic training -It was difficult because of the heat in the summer -Did his basic training in June and July -Came home for two weeks of leave after basic training (00:04:27) Advanced Individual Training Pt. 1 -Returned to Fort Polk, Louisiana, for advanced individual training (AIT) -Did AIT in August and September 1965 -Had the military occupational specialty of 11-Hotel (antitank soldier) (00:04:42) Basic Training Pt. 2 -Basic training started with marching and drills to instill cohesion as a unit -Received basic weapons training with a focus on using a rifle -Learned about basic infantry tactics -Received some First Aid training -Strong emphasis on discipline -Kept in the company area for the first month of basic training -In the second month recruits were allowed to go to the PX (Army general store) and movies -Too scared to do anything but follow the orders of drill sergeants -Adjusted well partly because of that fear -In good physical shape for basic training (00:06:50) Advanced Individual Training Pt. 2 -During AIT he received his military occupational specialty training -His AIT focused on using antitank weapons -106mm, 90 mm recoilless rifles and 3.5 inch rocket launcher -He never fired a live round during AIT, but they had old tanks as targets -AIT lasted six weeks �(00:09:30) First Deployment to Vietnam -Told to report to the 1st sergeant in the orderly room at Fort Polk -Received his deployment orders for Vietnam -First man in his company to Vietnam -Ultimately deployed with ten other men from his unit -Placed on a train bound for Oakland, California -Stayed in a large, 10,000-man reception center for outgoing soldiers -Stayed for a week doing processing and work details -Flew out of Travis Air Force Base -Stopped at Guam and the Philippines -Flew on a C-141 transport (00:11:40) Arrival in Vietnam -Landed at Tan Son Nhut Airbase near Saigon -Incredibly hot, and it felt like walking into a furnace -Stayed at a reception center for four or five days while he waited for his unit assignment (00:12:25) Assignment to 1st Infantry Division -Assigned to A Company, 2nd Battalion, 18th Infantry Regiment of the 1st Infantry Division -Taken to Bien Hoa by truck -2nd Battalion had a base near Bien Hoa in the middle of the jungle -Every smaller unit wanted a new soldier -Placed in the mortars & antitank platoon -They were on the base at the time -He was assigned to a gun crew -Four men per gun, and he worked as a loader (or assistant gunner) -Had a 460 pound gun that fired 54 pound rounds -High-explosive antitank (HEAT), fragmentation, and flechette round -Stayed on the base at Bien Hoa for four or five days doing training and trash detail (00:16:22) Patrols around Bien Hoa -Got his first patrol mission four or five days after joining the unit -Went into the jungle for a patrol -Taken to the area of operations by truck -Patrolled for one or two weeks then returned to base -Left the 460 pound gun on base during routine patrols -Carried three mortar shells, and he was the radio-telephone operator so he carried the PRC-25 radio -Sometimes they encountered resistance, and other times they didn’t -Got into one bad firefight where they sustained a lot of casualties -Typically fought against the Viet Cong -In October 1965, the North Vietnamese had yet to penetrate that far into South Vietnam -Saw a lot of booby traps -Mechanical traps like trip-wire bombs, and primitive traps like punji pits -Once in a while they encountered snipers -Usually ambushed the Viet Cong, not the other way around -Operated as a company on patrols, making them a strong force in the region -Received intelligence about areas with enemy presence, then went to investigate -In the particularly bad firefight they were taken to a landing zone by helicopter -He was the radio-telephone operator, so he called in medevac helicopters to get the wounded -Had more wounded than dead soldiers -Pushed the Viet Cong out of the area and inflicted heavy casualties on the Viet Cong -Left behind a lot of dead bodies �(00:22:37) Contact with Vietnamese Pt. 1 -He didn’t have to deal with the Rules of Engagement because he was a radio operator -Had a South Vietnamese policeman with his company -Interrogated prisoners-of-war on site before sending them to the rear for processing -Patrolled through larger villages -Remembers they thoroughly searched one village -The Americans searched the houses -South Vietnamese interrogated villagers about ties to the Viet Cong (00:24:40) Further Patrols -Moved to Di An Base Camp for the last four months of his first tour in Vietnam -Defoliated area with a built-up base -There was a sniper that shot at the base, but the sniper wasn’t a good shot -Continued patrols out of the new base -Operated in jungles and rice paddies -Operated out of the abandoned Michelin Rubber Plantation for one month (00:26:36) Contact with Vietnamese Pt. 2 -Found the Vietnamese people to be small people -Didn’t think about them much unless they were a combatant (00:27:20) Awareness of Vietnam War -Didn’t know why he was in Vietnam aside from the fact that there was a war -Came to understand that the Vietnam War was, essentially, a civil war -The North and South fighting for total control of the country (00:27:53) Visiting Saigon -Visited Saigon a couple times, both for business and relaxation -Brought a supply sergeant to Tan Son Nhut Airbase to gather supplies -Went to downtown Saigon a couple times to visit the bars -Crowded city, and he never saw so many bicycles -Roads were filled with people, which came as a surprise to him -Dropped off in downtown Saigon and told to be back at the drop off point by 6 p.m. -Told to stay away from the women due to venereal diseases (00:29:37) Morale on the First Tour -Morale seemed to be good -Enjoyable time even being in Vietnam -Had good commissioned officers and experienced non-commissioned officers -Platoon sergeant was a good man -A couple of the sergeants had been in the Army for a few years (00:31:26) R&R on First Tour -Got an R&R to Bangkok, Thailand -Enjoyed visiting the city -Given the choice of locale to visit, and allowed to pick the time to go on R&R -Able to go bowling, swimming, to relax, and there were women -Relaxing to not be in a war zone -Chance to lie beside a pool and sleep without worrying about being attacked -Depressing to return to Vietnam even though his first tour had gone well (00:33:11) Drug Use & Race Relations on First Tour -A few men smoked weed, but they only did that on base -Platoon sergeant and section sergeant were black men, and there was a Native American in his unit -Rest of the men in the platoon were white -Everyone seemed to get along well with each other �(00:34:38) Section Sergeant Wounded -Remembers when his section sergeant got paralyzed from the waist down -He was lying beside Everett during a firefight, and a piece of shrapnel hit him in the back -Everett carried him off the battlefield when the fight ended (00:35:22) End of First Tour & Reenlisting -His first tour ended in October 1966 -He had decided to stay in the Army -Made the decision when he initially joined the Army -Liked being a soldier (00:36:15) Stationed at Fort Jackson -Stationed at Fort Jackson, South Carolina -Reenlisted at Fort Jackson three months after his arrival -Served as instructor on the M16 rifle range -Still relatively new weapon and preceded by the M14 -M14: 9 pounds, long rifle, .308 rounds, and heavy ammo -M16: 5 pounds, short rifle, and smaller and lighter ammo -M16 had technical problems -Jammed easily (even though he never encountered that) -M16 was an improved weapon, but he preferred the M14 for its durability and accuracy -Stationed at Fort Jackson for one year (00:40:17) Stationed in Panama -Received orders for the Panama Canal Zone -Part of infantry training with A Company in the 10th Infantry Regiment -Trained at the Jungle School -Learned how to survive and fight in the jungle -Did navigation courses -Every day he did something different -Rappelling courses, escape & evasion, and river crossing exercises -During mock combat, he played the enemy -Served at the Jungle School for three or four months -Stationed in the Panama Canal Zone for 18 months (00:43:05) Stationed at Fort Benning -Sent to Fort Benning, Georgia -Worked as a supply clerk for training command -Dealt with general supplies and ammunition -He was an E4 (specialist or corporal) -It was like having a regular day job at Fort Benning -Worked from 7:30 or 8 a.m. to 4:30 or 5 p.m. -Lived in the barracks on base -Happy when that assignment ended because office work bored him -Stationed at Fort Benning for six months (00:44:57) Redeployment to Vietnam & Assignment to 101st Airborne Division -Received orders for another deployment to Vietnam -Didn’t have to do any additional training since he’d already qualified with the M16 rifle -Sent to Washington and took a chartered commercial flight to Vietnam -Arrived at Tan Son Nhut Airbase -Sent up to Phu Bai, then to Camp Evans -On his second tour, he went to Vietnam as a replacement -Assigned to B Company, 2nd Battalion, 506th Infantry Regiment, of the 101st Airborne Divsion �-Stayed at Camp Evans for three or four days -Issued supplies, an M16 rifle, a rucksack, and ammunition -Took a helicopter to Firebase Ripcord, and another helicopter to B Company in the field -Joined B Company in April 1970 -Did the Screaming Eagle Replacement Training School at Camp Eagle in Phu Bai -Went on patrols near Camp Eagle, but nothing much happened -SERTS was more for the men that had never been to Vietnam -He was the only replacement with one tour under his belt (00:48:40) Firebase Ripcord -Firebase Ripcord was established to support infantry in the A Shau Valley -It essentially spent its entire existence in a defensive situation -It was 3,000 feet above sea level, and he was able to look down and see the clouds -Firebase was surrounded by jungle -Had mortars, howitzers, defenses, and one infantry company defending the base (00:50:43) Patrols with B Company -Met a platoon from B Company at a landing zone in the jungle -Platoon had blown up the trees to form a temporary landing zone for him -Platoon greeted him, and they seemed glad to get a new soldier -First night in the field he patrolled the night defensive position perimeter -No contact with enemy forces for the first few weeks -There were about 30 men in the platoon -Made their own trails, because established trails were susceptible to ambushes -Stayed in the field for a month -Resupplied by helicopter -Spent days on patrol looking for enemy forces or enemy supplies -Killed the enemy soldiers, and destroyed the enemy supplies -Found ammunition, food, medical supplies, sleeping gear, and clothing -Took no casualties during his first month with B Company -Rotated onto Ripcord, then off for patrols, then on again (00:56:22) Battle of Firebase Ripcord Pt. 1 -On Firebase Ripcord when the battle began on July 1, 1970 -It was relaxing on the base except when the North Vietnamese attacked the base with artillery -Happened every time a helicopter came to the firebase -North Vietnamese had artillery in the hills around Ripcord -Difficult to find and almost impossible to destroy -Had noticed more enemy activity in June 1970 -B Company got lucky being stationed on Ripcord when the battle began -Didn’t get into any major firefights during his time with B Company (00:59:06) Stand Down at Camp Evans -Went to Camp Evans for stand downs -Did a major stand down in June before the battle in July -Chance to see a doctor, deal with personal things, and go to the rifle range -Also a chance to shower, got hot food, and a pair of new boots (01:00:05) Battle of Firebase Ripcord Pt. 2 -Battle began in earnest on July 2nd with the Battle of Hill 902 -B Company was guarding the base during the battle -He was in a bunker near a helipad and M45 Quadmount positions -Set out mines at night and patrolled the perimeter -Had barbed and concertina wire around the base, and foo gas (barrels of makeshift napalm) �-The siege of Ripcord lasted a little over three weeks when the firebase fell on July 23rd -When the helicopters came in he always hunkered down in his bunker -Remembers a Huey helicopter getting shot down over the helipad by his bunker -North Vietnamese used 120mm artillery rounds and mortars to bombard the base -The bunker was not designed to take a direct hit, but to protect from shrapnel -Dug into the earth, corrugated steel roof, and sandbags on top of the roof -Didn’t see enemy troops outside of the perimeter -One American soldier accidentally got outside the perimeter -The other soldiers mistook him from an enemy soldier and threw grenades at him -He took cover behind a rock and survived the ordeal without getting hurt -Chinook helicopter crashed on July 18th destroying the artillery and the artillery ammunition -Saw the helicopter come in, go down, the explosion of the crash, then the secondary explosions -Stayed in his bunker until all the ammunition exploded (01:09:36) Contact with Vietnamese Pt. 3 -Had a Chieu Hoi scout in his platoon -Note: Chieu Hoi scouts were North Vietnamese defectors that joined the US/South Vietnam -The scout was no help at all (01:10:30) Fall of Firebase Ripcord -On July 23rd, the evacuation of Firebase Ripcord began -He left his bunker and destroyed his grenade cache -Saw a wounded man and helped carry him to one of the helicopters -Colonel Lucas, the commander of 2nd Battalion, was killed-in-action during the evacuation -Boarded one of the last helicopters and flew to Camp Evans -Once all Americans were off Ripcord, B-52 bombers destroyed the firebase (01:13:38) Patrols after Ripcord -Took a chance to relax, regroup, and get new gear since he left everything on Firebase Ripcord -Allowed to relax at Camp Evans for one week -Continued with patrols in the jungle -Stopped at Firebase Rakkasan briefly -Patrolled the hills in the jungles, had minimal contact, and never went into the A Shau Valley -Mostly operated in the Lowlands (01:15:45) Morale on Second Tour -Morale was pretty good considering what had happened at Firebase Ripcord -Went to Camp Eagle on occasion -Chance to drink and watch Vietnamese bands perform (01:16:30) R&R on Second Tour -Took his R&R to Taiwan -Guide took him to theaters, movies, and to live performances -Enjoyed his time in Taiwan (01:17:24) Race Relations in Second Tour -Had two or three black men in his platoon in B Company -Never saw racism or tension (01:18:30) End of Second Tour -Spent the last 30 days of his second tour at Camp Evans -Checked perimeter bunkers and assigned positions -Brought the men food and coffee -Caught some men asleep during guard duty (01:19:45) Drug Use in Second Tour -Saw some men throwing up after leaving the mess hall �-He joked about the food being bad -Told that the men were heroin users, and eating made them sick (01:20:30) Stationed in West Germany -Returned to the United States then received orders for a tour in Germany -Sent to Augsburg, Germany, to join the 1st Battalion, 18th Infantry Regiment, 1st Infantry Division -Relocated to Stuttgart -Most of the non-commissioned officers had served in Vietnam -There was more racial tension in Germany than in Vietnam -Didn’t affect everyone, and he never saw it in his platoon, but knew it existed -Didn’t have any problems with the Germans -They seemed friendly -Welcomed American soldiers because they spent money at German businesses -Went on a field exercise -Ran into Germans having a BBQ -Germans invited the soldiers to sit and eat with them, so they did -Soviet invasion was always in the back of his mind -Stationed on the Fulda Gap if the Soviet Union invaded western Europe -Patrolled the area several times -Had gun positions and TOW missiles -Had fallback positions -Did three tours in Germany, for a total of 10 ½ years -In Augsburg during the Munich 1972 Olympics (01:27:00) Getting Married -Went to Turkey in August 1972 to get married -Friend married a Turkish woman, and invited Everett to a party -The friend’s wife had invited a Turkish friend, Everett met her, and they began dating -Got married in Istanbul -Nice city filled with old American cars -Turks bought cars from American servicemen before they went home (01:29:15) Army Career -Stayed in the Army for 20 years and retired in 1985 -Did three years with the 1st Infantry Division in Germany (first tour in West Germany) -Sent to Fort Polk, Louisiana, to serve as a TOW missile instructor -In the Army during its transition to an all-volunteer military -A lot of high school graduates looking for college payment -Young people looking for guidance -Some young people given the option of joining the Army, or going to jail -Found the draft to be more of an equalizer, but the all-volunteer Army worked -Did a second tour in Germany with the 1st Armored Division -Worked with antitank systems and armored personnel carriers -Similar to his first tour in Germany -Lived in government quarters off base with his wife -Stationed there for four years -Sent to Fort Carson, Colorado, to serve with the 4th Infantry Division -Wife enjoyed the United States -Got her driver’s license -Had two children -Stationed there for one year -Returned to Germany for another tour in Wurzburg �-Stationed there for 3 ½ years -Retired after his third tour in Germany (01:33:29) Reflections on Service Pt. 1 -Didn’t like Germany because it was so cold -His best assignment was Panama -Worked from 4 a.m. to 2 p.m. then spent the rest of the day at the beach (01:34:22) Life after Service -Got a job in Turkey and worked for a company for one year -Lost his work visa due to politics -Returned to the United States, but his son got accepted into a prestigious Turkish school -Came back to Turkey, got a job with his old company, and worked in Istanbul -Has two homes: one in the United States and one in Turkey -He and his wife live in Turkey for about nine months out of the year -Come back to the US for three months out of the year to visit family and friends -His daughter lives in Washington, and his siblings still live in Arkansas (01:37:15) Reflections on Service Pt. 2 -Army made him a better person -More understanding of different people -More appreciative of different kinds of people � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_SlaughterE1964V Title A name given to the resource Slaughter, Everett Jr (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-06 Description An account of the resource Everett Slaughter Jr. was born in Fayetteville, Arkansas, on September 15, 1946. He volunteered for the draft in April 1965. He received his basic training and advanced individual training at Fort Polk, Louisiana. For his first tour in Vietnam he was deployed in October 1965 and he joined A Company of the 2nd Battalion of the 18th Infantry Regiment of the 1st Infantry Division. They operated around Bien Hoa for eight months, then four months around Di An Base Camp. He returned to the United States and worked as an instructor on the rifle range at Fort Jackson, South Carolina, then went to the Panama Canal Zone to serve with A Company in the 10th Infantry Regiment. He worked at Fort Benning, Georgia, as a supply clerk before receiving orders for a second deployment to Vietnam. He arrived in Vietnam in April 1970 and joined B Company of 2nd Battalion of the 506th Infantry Regiment of the 101st Airborne Division. They patrolled around Firebase Ripcord from April through June, and were on Ripcord during the battle in July 1970. He completed his second tour in April 1971. He ultimately spent 20 years in the Army serving in West Germany three separate times, at Fort Polk as TOW missile instructor, and at Fort Carson, Colorado. He retired in 1985. Creator An entity primarily responsible for making the resource Slaughter, Everett Jr. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Language A language of the resource eng Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/6f0fe9ad8e0c4e4faba1764f02c7c934.jpg ded38c9d74d30056b1f0236444b4ec9a https://digitalcollections.library.gvsu.edu/files/original/dd5761b0cfa4cd10bd1f6a046f79c544.jpg 5786d20ec6142b4c1b4266a0847b23ba 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Slavery Sectional, Freedom National... Description An account of the resource Embossed text with stars, "Slavery Sectional, Freedom National, Union & Liberty; Onward to Victory." Embossed on verso "Hon. Abraham Lincoln of Ill. for President; Hon. Hannibal Hamlin of ME. for V. Pres." Design on yellow envelope. Lyon. Identifier An unambiguous reference to the resource within a given context RHC-49_PE115 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 Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Lincoln, Abraham, 1809-1865 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e0c2463a17fc9bed8f59461d0d08dfa8.jpg 1c9570a8cbf754ba6397e298e0557089 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. PS3511.L8 558 1905 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0369 Title A name given to the resource Slaves of Success Description An account of the resource Binding of Slaves of Success, by Elliott Flower, published by L.C. Page and Company, 1905. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1905 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4bb7675afc8d2e858dde38e74d71b9ab.mp4 a6f56c6785e10bdc7f9ab17f524f4ffd https://digitalcollections.library.gvsu.edu/files/original/6c379a2bfc615dc72e17a638dc21b4cb.pdf c89b525604375f7cd7f4291ee0414c6d PDF Text Text Grand Valley State University Veterans Hisotry Project William Sleaford (02:00:01) (00:05) Introduction • Born in Saint Clair Shores, Michigan. • Father was a member of Michigan National Guard during World War I. • Served in World War II. (01:35) High School • 17 years old when Pearl Harbor occurred. • Relocated from Saint Clair Shores to Muskegon, Michigan in 1940. • Worked in a supermarket during high school. • After graduation, worked for Continental Automotive. (07:50) Entering the Service • December 1, 1942 began service. • Began training at Fort Custer in Battle Creek, Michigan. • Applied for cadet review and failed due to an unbuttoned button on his military blouse. • Accepted to the new College Training Detachment program and attended college at the University of Tennessee after a year of service. (11:55) University of Tennessee 1943 • Lived in dorms at the university at first, and then lived in the stadium. • Took aerodynamics classes as well as flight training. • Flew out of a WWI airfield. • Had only one minor mishap during his flight training. (19:00) Gunnery School • Panama City, Florida. • Used skeet shooting as a shooting exercise. • Was an accomplished marksman in the service, shooting 23-25 out of the 25 shots allowed during an exercise. • Used tow planes flown by WASP’s for their shooting exercises. • Notes that training exercises were very predictable and did not prepare you well for combat. (23:08) After Gunnery School: • After gunnery school was sent to a manpower area in order to create crews in Lincoln, Nebraska. • Sent by train to Mountain Home, Idaho to the new airbase. • B-24’s were the main airplane used. • Hangars were made out of wood in order to save money and resources. • Airplanes were usually housed in revetments instead of hangars. • Began flying with crew in Idaho. • Airplane commander was a 1st lieutenant, which was very rare. • Fellow crewmen came from all over the United States. �2 guys on crew had been injured and left. One member of crew was Jewish and just wanted to perform his duty like every other American man. • Worked as a flight engineer on the plane although he never had formal training on a B-24. • Knew he wanted to be a pilot since he was a child. (32:40) Jobs • Worked on both electronics and aerial photography on the B-24. • Flew on a special flight over Europe to take photographs. • Trained in Idaho for about 6 months. (34:57) Trip Overseas • Assigned an airplane in Idaho. • Flew to Topeka, Kansas for medical procedures and military orders. • Then flew to an airbase in Springfield, Massachusetts. • Flew then to Bangor, Maine in preparations to go overseas, but plane had crashed. • Two men on crew were hurt in Maine and had to be replaced • After receiving the replacements, they were sent to Topeka, Kansas to receive new orders and went to Europe on a ship. • Left New York on the Marine Robin. • Some minor interactions with U-Boats on the trip. • Arrived with convoy in Liverpool, England. • Remembers the large amount of sunken ships off the Liverpool coast that were sticking out of the water. (41:25) England • After leaving ship, the men were placed on trains and left for Halesworth, England in August. • Halesworth was a very small town. • Bombing group helped open a town library in Halesworth. • Worked on a former Royal Air Force air base. • Flew 14 missions out of Halesworth. • 49th bombing group was one of the most efficient bomb groups. Brought back to the United States to change from B-24’s to B-29’s. (46:25) Missions • Did not realize what they were getting into before their first mission. • Flew over continental Europe enduring heavy fire. • Airplanes dropped chaff in order to confuse the enemy anti aircraft fire. • One mission included 1200 allied aircraft over Europe. • The missions were included in a flight book, however they were not allowed to open the mission until a precise time and place. • Fighter planes only accompanied the bombers for a very short time. • Own airplane did not endure a lot of damage while overseas. • Flew on both B-17 and B-24 aircraft during time in service. (54:58) Position on aircraft • Qualified to work as a flight engineer. • • �• Most work was taking aerial photographs. (56:30) Mission Locations: • Flew over Frankfurt, Germany. • Very heavily protected. • Never had to fly to Berlin. (58:29) Targets • Took photographs of German ball bearing plant to see the damage inflicted by allied bombings. • Bombed only specific targets, not just bombing cities and civilians. • Also photographed submarine holding pens. (01:00:35) Carpet Bagging Missions • Likened to the modern day CIA • Worked with other allied countries. • All members were sworn to secrecy and had no idea where they were traveling. • Special navigator knew the flight plan, no one on the crew did. • Thinks they landed around the Balkans, but to this day does not know for sure. • At certain points, special navigator would let crew know when to take photographs, while they had no idea where they were. • Believes they were flying over and photographing concentration camps. • Mission lasted in the air for 5.5-6 hours. • The aircraft was fired upon at one point. • Carried fuel in bomb bay tanks and wing tanks in order to have enough to make it to destination. • On one mission, there was trouble-gaining altitude; the crew determined the wrong type of fuel was in the tanks. • They bailed out after realizing they could not gain altitude, Sleaford still carried the film with him. • He pulverized the camera before bailing out so enemy troops would not learn what it was. • Freefell with parachutes in the middle of the night out of the plane and landed on what he thought was a frozen river, but was actually a concrete road. • Right after landing, his body was in shock and couldn’t move. He then heard a diesel engine and was spotted by a Portuguese truck driver. [Their mission most likely had been to a partisan-held airstrip on Yugoslavia, where the ground crew used the wrong fuel. The return route would have avoided enemy-held territory, and thus took them across central Italy and then over Spain, where they couldn’t get high enough to cross the Pyrenees. Spain was sympathetic to Germany, which is why Sleaford had to be smuggled out of the country.—ed.] • Portuguese driver placed Sleaford in the truck and took him back to Portugal. • All seven men from plane were reunited in Portugal. • Once arriving in Portugal, he stayed in a small hospital unit until a military ambulance transferred him to the United States consulate. (01:35:00) Returning stateside • He released the film to military personnel once he reached the consulate. • Met back with his bombing group shortly before being shipped home. �They traveled from Liverpool, England to Boston, Massachusetts. They were then sent to Bradley Field in Connecticut. December 17 was the day he returned home on furlough Michigan. He was then sent to Topeka, Kansas to leave the military. Remembers friends back home complaining about the lack of cigarettes, overseas, the men had received cigarettes for free. • Sent to Buckingham Army Air Base to train to fly B-29 aircraft in the Pacific. • They would fly from Arizona to Brazil for training missions. • After training, the men were sent to Fremont, Nebraska. • When the bombs were dropped on Japan, he was serving in Nebraska and remained stagnant. • He received orders to be shipped out to Peyote, Texas where aircraft were being shipped. • He was then sent home and discharged. (01:49:08) Returning Home • Worked at Consumers Energy for six months and then returned to Continental Motors. • He then began working for G.E. as an engineering technician in Cincinnati, Ohio. • G.E. paid for him to go to school to become a project engineer. • He later worked on snap seven, small nuclear reactor engine. • He believes that his time in the service gave him an appreciation for work. • The caste system between enlisted personnel and others is a major flaw of the military he feels. • • • • • � 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 SleafordW Title A name given to the resource Sleaford, William (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Sleaford, William Description An account of the resource William Sleaford, of Saint Clair Shores, Michigan, served with the United States Army Air Corps during WW II. He attended college courses while in the military for flight training. He flew with a bombing group in Europe and participated in dangerous covert air photography missions over the European continent. He also participated in carpet bagging missions, on one such flight, the aircraft faulted and he parachuted to the ground. A Portuguese truck driver found Sleaford and took him back to Portugal picked him up. After his service, he became an engineer with General Electric. 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 United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-01-31 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d30e2620b52b2154769c43c714ef1f39.jpg c72eb6d904c6f9c3c61bc950ec0f361f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000867 Title A name given to the resource Sled dogs waiting for the race during Winter Carnival Description An account of the resource Sled dogs waiting for the race during Winter Carnival. Subject The topic of the resource Events Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/4be40aed41af2d595a237e24e5f9ccc3.jpg 15f25d60e43bcf1d145124e70ecd7ecc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Red-Misc-42 Title A name given to the resource Sleep-out for County Homeless Description An account of the resource A letter to the editor published in The Commercial Record titled "Sleep-Out for County Homeless to be Here at Red Barn This Year." It asks the editor to join the sleep-out, which raises awareness and funds for local homelessness. It also lists that the project's goal is to raise more than $5,000. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/afd3b40b4aecfe3e3eb959246fc447f7.pdf 4bdbfa03d5b19d3667f982afeaad4e64 PDF Text Text Sleeping Through a Revolution Article by Richard A. Rhem Minister of Preaching and Theological Inquiry Christ Community Church Spring Lake, Michigan Published in Perspectives A Journal of Reformed Thought April 1991, pp. 8-14 Reformed theology in America, the roots of which lie in the Netherlands, has managed to sleep through the revolution of the modern world and survive. Through strong ethnic identity, internal growth, and a militant mind that maintained an adversarial attitude over against modern culture, a Reformed community of Dutch origin still exists. But the defensive posture that has largely characterized it has prevented it from translating the richness of its sixteenthcentury legacy of Reformation theology into a proclamation of the gospel to engage modern thought. I was struck by this fact as I read Hendrikus Berkhof’s Two Hundred Years of Theology. Berkhof wrote this work after retiring from the dogmatics chair at the University of Leiden. He calls it a personal journey because he wrote to satisfy his own curiosity about the philosophical and theological developments since the Enlightenment of the eighteenth century. The engagement of the gospel and modern thought has been the passion of Berkhof’s own endeavor as a Christian thinker. He traces the efforts of those theologians who sought to build a bridge between the gospel and modern culture, a culture dominated by the assumptions of the Enlightenment: the autonomy of the human person, human rationality as the measure of truth, the historical conditionedness of all truth, and the epistemological dualism of subject-object, of knowledge and faith. Berkhof’s conclusions at the end of his survey are sober. Was the effort successful? He answers in the negative: “Secularized culture manifested polite indifference if not outright intolerance.” Nevertheless, the struggle was necessary and its consequences significant. What struck me as I followed the story of the past two hundred years – the world of modern culture in the wake of the Enlightenment – was that the community of which I am a part was not even engaged in the struggle. As I reflected on my own theological education, I realized I was thoroughly schooled in theological development through the Reformation, but understood very little of the revolution in cultural understanding effected by the Enlightenment, especially © Grand Valley State University   �Sleeping Through a Revolution Richard A. Rhem Page 2   the understanding of the human process of knowing and the rise of historical thinking. In an attempt to understand why there has been so little engagement with the thought and cultural assumptions of the modern world in my own tradition, I turned to the study of paradigm shifts in the history of dogma, a study spearheaded by Hans Küng. Küng traced theological development with major epochal shifts over two thousand years. He, along with David Tracy, gathered an international Ecumenical Symposium at Tubingen in 1983 to discuss “A New Paradigm of Theology.” Papers delivered at the symposium are published in the volume Paradigm Change in Theology. At the symposium, Küng charted the epochal shifts in theology to test his scheme of periodization. Beginning with the primitive Christian apocalyptic paradigm, the historical progression moves through the ancient church Hellenistic, the medieval Roman Catholic, the Reformation Protestant with its two consequent paradigms of counterreformation – Roman Catholic and Protestant Orthodox paradigms – the modern Enlightenment paradigm, and on to the present contemporary ecumenical paradigm. Küng came on the idea of paradigm shifts in Thomas S. Kuhn’s The Structure of Scientific Revolutions, in which Kuhn portrayed scientific development as occurring, not as had been commonly assumed, in smooth cumulative progress, but rather in leaps triggered by paradigm shifts, the displacement of one model of understanding by another. Küng applied Kuhn’s discovery to theological development and found points of significant shift there as well. Paradigm as Kuhn defined it and as Küng utilizes it means “an entire constellation of beliefs, values, techniques, and so on shared by the members of a given community.” Küng’s periodization marks off those points in the movement of history where a major shift in understanding took place, a shift from one constellation of beliefs to another – a change in the explanation model through which Christian faith was interpreted. The points of shift can be debated and the flow of history cannot be rigidly sectioned off. Nevertheless, the periodization Küng has suggested has been widely received. Küng developed his study of paradigm shifts further in Theology for the Third Millennium. There he pointed out the interesting difference between paradigm shifts in the natural sciences and in theology. In science, as data pile up that cannot be explained within the existing paradigm, pressure builds to find a new paradigm. When the new paradigm becomes available, one that succeeds in explaining a broader range of data, it replaces the old paradigm, which becomes obsolete. But this is not the case with paradigm shifts in theology. The same process operates: new understanding of the knowing process and of the nature of human knowledge, new data – for example, data acquired through the rise of the historical-critical method of biblical study, new philosophical insights, scientific © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 3   knowledge – eventuate in a major shift in understanding of the Christian tradition. A new paradigm comes into being. But in contrast to the process in the natural sciences, the old paradigm does not become obsolete; it continues to be the paradigm within which certain Christian communities understand Christian faith and existence. Thus, the two thousand years of theological development traced by Küng, reveal eight major paradigms. But the fascinating fact is that all eight paradigms continue to claim the loyalty of significant communities. All eight continue to exert their influence down to the present. This insight enabled me to discover how Reformed theology, with roots in the Netherlands, has been able to remain largely unscathed by the world of modern thought. It has continued to live within the paradigm of Reformed orthodoxy that took shape in the Reformed scholasticism of the seventeenth century, insulated from the acids of modernity. A form of the gospel thus has been preserved, but at a great price. The failure to engage the modern world under the cultural assumptions of the Enlightenment has led to a kind of ghetto existence and a failure to bring the rich legacy of Reformation theology to new expression. An historically conditioned theological confessional position has been frozen in time, absolutized, and perpetuated largely intact over generations, largely untouched by ongoing cultural, philosophical, and scientific assumptions. Theologically we are stuck, and the best and the brightest know it. Reformed orthodoxy has slept through the revolution of human understanding and knowledge created by the Enlightenment, never to this day having come to terms with the autonomy of the human person, the throwing off of all forms of authoritarianism, and the rise of historical thinking. These cultural assumptions are now being challenged. Many observers believe we are living at an epochal hinge point in history, experiencing the emergence of the postmodern age. But we will not be able to move directly from a seventeenth-century paradigm to the postmodern world without going through the baptism of the Enlightenment. While its assumptions are losing their self-evident status, what will not be lost is the value of critical rationality, and what will not be tolerated is any return to authoritarian claims, be they of church, of tradition, or of Bible. In theology old paradigms keep their adherents even when theological development has left them behind. But they can do so only by some form of authoritarian claim. In the case of Reformed orthodoxy the authoritarian claim of the Bible has held theological movement hostage, hindering meaningful dialogue with the sciences and philosophy. We are theologically stuck, and we will not become unstuck until we learn to value Scripture as authority, but break loose from its authoritarian use. In order to give that contention foundation, I will review in brief the philosophical and theological movement of the past two and a half centuries, indicating how philosophical, especially epistemological, analysis has impacted © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 4   theological formulation in the broader Christian tradition. Under the domination of Enlightenment assumptions, that development has reached an impasse. I will then discuss new possibilities for theological breakthrough opened by the emerging postmodern paradigm. Finally, with reference to one of the great Dutch Reformed theologians, Herman Bavinck, I will suggest what is necessary if our tradition is to come to new and fruitful expression. The Copernican-Galilean controversy out of which modern culture arose was a severe challenge to the medieval synthesis of theology and Aristotelian science achieved by Thomas Aquinas. A challenge to the Aristotelian cosmology and natural philosophy was a challenge to theological orthodoxy, both to Catholic and to Reformation orthodoxy. In that opening battle between the church and natural science, science won its independence from the intellectual and theological authority of the church. The early representatives of philosophical and scientific endeavor lived in two houses: the house of human rationality in which they plied their scientific skills, and the house of faith, in which they remained faithful to the church and its theological authority, understood as based beyond human reason in revelation. This was true of Descartes, considered the father of modern philosophy. He remained in the church, but understood his critical thinking as belonging to the natural realm – a purely human activity. It was Descartes who set the thinking subject over against the object to be thought, the world of material reality. He argued for the certainty of knowledge that could be arrived at by the mind observing the universe, which was understood as a vast machine. This subjectobject split became determinative for modern thought in science, philosophy, and theology. The mechanistic character of the natural world became the premise on which Newton described the natural laws by which the universe operated. The solid success of the natural sciences, in their effort to understand and control nature, seemed to verify Descartes’ model of human knowing and Newton’s model of the physical universe. The Enlightenment of the eighteenth century cannot be explained or understood without reference to Immanuel Kant (1724-1804) and his critical analysis of how human knowledge is attained. His Critique of Pure Reason (1781) is broadly acknowledged as the foundational work of German philosophy. In his Two Hundred Years of Theology, Hendrikus Berkhof contends that this work of Kant’s must be valued “as a radical new beginning for evangelical theology,” and that in the wake of its appearance, orthodox scholasticism, rationalism, and supernaturalism found that, at a single stroke, the road forward had been blocked. In addition, the appearance of Kant’s Critique meant... the birth of the new theology, or rather: The modern way of posing questions, and modern methodology, in theology. (pp. 1 ff) © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 5   Although Kant’s Critique of Pure Reason destroyed the traditional proofs for the existence of God, thereby striking terror in the hearts of conservative theologians, it is Berkhof’s conviction that Kant’s purpose was positive in intent. Kant himself wrote, “I therefore had to abolish knowledge in order to make room for belief.” For Kant, faith and knowledge were separate but complementary and both were necessary. Here again we see the split of faith and reason which Aquinas synthesized when the overwhelming influence of Aristotelian thought in the West forced an accommodation with revelation in the thirteenth century. It is the same split mentioned above in regard to Descartes and Newton. In Kant, however, we have an acute analysis of the human knowing process brought about by the growing autonomy of human reason, which was throwing off all authoritarian structures, whether ecclesiastical (the church) or revelational (the Bible). Kant was a child of the Enlightenment. Preeminent philosopher though he was, he nevertheless maintained an intense theological and religious interest. Berkhof believes that it was “Kant’s purpose to save religion as well as the Enlightenment: in this double objective... lay his deepest passion as a thinker” (p. 5). Dividing the realm of knowledge into two fundamentally separate domains, he posited the world of phenomena and the world of the noumena. The former was accessible to unaided human reason. The empirical knowledge gained by the knowing subject was not a direct mirror of the natural world but the product of the interaction of the knowing mind and the data of the senses. For the noumenal world, the things in themselves – for example, the universe as a causal whole, the human self as free agent, and God – no empirical verification was possible. Yet, for practical reasons, Kant argued, faith in them was absolutely necessary. This assertion was made in Kant’s second work, The Critique of Practical Reason. This fundamental dualism has shaped and determined modern culture; it is the inheritance of the Enlightenment, whose center is the autonomous human person. This dualism has been regarded as axiomatic – the climate of opinion that has dominated the modern period. It is on this background that the whole enterprise of modern theology must be understood, at least the theology that attempted to bridge the gulf between the gospel and modern culture, the theology of classic nineteenth-century liberalism, to use Küng’s schematization of epochal paradigms. This is evident in the theology of Friedrich Schleiermacher, regarded as the father of modern theology. If Kant successfully blocked the road to the knowledge of God through rational inquiry, through metaphysical speculation, then what road remains open and on what basis can knowledge of God be grounded? Appeal to authority (of church, tradition, or Bible) was no longer compelling. Where, then, could one turn except to the interior life of the individual – to “the feeling of absolute dependence,” an experience that Schleiermacher maintained was common to all humankind at some time or other. This was not to claim, as did © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 6   Feuerbach and others later in the whole development of modern atheism, that religion, or specifically Christianity, arose from the feeling of dependence of the human person. No. Rather, the feeling of absolute dependence was the human precondition for it. Schleiermacher was pointing to the place into which revelation enters. The ongoing development of modern theology was filtered through Kant philosophically and Schleiermacher theologically, whether a theologian followed them or rejected them. They determined the shape of the playing field and the rules of the game. We can see this in the theology of Albrecht Ritschl, whose influence came to flower in the 1870s. Ritschl was the first German theologian to recognize the intellectual shift from idealism to realism under the impact of such thinkers as Feuerbach, Comte, Marx, and Engels; the significant achievements of science, technology, and industry; the alienation of the working class; and the impact of Darwin’s Origin of the Species (1863). The cultural mood in Germany turned more and more to the world of experience and to the natural laws governing it. Ritschl concluded in such a cultural milieu that the knowledge of God could be realized only in the act of faith – faith directed toward the saving activity of Christ. Religious knowledge, he claimed, consists in value judgments, a term for which he is best known and most misunderstood. Berkhof explains: He intends to maintain the uniqueness of the Christian faith as a way of access to the “conception of God” through trust in Jesus Christ – apart from any ground other than that given in the unity of revelation and faith. (p. 121) Wilhelm Herrmann developed the intention of Ritschl’s theology. He was convinced, as was Ritschl, that the highest of religion and morality was united in the figure of Jesus. Again following Ritschl under the impact of Kant’s epistemology, faith and knowledge were held distinct. The authority of Scripture, dogma, or creed had to do with knowledge, not faith. He wrote, They cannot bring about a saving personal encounter; they appeal to our thinking only as law. Religion is a totally independent world, though closely bound up with morality, because it relates us to divine revelation and must be the answer to the misery of our moral condition. Herrmann was deeply concerned about the philosophical base of his theology. For him, Kant loomed large, “whose mighty thoughts emerge increasingly in almost all domains of human learning as the select governor of all true research.” He valued Kant’s analysis of the knowing process positively “because in every connection he has placed the value of faith, its independence from science, in the clearest light.” In his analysis of Herrmann’s theology, Berkhof offers an © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 7   illuminating image by which to understand Herrmann over against the rising tide of historical consciousness and historical thinking. When I read Herrmann what emerges in my mind is the image of a rock in the midst of a rising flood. In Ritschl the rock of moral autonomy still had a broad surface. Now, however, with the waves of the flood rising higher and higher, it became much narrower. The parts that are closer to the sea – like corporeality, psychological deveopment, history, social relationships, and the authority of Scripture and Christian tradition – have already been inundated. Herrmann now withdrew to the narrow center, to individual (though conceived as interpersonal) inwardness where the individual is in communion with God through “the inner life of Jesus.” With a splendid sort of consistency, he devoted his intellectual powers to the defense of the peak of this rock. (Two Hundred Years of Theology, p. 146) The rise of the historical-critical method of biblical research led Herrmann to realize that the certainty of faith could not rest on the probable results of historical criticism. Faith does take shape in history, but its basis is above history and beyond the reach of historical research. Is it possible to posit a basis for faith above history invulnerable to the acids of historical criticism? Ernst Troeltsch, a student of Ritschl, did not think so. He rejected the possibility of grounding faith in inner experience, thereby finding an absolute ground in history. Troeltsch, too, recognized that the deterministichistorical mode of thinking was inundating the gospel, but he did not believe, contrary to Herrmann, that there was yet a ridge of the rock above the flood. Troeltsch saw no alternative but to plunge into the stream of historicism with its relativity. Jesus could not be lifted out of the stream of history. Every historical person and phenomenon is subject to historical conditionedness. In Berkhof’s words, history is an ever-moving stream in which the movement of each drop is determined by the mass of water that precedes it, and each drop shares in determining the direction of what follows. That is the fundamental view of “historicism,” another term for determinism applied to historical reality. (p. 150) Historical thinking, which arose in the eighteenth century, is another hallmark of modern thought. It has marked all subsequent modern thought as indelibly as has Kant’s analysis of the knowing process. In Troeltsch the full consequences of historical thinking were drawn; Herrmann’s “inner life of Jesus” was “time conditioned,” thoroughly enmeshed in the stream of history. The struggle to find a basis for faith continued into the twentieth century. The catalyst for a major reversal of the tide of continental theology was Karl Barth. The first edition of Barth’s Romerbrief sent shock waves through the world of © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 8   academic theology and philosophy. Associated with Barth’s name in the early period was Rudolf Bultmann, who affirmed Barth’s move, seeing in it a shift to an existentialist interpretation of the gospel – a direction soon rejected by Barth. For Bultmann, Barth’s early probings seemed consistent with the effort of their common teacher, Wilhelm Herrmann, to find a basis for faith beyond the relativities of history. For Herrmann and even more radically for Bultmann, there was a basic distrust in historically ascertainable facts as vehicles of revelation. Revelation for Bultmann occurs above history in the “existing” individual who, in the encounter with the claim of the gospel, is called to decision, the decision of faith or unbelief apart from recourse to the investigation of any ground for faith in historical data. Bultmann’s whole program of demythologizing the gospel was an attempt to peel off the husk of historical happening, for which only relative certainty could be gained, and find the kernel of God’s appeal in the Christ event. That Jesus was is all that can be claimed as certain. The “Das” of Jesus is the point at which God’s claim touches historical reality. Barth’s first edition of Romerbrief was a seismic shock, but for Barth it was only an initial probe – he was in transition. The second edition showed Barth not so interested, as was Bultmann, in the existential analysis of the human person addressed by the gospel, but in the God Who addresses the human person. In the preface to the second edition of Romans, he writes: If I have a system, it is limited to a recognition of what Kierkegaard called the “infinite qualitative distinction” between time and eternity, and to my regarding this as possessing negative as well as positive significance: “God is in heaven, and thou art on earth.” The relation between such a God and such a man, and the relation between such a man and such a God is for me the theme of the Bible and the essence of philosophy. Philosophers name this Krisis of human perception the Prime Cause: The Bible beholds at the same cross-roads the figure of Jesus Christ. The second edition of Romans marked Barth’s turn to the interpretation of the Bible, a turn precipitated by his disillusionment with involvement with the social democracy movement, which failed to mobilize resistance to World War I, and the “crisis” created by the need to preach weekly. In his wrestling with Paul’s letter to the Romans, Barth was overwhelmed with the sense of the absolute priority of God revealed in the event of Jesus Christ and the working of Spirit. Barth was on the way, on a new way, and for a time continued to grope and feel his way. For him – as for Bultmann - the thin ridge of the rock on which their teacher Herrmann had grounded faith was flooded. There was no place to stand. God’s revelation in Jesus Christ, effected in the individual by the miracle of the Spirit’s illumination, came “vertically from above.” In the world, in the domain of history, there were no vestiges of perceptibility except, for example, the crater which indicates that a meteor has slammed into the earth. © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page 9   It is clear that even the paradigm shift to the contemporary period demonstrates continuity with the nineteenth century. Barth and Bultmann both radicalized the efforts of Ritschl and Herrmann to ground faith beyond history in order to place faith beyond the attack of historical criticism and the widespread Enlightenment assumption that historical reality can yield only relative certainty. It is further clear that the crucial question that has dogged theological reflection over the past two hundred years is the question forced by the rise of historical consciousness, the question of how absolute truth can be discovered in history’s ongoing movement, how faith can find a certain resting place in the ambiguity of history. The later Barth, the Barth of Church Dogmatics, turned more and more to history, valuing it as the “place” of revelation, in contrast to his early work. However, to the end he never answered what has been perhaps the most serious criticism of his theology, a criticism expressed sharply by his young friend and admirer, Dietrich Bonhoeffer, who spoke of Barth’s “positivism of revelation,” a “take it or leave it” approach that denied the legitimacy of questioning the grounds of the revelation, of the claims of the gospel’s appeal. In the final analysis, neither Barth nor Bultmann were able to ground the Word in history, within this worldly existence. The attempt to do so is the story of the post-Bultmannians and the postBarthians – students of these giants who felt the pressure of the cultural mood to find within human historical existence the experience that afforded a place for revelation accessible to empirical verification. The development of Christology “from below,” such as one finds in the early writings of Pannenberg and in Küng, are examples of this swing back to the attempt to give historical foundation to the gospel’s claim. In the Netherlands the work of Kuitert, Berkhouwer’s successor, is an attempt to find in history “the footprints of God.” The pendulum swings back and forth. Berkhof concludes that if one starts, as Barth did, with God, it seems impossible to reach real people, and to start “from below” as Kuitert and others have done makes it questionable whether one reaches God. It seems clear that the assumptions of the Enlightenment – the autonomy of the human person, the subject-object split in the process of human knowing, the historical consciousness – have created false alternatives (an approach from below or an approach from above) thereby bringing theological work to an impasse. If Enlightenment assumptions have led to an impasse, are there indications that by moving out from under the dominance of those assumptions, breakthroughs might be possible in a new cultural period? In a volume of essays entitled Postmodern Theology, James B. Miller contends just that. Miller sets forth the variety of forms in which Descartes’ subject-object dualism and Kant’s knowledge-faith dualism have been manifested in modern thought. From a different angle, he points to the impasse noted above: © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page10   The logical positivist movement implicitly accepted this dualism, but denied meaningfulness to the nonempirical, nonscientific side (i.e., the domain of the noumenal.) Reductionists sought to explain religions and religious phenomena in exclusively scientific (or social scientific) terms, thus denying the autonomy (or independent reality) of the religions (i.e., explaining the noumenal in terms of the phenomenal.) In contrast, the existentialist movement, while implicitly accepting the dualism, invested all significant meaning on the side of faith, moral action, and the religious life (i.e., in the noumenal domain. (p. 5) In Miller’s last group, the existentialists, we can see the line of development we have been tracing from Ritschl through Herrmann to Barth, Bultmann, and their successors. Indeed, we can see it already in “the father of modern theology,” Schleiermacher, who sought the ground for theology in the interior life of the individual. Miller himself sets in contrast the two poles represented by Barth with his “positivism of revelation” – the uncritical confidence that the revelatory “word” provides absolute knowledge of God and God’s purpose for the world, and the logical positivists who held that reason and empirical observation were the sole and sufficient sources of absolute knowledge of the world. Thus, Miller observes, the modern worldview or, as it has been named here, the domination of the cultural assumptions of the Enlightenment, continues to form the dominant perspective in Western and Christian culture. He writes: It is found in the popular understanding of science as an impersonal, detached, and objective search for the facts of nature. Its neoorthodox theological manifestation is “normal” Christian theology. The prophetic rhetoric of the theology justifies a program of cultural change through social action. Its existentialist roots encourage contemporary forms of pastoral care and spiritual renewal which turn people away from their intrinsic relation to nature and history and focus them on a kind of atemporal personhood. It offers a revealed (and so, absolute) dogmatics of transcendence for those who would claim for Christianity a right to cultural dominance. (pp. 7f.) Miller sees such dominance slipping away; he senses that we are entering a postmodern world. Developments in biology and physics are pointing the way to a fundamentally new worldview. If the Enlightenment paradigm characterized reality as mechanical and dualistic, the model for the postmodern world, according to Miller, is historical, relational, and personal. He describes what this means for the emerging understanding of the world and how the understanding of the human process of knowing is changing. The world is not simply here; it is evolving. In contemporary biology the world does not embody an eternal essence, but is rather on ongoing process of creating, humans being both the product of and participants in this ongoing process. © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page11   The world is understood “to be relative, indeterminate, and participatory.” Existence is fully relative, meaning nothing exists in and of itself; “To be is to be related,” in contrast to the absolutes of Newton’s time-space categories. Quantum theory in physics has overthrown the “substantial universe;” the world does not have a history, but is history. Heisenberg’s principle of uncertainty points to the indeterminacy of the core of reality and this, in turn, points to the core of reality as an unfathomable mystery. Interestingly, there is more awe before mystery in contemporary physics than in much theology. We began this inquiry with Descartes and Kant and their epistemological analysis. The understanding of what it means to know is called in question by these developments in biology and physics. Miller contends, From a postmodern perspective, all knowledge is historically implicated. Nothing is known apart from its cultural setting, and that setting is constitutive of what is known. There are no culturally neutral facts. Knowledge is not so much found as made, or better, it does not grow so much as it is grown. (p. 11, italics his) There is a significant difference between this conception of the historical character of all truth and the historicism of the modern period as represented by Troeltsch, for example. Here the human subject is not caught in an impersonal historical determinism, but is a participant in the unfolding history of the whole of reality. Truth relative to any community of knowers makes all knowledge incomplete. Alfred North Whitehead described the world not in terms of substances, but in terms of events, pointing thereby not to a world of static substantiality, but to a world of dynamic temporality. From Whitehead has developed the inquiries of the school of process theology. Miller considers what new theological insights are offered from such a conception of reality. In regard to creation, the idea of the dualistic relationship between God and world is called into question, as well as the objectifying of the world as a thing. The view of God creating provides the possibility of overcoming cosmological dualism and historical determinism. Anthropology looks different from such a perspective as well. The processes producing the human person are not different from those out of which all else in the universe emerges. Humankind becomes in such a view part of but not the center of the cosmic drama. There are also implications here for Christology. Incarnation might be understood to characterize every moment of the history of the universe with Jesus of Nazareth being the one who articulates the incarnational model in his teaching and the one who in his person is said to demonstrate the © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page12   meaning of that model for human living. In this sense, Jesus’ uniqueness as incarnation is historical but not ontological. (p. 19) With these brief references to Miller’s application of a new understanding of human knowing and human knowledge, we can see the potential fruitfulness of theological inquiry that throws off the dominance of the cultural assumptions of the Enlightenment and allows the fresh breakthroughs in biology and physics to overcome the impasse into which modern thought has led us. The shape in which Christian faith has come to expression in every cultural epoch has borne the marks of the cultural assumptions of each successive epoch. This is no less true of the modern period under Enlightenment assumptions than of Reformation theology under the assumptions of the sixteenth century with its heritage of medieval thinking and Renaissance humanism. The challenge before us is to bring the legacy of sixteenth century Reformation theology to new expression, given the openings provided by the emerging postmodern age. In his Two Hundred Years of Theology, Berkhof provides a chapter on the engagement with modern thought in the Netherlands. What he has to say about Herman Bavinck is especially interesting in regard to this discussion. Bavinck was firmly rooted in the Reformed Church of the Secession led by Abraham Kuyper. Brilliant and highly gifted, he studied at Leiden under Scholten, against the prevailing tradition of his church. He was attracted to ethical theology, an attempt to mediate the gospel and modern thought. Kuyper appealed to him to be clear in his objections to this mediating theology but was never satisfied with Bavinck’s criticism – it was not strong enough. Bavinck remained within the Secession Church and, in time, became Kuyper’s successor at the Free University. He wrote his Gereformeerde Dogmatiek and in the first volume enunciated the theological foundations upon which his work was built. The objective principle of knowledge is primary: the Holy Scriptures. He was viewed, according to Berkhof, as “the faithful theological partisan and alter ego of Kuyper.” Yet Berkhof notes that apart from the second edition of his dogmatics and a onevolume summary, Bavinck produced little in the field of dogmatics during his years at the Free University, and nothing that was new and original. He observes, He [Bavinck] felt increasingly that the modern period needed a much more vigorous renewal of theology than he himself had produced or was able to produce. Particularly the issues arising from the historical-critical interpretation of Scripture needed a very different approach. (p. 113) Berkhof goes on to say that Bavinck’s views on the issues at stake became increasingly relativistic, and, in 1910, he sold a large part of his dogmatics library; during these years his interest turned to issues posed by culture. © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page13   Berkhof writes that after 1900 “Bavinck increasingly felt that his theological direction was leading to a dead end.” Was it only historical-critical research that undermined his earlier certainty? Berkhof asks. Or was it deeper? Did he finally yield to his earlier fascination with ethical theology, recognizing that the issue between it and his Reformed orthodoxy was not really an issue between theocentricity and anthrocentricity, but rather between intellectualism and personalism? Is faith submission to the authority of scripture truths or is it the personal encounter with God through the person of Christ by which we are transformed into personalities? Bavinck opted for the priority of the scripture principle, . . . Hence Bavinck remained more strongly burdened than he wished by the legacy of the Reformed scholasticism of the seventeenth century and gave up intellectual tools he could not well do without in the continuing confrontation with the modern spirit. (p. 114) One cannot help but wonder why Bavinck’s latter years were not more fruitful. Why did he sell most of his dogmatics library? Why did his interest turn to issues in the broader culture? Berkhof does not speculate, but he does tell us that Bavinck felt his theological direction was leading to a dead end. Could it be that he sensed he was stuck? Was he not perhaps blocked from fruitful engagement with modern thought by his own objective principle of knowledge, the holy Scriptures? Indeed, not by Scripture as such, but by Scripture as understood by premodern seventeenth-century Reformed scholasticism, a view still prevalent in present-day Reformed orthodoxy. Scripture itself is the cumulative translation of tradition over several centuries. Where it is not valued as an inspired human witness to encounter with the living God, but rather as a book of absolute truths not only about God but also about science, cosmology, anthropology, and history, how can genuine dialogue with ongoing human intellectual and spiritual development be engaged in? It is impossible. Given Bavinck’s ecclesiastical context, to raise that issue would have been fruitless; it would not have been tolerated. Reformed theology in this country faces the same dilemma. Its doctrine of Scripture has remained immune from the acids of criticism, and an authoritarian use of Scripture continues, making it impossible either to engage the cultural assumptions that remain as a legacy of the Enlightenment, or to capture the attention of an obviously spiritually destitute and groping present generation where the yearning for transcendence is pervasive. Perhaps the insights and breakthroughs in science and the spiritual bankruptcy of the West have created the moment that will compel us to move beyond both the theological impasse traced above and an authoritarian use of Scripture. In his biography of Karl Barth, Eberhard Busch records a conversation of Barth in which he referred to being dubbed orthodox. That was fine with Barth, if it pointed to a willingness “to learn from the Fathers.” © Grand Valley State University �Sleeping Through a Revolution Richard A. Rhem Page14   But he rejected any restriction to the doctrinal position of any teacher, school or confession.... “Confessions” exist for us to go through them (not once but continually), not for us to return to them, take up our abode in them, and conduct our further thinking from their standpoint and in bondage to them. (Karl Barth, p. 375) That is the freedom we must discover in order to enter the contemporary discussion, bringing the richness of Reformed theology into engagement with a postmodern world. References: Hendrikus Berkhof. Two Hundred Years of Theology, report of a personal journey. Grand Rapids: Eerdmans, 1989, translation by John Vriend of 200 Jahre Theologie: Ein Reisebericht, 1985) Hans Küng. Paradigm Change in Theology: A Symposium for the Future. David Tracy, editor. Crossroad Publishing Co., 1989. Hans Küng. Theology for the Third Millennium: An Ecumenical View. Anchor, reprint edition, 1990. James B. Miller. Postmodern Theology: Christian Faith in a Pluralist World. Wipf & Stock Publishers, 2006. © 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 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. References H. Berkhof, 200 Years of Theology, 1989, Hans Küng, Paradigm Change in Theology, 1989, Theology for the 3rd Millennium, 1990, James Miller, Postmodern Theology, 2006 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 RA-4-19910401 Date A point or period of time associated with an event in the lifecycle of the resource 1991-04-01 Type The nature or genre of the resource Text Title A name given to the resource Sleeping Through a Revolution Publisher An entity responsible for making the resource available Perspectives: A Journal of Reformed Thought 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> Language A language of the resource eng Description An account of the resource Article created, delivered, or published by Richard A. Rhem (Dick) on April 1, 1991 entitled "Sleeping Through a Revolution", it appeared in Perspectives, April 1991, pp. 8-14. Tags: Reformed Theology, Orthodoxy, Historical Thinking, Faith, Postmodern, Nature of Religious Development. Scripture references: H. Berkhof, 200 Years of Theology, 1989, Hans Küng, Paradigm Change in Theology, 1989, Theology for the 3rd Millennium, 1990, James Miller, Postmodern Theology, 2006. Format The file format, physical medium, or dimensions of the resource application/pdf Faith Historical Thinking Nature of Religious Development Orthodoxy PostModern Reformed Theology https://digitalcollections.library.gvsu.edu/files/original/fd4325876309b22415b16265e8a2a825.jpg 937be753d9ec4372c5975bd091e2c13c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_E162-0009a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1964-07-23/1964-07-26 Title A name given to the resource Sleepy John Estes Description An account of the resource Black and white photograph of Sleepy John Estes performing at the Newport Folk Festival in July 1964. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Estes, Sleepy John, 1899-1977 Blues musicians Newport Folk Festival Newport (R.I.) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/f75e26dcdcaffc6d8bac67dfe3dc0d49.jpg 9c57b3937e70e6cd544adb005a5deeb2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_E186-0017a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1964-07-23/1964-07-26 Title A name given to the resource Sleepy John Estes Description An account of the resource Black and white photograph of Sleepy John Estes performing at the Newport Folk Festival in July 1964. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Estes, Sleepy John, 1899-1977 Blues musicians Newport Folk Festival Newport (R.I.) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/6884d6180e541c1f1048492c0499873b.jpg 5e1a33d3527419915ac041790f3db1df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_E186-0021a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1964-07-23/1964-07-26 Title A name given to the resource Sleepy John Estes Description An account of the resource Black and white photograph of Sleepy John Estes performing at the Newport Folk Festival in July 1964. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Estes, Sleepy John, 1899-1977 Blues musicians Newport Folk Festival Newport (R.I.) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/e5dd67c5aad77bcdef3c27de6564b781.jpg a465d9e1d30b9c27bd512392d6a99156 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_2_1909-1911_039 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-06 Title A name given to the resource Slide on C&RI in motion 10mi Description An account of the resource Black and white photograph of a landslide on the Chicago, Rock Island and Pacific Railroad. Taken by Robert Merrill from a moving train. Subject The topic of the resource Railroads 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/c0d7cdbf7c3daa938441a97d587fb22a.jpg 52e5ded0e385637d013aa9fda11d2a4a 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-Heuchan_Slo-Mo-Shun Date A point or period of time associated with an event in the lifecycle of the resource 1955 Title A name given to the resource Slo-Mo-Shun Description An account of the resource Black and white photograph that depicts a boy in a boat titled the “So-Mo-Shun.” It is hand-captioned “Buzz Heuchen Boat 1955” and there is a circled six at the top left. On the right of the photo, the text is cut off, but what is legible says “Boat Stop Heuchen.” Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Children Outdoor recreation Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History 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 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/914d56c1d96c3d3b14ca929221eff80f.jpg 05caa91f7828096e020e2803ec26c09c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_895 Title A name given to the resource Small seaplane tender Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US AVP (small seaplane tender), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/4c6899833d7f9455d3961ff65abe3882.pdf c1cf06394eab657545503a8adb082c7c PDF Text Text Smashing Idols – Again and Again From the series: The Faith of Jesus: Trust in a Gracious God Text: Mark 3:5-6 Richard A. Rhem Christ Community Church Spring Lake, Michigan Lent III, March 14, 1993 Transcription of the spoken sermon …he was grieved at their hardness of heart…conspired with the Herodians against him, how to destroy him. Mark 3:5-6 Jesus died the way he died, because he lived the way he lived. He lived the way he lived because of the faith that he had, because of his conception of God, his understanding of the nature of God, and the spirit and attitude of God. We are trying in these Lenten weeks to discern the faith of Jesus - Jesus as a believing person in the midst of this world. Because our concrete actions and our attitudes, our behavior, really finally stem from what we believe, deep down. And if we can get to the faith of Jesus, maybe we’ll understand something of the life of Jesus. But we might not want to do that. Because if we ever discovered it and ever truly followed it, we might end up as Jesus ended up, of course – crucified. He didn’t die in bed, remember. He was put to death. We are trying to see that larger canvas which reveals the faith that he had, leading to the life that he lived, bringing him to the death that he experienced. We are able to do that better today than probably any time in the last nearly 2000 years. It’s not easy to find a historical Jesus. There are volumes and volumes written about the quest for the historical Jesus. Particularly in the 18th century when the whole science of history arose, there was a great quest to find the Jesus of the Gospels. The historical methods that were used and the way the documents of the Gospels were treated led to a blind alley, a dead end. And then for a time the possibility of discovering anything about the historical Jesus was just given up. All we had was the Christ of the Gospels, the Christ of the New Testament Church. We couldn’t get back to history itself. The reason it’s not easy to get back to history is because you are talking about Gospel documents which were already many decades removed from the life of Jesus. No one followed Jesus around with a stenographer’s pad. And then of the manuscripts we have which record the early Gospel accounts, already removed by two or three decades or more from the event, the best manuscripts are out © Grand Valley State University   �Smashing Idols Again and Again Richard A. Rhem Page 2   another century or so (the earliest around 200 CE). And so, by that time, there was a lot of interpreting and a lot of shaping, because it was a very polemical period, it was a controversial period, and so it is not easy to find the historical Jesus. But I am saying to you that today we may have a better chance of getting some sense of the historical Jesus, the believing man, the Jew in the Judaism of his time, than has been true to this point. There are a number of recent studies out right now. One of the most significant is by John Dominic Crossan, a Roman Catholic scholar, who has written The Historical Jesus, a Story of a Mediterranean Jewish Peasant. It’s an excellent, scholarly work. Fascinating book. Not the kind of book you read for devotions for Lent. It’s a scholarly treatment. It assumes a lot of background. But there is kind of a neat image he uses for Jesus in his concrete life. He speaks about Jesus as “proclaiming the unbrokered presence of God.” The “unbrokered presence of God,” proclaimed by Jesus meant God’s presence, God’s nearness, God’s accessibility to anyone and everyone, everywhere, at all times was proclaimed. The “unbrokered presence of God.” You know what brokers are? They are people who don’t own anything, and don’t do anything, produce anything, they just make money on other people who do. (That’s supposed to be funny!) (Laughter) But I am glad there are brokers. I love brokers. Don’t leave, brokers, I’m going to redeem you yet. Because you see there are a lot of things that I want to do in my life and I don’t know how to do them. You know - detailed paper work, contracts, and knowledge I don’t have. But I want to get this thing effected, so what do I do? I call my broker. My broker does it for me. For a fee. But, it’s worth it. I get it off my back. Details I don’t have to worry about, get the job done, pay a little fee. I would rather pay a few bucks and get the job done for me. That’s what brokers do. Crossan says that Jesus “proclaimed the unbrokered presence of God.” The “unbrokered presence of God.” In other words, you don’t need me as a broker of religion. And as an ecclesiastical institution, you don’t need Christ Community. And we don’t need the Reformed Church in America. And we don’t even need all of the structures of the whole Christian Church because, according to Jesus, God’s presence is immediate - available - accessible. The “unbrokered presence of God!” Well, if he’s right, I am out of business. I mean, I work hard. You don’t really want to read all of the theology I do, do you? Do you want to worry yourself about it? Do you want to have miserable Saturday nights like I do? No! You would rather go out for dinner. Have a nice evening. Get up on Sunday morning, yawn, stretch, come here. And I do it for you. I work hard, and I earn my fee. But now, here comes Jesus, and he says, “All that isn’t necessary, folks. You really don’t need him.” Well, I can understand why they killed him. (Laughter) I am serious. That’s really what was going on. Because if you were a part of the religious establishment, if you were a part of the temple and the priesthood, and the sacrificial system, and the holy days, and all of that, plus everybody that got to © Grand Valley State University �Smashing Idols Again and Again Richard A. Rhem Page 3   set up a hotdog stand outside the temple on special days and pay the fee for that. I mean, it was good for business! It was quite an institution! And anybody that threatens institutions like that is touching the economic life, and the social life, and the religious life of the community. And anybody who comes in with that kind of iconoclastic plan is probably going to pay for it with his life if he is making any kind of inroads at all. In the passage we read, if we had started earlier in the second chapter, about Jesus being in a house. You can’t get in the door, so some desperate friends of a paralyzed man chop a hole in the ceiling and they let their friend down, right in front of Jesus. He says, “Your sins are forgiven!” And they said, “Who is this - to make that kind of a claim? Only God can forgive sins.” He said to himself, “Well, you don’t think I can do that? Which is easier, to say that, or to actually make the man walk? Man, stand up.” The man stood up. But, you see, in the traditional establishment of things, there was a connection between sin and sickness, and you needed the whole priesthood, the whole mediation of the religious institution in order to provide the way by which sins could be repented of and forgiveness could be pronounced, and healing could be effected. But if you bypass that by taking a lame man into your presence and say, “Your sins are forgiven,” that undercuts the whole decent and orderly structure of things. They came to him and they said, “Your disciples don’t fast. Why don’t they fast?” Jesus played fast and loose with “fast.” He said, “They can’t fast when the bridegroom is there.” Because when you have a wedding reception, you don’t fast. At a wedding reception, you toast the bride and the groom, and you dance, and you have a wonderful party. Jesus was saying, “My presence is the presence of the Kingdom. God’s presence doesn’t need to be mediated here. And the time of the “unbrokered presence of God” here at this time, is not a time for fasting. There are not some little religious practices that you have to do, to say, “Pardon me, I am having a wonderful time, but I am going to take time off in order to do these little religious things.” Jesus said, “For goodness sakes, stay at the wedding reception.” And then, of course, there are the two instances in the third chapter about the Sabbath. The Sabbath is probably the finest gift that Judaism has given to the world. The gift of the day of rest, ceasing from labor, ceasing from figuring, planning, conspiring. Ceasing from everything, and simply being for 24 hours the presence of God. Great gift! And I am sure Jesus observed Sabbath. We have lost Sabbath. We don’t keep Sabbath any more - to our loss. But, even such a great gift as Sabbath can become a bondage, and it can become a barrier to doing what one needs to. In the case of the disciples, it was a humane thing to feed people. There are not some religious rules that need to be followed. If someone is hungry, for goodness sakes, eat! And in terms of the healing of the man with the withered hand, Jesus was angry. He was angry at their hardness of © Grand Valley State University �Smashing Idols Again and Again Richard A. Rhem Page 4   heart. Paradoxically, religion can make people so hard of heart, hard of heart in the execution of their religious duties. Jesus said, “For God’s sake, forget it!” “Man, come here. Stretch out your hand.” He said, “Is it right to do good or ill on the Sabbath?” Certainly God is into doing good, into healing, into giving life. Well, the sixth verse of that third chapter says that they went out and began to conspire to kill him. Because those are just examples. Mark marshals them in one after another, in order to show that the whole presence of Jesus was a challenge to the religious establishment. It is not a case of where the Jews were bad people or that the New Testament gives them such a bad rap, but they were just people like us. They were simply the prisoners of a traditional religious pattern of things. They were caught up in the structure of the institution, and Jesus challenged the institution at its most basic level. He spoke of the “unbrokered presence” of God. He said, “You don’t need an institution. You don’t need a temple. You don’t need the priesthood. You don’t need me. I don’t have a franchise on the presence of God. God is such that God is available for everyone and anyone, every time, any time, everywhere.” Well, in saying so, he relativized the importance of the religious institutions and the religious functionaries. And so they killed him. I don’t really think though that Jesus was against religion in its institutionalized forms. I suppose Jesus knew what all of us know. Spirit always needs form. There have always been institutional forms, institutional expressions that have been the particularization and the concretization of the religious motivation, the religious quest. And, I think, that’s legitimate, necessary and good - until it becomes an end in itself and becomes a barrier to the free flow of the Spirit of God, and the love and grace of God in the world, as so often has been the case. You say, “Well, Jesus mediating the unbrokered presence of God to anyone, anywhere, any time – What about all of the statements of the New Testament that say things like ‘No one comes to the Father but by me,’ and ‘Jesus Christ the only mediator between God and humankind,’ and all that?” Well, I’ll tell you about all that in the New Testament. Do you know what the New Testament is? It is a collection of the documents of the early Christian Church. Now think with me for just a minute. What do you have in the New Testament? Do you have some objective, unbiased statement of timeless and eternal truth? No. You have in the New Testament a polemical document of an early community, which was very fragile, very vulnerable, weak, fragile, fledgling, insecure. It was trying to find its own identity over against this massive institution of Jewish religion out of which it comes. Jesus destabilized the temple. Jesus destabilized the priesthood. Jesus destabilized the whole Jewish system without, I think, intending to be anything else than a good Jew. But he destabilized it. And there were those who, after his death, believed he was with them still. They experienced his presence. And so unexpectedly, who would have believed that this rag-tag community might grow and become like a spreading flame through the Roman Empire? But in those © Grand Valley State University �Smashing Idols Again and Again Richard A. Rhem Page 5   early decades they were seeking to find their identity over against this massive institution from which they had derived. They didn’t know if they were Jews or what. They still went to the temple. They still said their prayers. They still had their feast days. They were also followers of Jesus, thinking he was the Messiah. They were really in a transition period. They were about to jell, but they weren’t really yet what they were going to become. They didn’t know where they were going. But one thing they knew is that Jesus had been crucified by this religious institution and, over against that institution and its legalism, and its moralism and its oppressive tyranny, its domination of people, this community of followers of Jesus were saying, “No! Jesus is the Way.” It is really no wonder that the scribes and Pharisees come off pretty poorly here. You would almost think that they were some kind of demonic folk when, as a matter of fact, they were people just like us. And so, in this attempt to bear witness to their absolute conviction that Jesus was God’s presence here and that Jesus was indeed the way, the truth and the life, they put all their eggs in that basket, and these documents aren’t at all balanced objective accounts of what was, but they are the faith-ful witness of those who found everything focused in Jesus. And so, within a relatively short time, this infant community with all its vulnerability and fragility took on strength, numbers, power, form, structure. This infant Christian community, in the name of Jesus who destabilized the whole Jewish institution, found its sea legs and put stabilizers out and formed an institution over against Judaism, another brokerage house of religion, Christianity, just as much a brokerage house of religion as Judaism, and no more legitimate. By the year 312 CE, the Emperor Constantine made the Christian movement the established religion of the Roman Empire, an amazing success. And it was a fatal hour because now the state co-opted the Church, and the altar and the throne became one, coupling with faith the powers of state and religion to dominate people and control masses. Christianity had arrived in the world and it became exactly what Jesus had tried to smash in his own Judaism. So now we have not only Judaism, we’ve got another brokerage house. Merrill Lynch has got a real Paine ‘n Webber. (Laughter) Each one claiming to have the absolute truth. Each one claiming to have the only way. Each ostracizing the other and excommunicating the other. Each trying to penetrate the other side and bring it over and make it like itself. It is the tragic story of religion throughout 2000 years, and it had gone on, of course, before that. So, you see, it just may be that if Jesus came back now and looked at the Christian Church, he would shake his head and say, “I thought that’s what I died to prevent.” I was in a discussion group this week where I mentioned the fact that I grew up thinking that the whole globe was going to be Christianized, that there was going to be world evangelization – everybody would become Christian and then Jesus would come again. I don’t believe that any more. It could happen. You never say © Grand Valley State University �Smashing Idols Again and Again Richard A. Rhem Page 6   never in history, but I don’t see the world becoming Christian. I see the resurgence of the great religions of the world and the absolute necessity of the religions beginning to talk to one another, because if we don’t the prophetic historical religions - Judaism, Christianity and Islam - are going to blow up the globe. Waco, Texas, the New York Trade Center, the killing outside the abortion clinic in the Panhandle of Florida – it’s all in the name of God, my friends. The historical religions - Judaism, Christianity and Islam - they are called prophetic religions, and someone in the discussion group said to me, “Well, religion needs to be institutionalized.” They said, “Christ Community is an institution.” I said, “Yeah, tell me about it, I know.” They said, “What do you see? What do you see?” I said, “I don’t know. But I do believe this, that the Christian Church, as it is currently organized into three great branches and the branch of which we are a part is fragmentized into hundreds of small little competing companies, brokerage houses.” They said, “We are all pouring energy into the survival of those institutions while the world is about to be blown up.” And, it seems to me what we need to do is align new alliances and new coalitions - the old ones aren’t working. And then someone told me a rumor that was circulating in Catholic circles. It was only a rumor he said, but he has some connections that make me think that there might be something to it. He said that the word out of Rome is that the present pope is rather seriously ill. I hope that’s not true, because I don’t wish him any ill, but certainly the present pope is to me the epitome of the barrier and blockage of what needs to happen in our world in terms of movement forward on a whole variety of issues. But, nonetheless, maybe he is ill. I don’t know. But, in Africa there is a black Cardinal who can speak Arabic and who has connections to Israel, who is being spoken about as the next Pope. And I began to dream. I began to think. You know, three years ago we would have said that the east-west ideological standoff was something that was seen to go on and on, and the arms race and the nuclear threat, and then suddenly out of the blue, to the amazement of the whole world, the candles were lighted and prayers were said, and the walls tumbled down and Eastern Europe began to unravel. And, of course, that creates its own set of problems but, nonetheless, there is more freedom and more potential for democratic humane existence in the world than we would have thought possible just three or four years ago. Things can happen. History is open. History is dynamic, and the Spirit of God moves through structures and sometimes structures that seem impregnable get blasted. Sometimes something happens and the kind of accommodation with all kinds of demonic compromise gets blown sky high and there is newness, and the new wine of the kingdom begins to flow. And I thought to myself, what would happen if there appeared on the scene someone with the charisma of a Jesus and the spirit of God who could say to the Christian religion, “Unwrap yourself. Go back to your founder. Go back to Jesus. Undo your trinity. Undo your Christology. Undo your elaborate theories of the © Grand Valley State University �Smashing Idols Again and Again Richard A. Rhem Page 7   atonement. Go back to Jesus whom you rejected and see him as an advocate of the best of your covenant religion.” One who would say to Islam, “Look into the face of Jesus and see if Jesus is not really what you are all about.” You know my dream was that Jesus could become the Savior of the world in a way that I would never have dreamed. Jesus will not become the Savior of the world as the Christ, the exalted Christ of the Christian religion. But Jesus might just become the Savior of the world in the alchemy of God’s grace by the smashing of the respective religions in order that the truncated images of God represented in each one of them might unite to reflect that one true God, might somehow or other shine through the broken fragments into a newness and freshness that we have not yet dared to dream of. Wouldn’t that be something? I wonder if we would dare give up our Christianity for a world-saving fresh vision of the true and eternal God whose “unbrokered presence” would embrace one and all. You know when I went out to Brandeis last fall and I told you what I was going to suggest they consider: what might have happened if the Jews had not rejected Jesus; the Christians, Mohammed; the Romans, the Greek Orthodox, and you clapped. You applauded. I believe you are like people all over the world, Christians, Jews, and Muslims. I believe people all over the world like you, good people, spiritually hungry people, sincere people, morally serious people would just love for all the institutional trappings to get out of the way and that people would soften in order that you could all embrace your neighbors and we could all worship before the one God who was full of grace. It will take some idol smashing. Got your hammer ready? © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/363eda46c609f75c3ae851a70d0400be.mp3 d9705aae12a8714835acfaa79feb51df 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 Lent III Series The Faith of Jesus: Trust in a Gracious God Scripture Text Mark 3:5-6 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-0-19930314 Date A point or period of time associated with an event in the lifecycle of the resource 1993-03-14 Title A name given to the resource Smashing Idols - Again and Again 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 March 14, 1993 entitled "Smashing Idols - Again and Again", as part of the series "The Faith of Jesus: Trust in a Gracious God", on the occasion of Lent III, at Christ Community Church, Spring Lake, MI. Scripture references: Mark 3:5-6. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Followers of Jesus Inclusive Nature of Religion Unbrokered Presence of God https://digitalcollections.library.gvsu.edu/files/original/f0674d42312a2dff3d46d81e8ee2f920.mp4 09ed7827747381132799a252a7466120 https://digitalcollections.library.gvsu.edu/files/original/19caba0c7c21bf79c1a03d6e0ac62359.pdf 05b30121bfccbc408ff6f87b45dcee68 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Transcript Earl Smestad Born: October 15, 1919 in Grand Rapids MI. WWII Veteran 126th Infantry Regiment, 32nd (Red Arrow) Division Interviewed by: Jennifer Goven and Kelli Brockschmidt Transcribed by: Joan Raymer June 15, 2007 Interviewer: “Let’s start with your time in Grand Rapids before you joined the reserve.” “What were you doing during high school?” “What were you doing with your friends? What kind of school work were you doing?” The first school I went to was a Michigan school up on Michigan Street and they were going to tear that down and Reverend DeHaan took that church over and then we had to go to Coit School when I was about 10 or 11 years old and that’s about my grade school education. Then we went to Central when I was 12 and I graduated from there in 1939. Interviewer: “Did you have plans for after high school that you had thought of? Was there some kind of work that you wanted to do?” I always thought when I was in high school, I was in the R.O.T.C. about 3 years and that’s because we got free uniforms 3 days a week and then I got in the National Guards in 1938. Interviewer: “So, before you finished high school you went into the National Guard?” 2:27 I was in the National Guard before I got out of high school. Interviewer: “Where a lot of your friends in the guard? Is that why you went in?” They were all in; the whole neighborhood joined various companies. We had about 15 kids around there, they all signed up. Interviewer: “Why did you guys sign up? Just to hang out together or what?” We hung out and went around together, yea. We would sit up on the corner and watch the girls go by. We’d stop up there where all the girls worked in the Booth Dairy and chatted. We swam, we would go swimming at the park and play games, sports, football and baseball and challenge various teams from the “Gas House Gang” down there and then the Polish boys and the farmer boys. We would have a yearly football game with those 3 groups of boys. 3:29 Interviewer: “Did a lot of those boys also join the reserve?” Yea, there were some of them, but mostly it was boys from the neighborhood of College and Hastings Street and Union Avenue North of us there. Interviewer: “Did you spend a lot of time at the Armory?” 1 �We spent time down there when we could play pool and ping-pong and cards and they had a small swimming pool there. We would go swimming and we had to fight John English the manager. Interviewer: “You said you joined in 1938, what was the process like to sign up for the guards?” Just go up there and put your name down and sign up for 3 years at that time. 4:22 Interviewer: “Did you know what was going on over in Europe at this time?” That was one of the reasons I joined up, so I could get in with-- if we did have to go I would be in with a bunch of boys that I knew and was close to, that is one of the reasons I joined. Interviewer: “Who was one of your close friends at this time?” “My closest friend?” Oh, Ray Evans and Bill Caulkins, my brother and Louis Cane and Jim Verstay. Interviewer: “Now did your brother sign up with the guards the same time you did?” 5:07 He signed up about a month before I did with his buddy the Sherwood boy. Yea, we had hung around together all these years, we had parties all the time. They eventually all got married and we’d have reunions with the “Red Arrow” Club and the Grand Rapids Club meetings, every third Friday after a while. Interviewer: “So when did you find out you were being mobilized?” I think it was around August they were talking about mobilizing the guards. So I quit my job and I went with Bill Sherwood and Fred Ron, we took a trip out east for about 8 or 9 days and came back and we basically went south in October. Interviewer: “What did you do on your trip out east?” “What did I do on that trip?” “Oh my gosh”, we went visiting, we took pictures, we went to the Philadelphia mint and watched them mint coins there, we went to various parks and theaters with some friends of Fred. 6:33 Their daughter called up a couple of girl friends and we went out with them a couple of nights to the theater and Coke Cola stands. Interviewer: “So where did you end up going down south and how did you get there?” Well, first of all there were 15 people from the supply section, 15 enlisted men and 1 officer. They loaded us on a truck and I think that was about the 17th of October 17th or 18th maybe, and so we went to Kalamazoo and we got on the train at Kalamazoo. Our group, we went on the train down south, we stopped one time to relax our legs and get some refreshments and continued on to Louisiana and Camp Beauregard. Interviewer: “Did the train lead you to New Orleans? Is that where you got off the train? Did the train end in New Orleans that you took?” Yea, we went straight down on the same train, we didn’t have to get off except to relax and get some refreshments. 2 �Interviewer: “What unit were you assigned to?” 7:56 I was in the Service Company, 126th Infantry, 32nd Division. Interviewer: “So what were you feeling when you were traveling down there? Were you guys excited, or nervous? Oh Yea, we were talking and playing cards, whatever you do when your on a train, look at the scenery and like I said, we got off in Memphis for refreshments and went right on. It’s been a long time ago and it’s pretty hard to remember everything that happened on that train. 8:29 Interviewer: “What was your reaction to Louisiana when you got there?” Hot, it was October and it took us 2 or 3 days to get down there and it was hot and clay and we had to put up the tents, pound some stakes in and you couldn’t do it. You would pound a stake in and break it, get another stake and finally we had enough broken stakes around there to build a big bonfire, but then we got the tents up and we had to count and take an inventory of what was there. Tents, cots, mattresses and stuff like that. They had equipment there that had to be inventoried; it was lying around there in the kitchens. Every kitchen had about 3 battalions and 4 auxiliary companies down there and we had to check the property and vests, we was drawing supplies for them all the time and putting them up in their tents and stuff like that. 9:40 We were pretty busy. Interviewer: “Were you able to keep company with the boys you joined with from Grand Rapids?” Yea, in that group, yes. They were all mostly from Grand Rapids except--- the third battalion was 99% Grand Rapids, but then they had these other units from Muskegon, Big Rapids, Holland, Grand Haven, and the town south of here, not Battle Creek, but Adrian, they had a company and Holland had a company. The Massenma Company, they were from Grand Rapids and these other units like over from the 2nd and 3rd battalion. Interviewer: “Did you guys get a lot of training while you were in Louisiana or did you move on from there and have some more training in other places?” We were there and the troops came down around 10 days after, but they drove the trucks down. They came down by truck and we had training down there. They would go out in the field and train and what not. 11:17 We would just work around the warehouse and draw supplies whenever they needed them and requisition for the whole regiment. Interviewer: “What was the job you liked the most while you were down there?” “What was the job I liked the most?” Taking the weekend leave once in a while. Interviewer: “What was the worst job you had to do while you were down there?” K.P., washing dishes and peeling potatoes, that was the worst job. Interviewer: “What was your daily routine like? When did you wake up? What did you do throughout the day?” Gosh, we woke up real early in the morning I know that. They would have reveille and we would all get out there and salute the colors when they put the colors up and we had 3 �to do the same thing at night. 12:17 Some of us had to be out there in dress uniforms. We were a group of mechanics and supply people and what not and we would stand, as we were dressed. That was real a real touching moment of the day was when they would blow retreat at night and the cannon would go off everything stopped, all the trucks would stop and the driver always had to get out to salute. It was strict way back then, but I don’t think they do that much anymore; there is not as much discipline. There was a lot of discipline then, in fact if a Corporal told you to do something, boy you jumped up when he said “right now”. 13:19 They put the fear of God into you at that time. Interviewer: “What were your Sergeants like?” They were all ok, you liked some more than the other guy, but they were all pretty good, they just wanted—if you obeyed them they weren’t too bad, but if you didn’t, you got an extra job to do. So, you said “ok” and did what they told you to do, but if we had some time off we would kind of slip away once in a while. They had these bales of hay they used to stuff a mattress with, that’s what our mattress was like it had straw in there. If you put too much straw in there it was a big bundle, you had to put in just enough to lay on. I remember one time we was around there and we, about 3 or 4 of us, we fixed a little cave in that straw pile and low and behold they hollered for guys to report for a job, well, nobody is around and then all of a sudden a bale comes off the cover and we are looking up into the Sergeant’s eyes and he says, “Next time you find you r own hiding places, this is the place we always used to hang out” so, we had to search around for a different place to duck around. 14:57 Interviewer: “Do you remember that Sergeant’s name?” I remember a lot, Al Sawicki and there were guys, gosh, they were old timers. If fact Al Sawicki was a boxing champion in Grand Rapids around 1935. He was a tough little bugger. He’s the guy who gave me the nickname of Sam. We were down-- after we moved over from Beauregard we moved to Camp Livingston and at Camp Beauregard we had these Sibley stoves and once you put a fire in there these sparks would come up and every now and then you would look up there and say, “the suns coming through the tent”. We had a spark come on that spot and the spot got bigger and bigger, it was on fire. A lot of tents burned down over there. 16:02 When we went to Camp Livingston they had a stove in a tent and they didn’t have to worry about the sparks there. Al Sawicki was trying to wake us up one morning after we came back from a weekend pass and hollering at all of us to get up and everybody started getting up and I just laid there when he tried to call my name because he couldn’t pronounce it, he could pronounce Masalouski and Kozalowski and Willkowski, but he couldn’t pronounce Smestad so he just cut it down to Sam later on. He said, “get up” and he was still laying in bed and I said, “you’re not up yet” and he said, “if I get up, I’ll throw you out of your bunk” and he would, too. He was a little guy, but tougher than the dickens and so he got up and I got up and he came over towards me and I just kind of put my hand out like that and just caught him off balance on the chest and he backed up to his bunk and come at me, he was going to kill me. He said, “boy, if you don’t get up right now”---I knew he would so I got up about that quick, but he was a real good guy. 17:29 He didn’t talk to me for about a week or a while and “Big John” was his buddy. “Big John” and Al were pals from way back from the west side. I told John “do you know Al, he never says anything, he never 4 �hollers at me to get up or anything”, so I was on KP that day and I had to serve the Sergeants table and I brought a plate over there and John said, “is Al talking to ya”? He blows out a great big smile and from then on we were the same as we were before. Interviewer: “What kind of training was going on at Camp Livingston?” The troops would go out there with their machine guns and their rifles. They would go practice firing and maneuver around, like I said, I was a supply man so we stayed up in the warehouse and issued supplies when the supply Sergeant would come up with his arm artificer and whenever they needed some--- there was a ration section and another section and I was in the clothing and equipment and we would help each other out a lot. 18:53 We would have to go to the quartermaster and draw supplies and put them in a tent and call the companies up and tell them that their shoes are in or their socks are in, or their shirts are in, or whatever they wanted to have of their stuff. 19:10 Interviewer: “So where was your next stop after Camp Livingston?” Our next stop? Well, we had maneuvers down there all throughout the south and we had to go out in the field there, I guess, for probably a month. The Red Army fought the Blue Army. President Eisenhower, at that time he was a Major or Lt. Colonel, the opposition side there found out later on and then our supply guys, we just had to bring supplies through the lines at night, the companies’ rations and stuff like that. Then we went up to Fort Devens in Massachusetts. We went up there by train; our outfit went by train, a lot of the drivers drove up there, so we settled up in there. 20:18 Interviewer: “Prior to that, Pearl Harbor was attacked. Where were you on December 7?” “Where was I on December 7th?” I will tell you exactly, we was at a little tavern coming home from a small town and we said, “let’s stop and have one more drink”. I forget the name of the place, so we pulled in there and we looked up there and it looked like there was a riot going on. Everybody was pouring out of that place. We walked in and said, ”what’s the matter?” The M.P. said, “everybody’s got to go back, they just bombed Pearl Harbor”. Oh Man, so we had to go back to the camp as quick as we could get and we had to go down to the ammunition dump and draw tons and tons of ammunition to distribute to the troops. Then the troops were sent to Louisiana, bridges around Louisiana, Mississippi bridges and what not, important places. 21:21 These other companies were doing that and right after that we went up to get ready to go to Europe. We got up there and all of a sudden they changes their tactics and they took our engineers away from us and they were sent to ship out and they wound up in England, Ireland or England, I don’t know where they wound up at, so we didn’t have any engineer unit, so they drafted the engineer unit from Massachusetts to join our outfit, so we had some engineers with us. 22:02 Interviewer: “So, this was at Fort Devens?” Yea. Interviewer: “Now when Pearl Harbor was attacked, did you know where Pearl Harbor was?” 5 �Well we found out. We knew it was in the Hawaiian Islands. A lot of us knew where it was from our maps and history, but we didn’t know how serious it was. Then Sunday we heard the president speak. That famous speech he had there and I don’t know word for word what he said, but he said there was a war going on and that’s all. He declared war and then the Senate and House of Representatives had to vote on it at that time. Now days the president says, “well let’s conquer that county, we need the oil.” I could say a lot of nasty things about that, but whatever, it might cost me a quarter. Interviewer: “Where did you go from Fort Devens?” Well, then we went to—we had a furlough; they cancelled furloughs when we were down south. They cancelled furloughs and I was ready to go to the Mardi Gras with another boy and they cancelled furloughs and I said, ”oh gosh”. So, we got up there and then they let us, the groups that didn’t get furloughs, they gave them 5 days. 23:33 the group I went out with, 5 of us were from Grand Rapids. We got on the train and took off on the train and we called up some old friends, a friend that I knew when she was a little girl and I came home one night and said, “who’s talking to Helen, my sister? Go find out.” So, these girls talking to Helen were grown up girls and that was the same girl that lived next door to us way back when. So, we dated and 2 of us went together with friends around town here and what not. We were supposed to be back on a Saturday or Sunday night I think it was. I told Ted Urbanski, he was another boy with us, and I said, “I’m not going home on a Saturday, let’s go back Sunday”. Ok, so we called up another guy and he said,”ok”, so the 3 of us, we stayed Saturday and Sunday and we got back in time for reveille Monday morning. Then we all got called into the office and they said, “you guys are all busted and reduced in rank”. Ted and I were only a PFC, but Howard was a Corporal, so we all wound up as Privates. How convenient. 25:04 When I told them, “we got back for reveille”, our company commander, he got upset about that and said, ”well, the order was to be here Sunday morning”. Well, I said, “we couldn’t leave Saturday night without having a little fun”. Well, that didn’t set too good. The saddest part of it was, when we were going from Louisiana right up to Boston, he had sent his wife up there before hand and we weren’t supposed to tell anybody where we was going to go, but we got up there ands several of the officers had wives up there, but we couldn’t tell anybody else where we were going. 25:57 So, you know how much a secret amounts to. So, then for punishment we had to, Ted and I, we had to be on KP, so our supply officer said, “they’re not going to be on KP, go get em and type up some information”, I was a clerk there at the time. So, I got pulled out of KP, which I thought was wonderful, just super. 26:31 So, we got on the train and they used us as runners. I forget how many trains we had on, we had Pullman cars and we had 3 guys to a berth, 2 guys on the lower berth and 1 on top. They would get a message from there, where we were going to stop, rest stop, at the next little town. We would have to go back to the companies and tell the First Sergeant we were going to stop for x hours and for so many minutes. Well, every time you did that, everybody’s running up there to the taverns and running back with a bottle of pop or whatever they had, in paper bags and the train would pull out an you could see them running to try to catch the train. 27:29 Some of the guys never did come back. I think there was one boy in our company that I never saw after that, but we would have to go back and come back and would take turns about that. It was interesting, we would stop by and talk to the First Sergeant and take our time going 6 �back. We didn’t care if we got back to headquarters spot because there was always 1 guy up there anyway. You talk to the supply Sergeants and the mess Sergeants in there and they might have a little bottle of pop there and offer us, whatever. 28:10 Then we finally landed in California, got out, we weren’t allowed to go to town for a little while there, but we did manage to get out a couple of times. We went to a place they called the “Dog Track” and it was just a little track, an old dog track and I think we was there a day or 2 and they put us up into the coliseum where they had their Rodeos and all that and we slept in-between the benches there, our outfit did anyway. 28:46 Interviewer: “Is that what they call the Cow Palace?” Yes. Interviewer: “How long did you stay at the Cow Palace?’ Gosh, I don’t really remember. I don’t remember how many days, when we got there and it seems like we were there probably a week. 29:10 Interviewer: “Now, was that just temporary lodging because they had no where else to put you?” No, from there we went on aboard ship. Interviewer: “What ship?’ The U.S.S. Lorreline. Interviewer: “Where did you leave from?” We left from San Francisco. Interviewer: “Do you know when?” Yea, let’s see, in April---we left the 22nd of April and we landed the 15th of May, I think it was. Interviewer: “That was in 1941?” [1942] 1941, yes 1941, we had about 5,000 troops on that ship and 127 and 128, they were on 2 other ships about the same size, but the Lorreline, I think, was the largest ship. Interviewer: “Did you know where you were going?” We thought we was going to---we figured we were going to Australia, just talk you know and whatnot. 30:08 Interviewer: “Where did you stay on the ship?” We boarded—we had an advance group going on the ship to assign units different compartments in different parts of the ship. Our group was on the aft or the tail end and that is what used to be called the hospital bay. That was a 2-bunk affair, but part of us was in there and the other part was just inside. That was like 6 bunks there with about this much space between them, 5 or 6 bunks high. We were in what-- they were just 2 beds high in what used to be the hospital. The ship was on-- the tail end was right outside. We went under the Golden Gate Bridge and it was rough. 31:18 7 �Interviewer: “Did you get sea sick?” 4,000 troops got sea sick, at least 4,000. Interviewer: “How did you treat it?” We just didn’t treat it. “What could you treat it with? Nothing” Interviewer: “Now this was a luxury ship previous to this, so it was still pretty nice inside?” Well, some of them had rooms. Mostly the high ranking noncommissioned officers had rooms down there, cabins and there was a lot of them that didn’t have cabins. For 5,000 troops, you know, they had to spread them out. Interviewer: “Was the food good?” I guess if you could eat it. It was palatable, you could chew it down. Interviewer: “Now did you cross the equator?” Yes, we crossed. Interviewer: “Did you participate in the King Neptune ceremony?” That is the International Date Line, that’s not the equator, that’s a different line. We crossed that and I don’t know if we if it was the same day tomorrow as it was today or something like that, I forget how it’s changed. Then they initiated a few of the troops and out of our company they took 5 guys and you can’t guess who one of the guys was? Interviewer: “Was it you?” Yes, it was me and I remember there was Al Sawicki, Jimmy Wells, he was a golf pro in Grand Rapids for a good number of years, myself and I forget the other guys name, I think his name was Ray Dodds and it seems like there was another one, but I don’t remember. Anyway, your go and your in your “skivvies”, just your shorts on and you go down what they call a ladder, 2 ladders on each side going down the back of the ship and you get down to the bottom and there’s---on my side they had a guy with a pair of shears and they look about that long and I just had a haircut, I just had a brush cut, and the guy he would pull up a bunch of my hair like that and clip, clip, all over my head there. 33:48 I thought he was going to cut an ear off. Al Sawicki, on that side they had an electric shears and they just zipped up his head there and Jimmy Wells had that. So then you crawl along and there are some guys swatting you and spraying the hose at ya and I didn’t weigh too much and there were 2 guys there that just lifted me up and just chunked me in that barrel of water. 34:17 Those big blobs of water would just chunk you down and the next thing was say “pollywog” or “shell back’ and I was watching what was going on there and if you said “pollywog” down you went again, but if you said “shell back” they let you go. So, I was kind of wise to that, but I had to wait for the guy ahead of me to get dunked, so they plunged me in there and I said,” shell back, shell back, shell back” and they let me go, but Al Sawicki he didn’t know what he was, he was spitting water and down again he would go, I think they dunked him about 3 times before I said, “shell back Al, shell back” and he finally got wise and they let him go. Then they had 8 �guys there with sticks and when they were tired of doing that they would slap you one little lick that is about all, but then they had the queen up there in this court, sitting way up above there and they ‘re all dressed up and he’s got a rod there that shows he’s the boss and their all dressed up, their dressed up something beautiful. 35:43 Then he would say, “ok, let him go” or something like that. They let us go back and change and get some dry shorts on. Interviewer: “How long did that take?” It took all-day and part of the night. These sailors were running around there trying to get guys that dodged them. They would go around and say,” who missed it?” and you could hear them running around. Some of the sailors on board, some of them had never been over before either, so they were getting it too. 36:20 They only got a few guys from each unit you know instead of the whole gang, but I’m telling you, it was interesting. Some of the guys took pictures and I got pictures of the court and stuff like that. It was kind of fun. Interviewer: “How long did it take you to get to Australia?” I think we were on that ship 22 days all together. Interviewer: “Where did you land?” We landed in Adelaide, way in the southern part, but that was about the time the Coral Sea battle was going on and while we was on board ship there we got a note from Tokyo Rose and she said, “Well,” she said, “It’s too bad that the 36th Division was just sunk” and we said, “man o man they must have sunken one of the other ships maybe or something like that”, but they didn’t, they was just telling us how dangerous it was, but I often thought, I always thought I saw lightning all the time and come to think of it, it might have been the ships firing at each other there, but it was so far away—they weren’t even close to us there. 37:45 We landed in Adelaide at the dock there and people they got big signs down there “a loose lip causes damage” or something like that, “ bad talk or loose lips”, just don’t report stuff—that’s all you could hear for a while over there. Of course they were being attacked by Japan and they thought Japan was going to come through the mountains over there in New Guinea and attack them. 38:20 Interviewer: “How long were you in Australia before you headed to New Guinea?” Oh gosh, we was in Australia for a while and went through more stuff and we was in Adelaide and then we went up to Brisbane and got part way up to I think Armidale and we had to get off because the rails gauge changed, in every state there were different rails for the train so we had to load our baggage and our trucks and whatever supplies and stuff and then we drove the rest of the way, I don’t know how far that was. We bypassed Sydney and got into Brisbane and we set up tents in the woods there. There were no rows, there was a tent here and a tent there and whatnot, but they had a warehouse there and stuff. Interviewer: “Did you get much jungle training there? Were the troops getting trained there?” 9 �No, it was just in the woods there of that camp, Camp Cable, they named that Camp Cable after a boy from our company. He was on board ship and they were shipping some supplies from Brisbane by water and that ship got sunk and he was killed so they named the camp after him, he was from Kalamazoo. 39:59 Gerald Cable his name was, he was a mechanic. We was there for quite a while then we went on up, if I had that little “Red Arrow” book it would tell us when we left there in 1942, 41, 42. We left there and went to New Guinea and then Port Moresby. Interviewer: “In Brisbane, did you have any interaction with the Australians?” Yes, they’d go to town almost every night. There were drivers that were going to town and in Adelaide we went to town a bunch of times. We went bowling a couple of times down there and nobody knew how to score, but we just knew how to throw the ball there and how many pins we knocked down, we put them in a count, heck we were bowling 290 down there. When someone told us how to keep the score, they kept score for us and we was bowling about 90 or 100 and stuff like that. Then we wound it up and the rest of the time we just stopped, they would have an advance party to find a park for us to pull the trucks in and we had just a company of guys and we pulled in up there and in the morning, one morning, we got up and gosh, there was all snow up there, it was cold and it was all frost and everybody was frosty. It was in their wintertime by the way, it was their wintertime or getting in the fall. 42:01 We finally got up to Brisbane and went to town once in a while. They would go out and train and we would just go and pick up some more supplies and stuff. Finally we wound up in Port Moresby there. I think the name of the ship that took us up there was the “Holland”, the “S.S. Holland”, it was like a liberty ship and I think it was the “Holland”, I’m not sure, but somebody thought that was it. 42:42 Interviewer: “Did you guys know what you were getting into when you headed to New Guinea?” Well, we knew there was going to be some---that somebody was going to die up there, at least we should have known that. If there’s a war going on somebody’s going to get killed. 42:57 Interviewer: “Were you guys nervous about landing there?” No, I don’t think so, no. They didn’t get nervous until they went up to the front and I was fortunate that I never did get up there in that deal, but the Japs---we was living on the edge of an airport there and we had pup tents set up there and they had tents for the officers and the kitchen and then we would---the Japs would bomb, flying Charlie would come over every night and it sounded like a washing machine and “washing machine Charlie” came flying around there, flying around there and he would come every night, every night he would come and up on the hill they would fire at him and fire at him. 43:51 Interviewer: “Was this still in Port Moresby?” Yes, then, we was at the edge of the airport and they dropped---one night they dropped some bombs and 5 boys from H company out of Ionia, they just came down to pick up some machine gun parts or parts for their guns and machine guns and what not and a 10 �bomb hit the tree and the shrapnel came down and eventually 3 of those boys were killed, they died from that. 44:37 I had a small piece of shrapnel that didn’t amount to a pea size. Another fellow who was in our outfit, Fletcher, he was laying on his back and he had his knee raised up and it took his knee off and he lost his leg there and he disappeared from our view after that, but he got ok, he was selling war bonds in Grand Rapids here, he had a new leg and he stopped up and called our folks up there, their number and stuff. Up front there it was tough, you couldn’t see from here to you. My brother was laying up there and he heard some---if you hear some noise going out there and you didn’t know the password you took a shot at that direction and he had his rifle aimed out that way and the guy popped up and looked right at that muzzle of his rifle and finally he yelled the password and Carl, he should have fired right off the bat because he challenged him and never got a word back, but he never fired back and this guy was a friend of ours from Grand Rapids here and he came that close to getting killed. 46:10 Later on this boy, he got hit in the leg. He was all right, but he always had to wear a large shoe about that was much higher on that leg that got shot by a sniper. Interviewer: “What was the password, do you remember?” I don’t remember that, but they always used an “R” word because the Japanese, they couldn’t pronounce that word. “R” like Robin or Ruth was a password at one time or Robin and I don’t remember what some of the others might be. 46:46 Interviewer: “Now when you were hit with shrapnel, was this the first time that you had seen casualties?” Yea, because the other troops hadn’t gotten up there yet, but I went up to the hospital there and it looked like my whole side was ripped open because it burned and I just rubbed it and I bled all the way up that way. 47:14 “By gosh”, he said, “Fletcher got hit” and I went over there and he said, “were you hit too?” and he got all excited and jumped up and he was crazy. It was ok, I went to the medics and saw these other guys lying on the table being operated on and it was pretty bad. This one boy, I think he was from Wayland, his name was Ambrose, Ambrose was his name, this one boy, and the other boys name was Lester B. Sitts, S I T T S. I remember Sitts because he was in the armor for each company and he was a little short guy, he was, when we were in other camps he would come down there and try to promote little extras off us and I said, “now get outa here, you got all you got comin, now get going”. He would fight for more, they would always fight for more and we’d go down to the Quartermaster and we always had so many pieces to bring back, clothing or shoes, we’d want 5 more. 48:36 Interviewer: “Now were you in charge of handing out supplies? Is that what you were doing?” Yea, we had to keep a record of what we gave out. Interviewer: “Were you told how much you could give out to each company?” Yea, we know how much the TOD was, they had so many people, they got so many pairs of shoes or so many of this and so many of that. We knew how much they were allowed and they come back because they got so many men and they get one per man and they would say they had extra guys coming in all the time and I would say,”aw, get outa here”. 11 �Interviewer: “Where did your orders come from?” They would send in what they wanted and what they needed and we would check it out and go down and draw it, if we knew they were over we just---he said,” we ordered 50”, well you got 47 people there so you only get 47. 49:32 Everybody was trying, you know they---it’s a thing where you want to help your troops, but we were pretty good at that too down at the division there. Interviewer: “What were your orders from the time you were injured, after that where did you go from there?” We were there for a while, we was always there until we came back from up front there. Interviewer: “Was this at the time the battle of Buna was going on?” Yes, I never got up at that battle, but we got up to the rest of them with our supplies. 50:18 Interviewer: “At this time did you have any idea what was going on, on the home front? What was happening with your parents? Were you able to keep in contact?” Oh ya, guys would come back and we would hear about it. We would go down to the airport, we had to load supplies up at the airport, load the planes up and then while the troops was marching, the 2nd Battalion had to march over the mountain and I got a letter of this Al Sawicki, I got his diary of what happened on that night. Somebody should see it, but I couldn’t publish it myself because it isn’t---But then the only part about it is, he would just say, “a guy this,” he never put any names of the people in that writing that he had and it was in his own handwriting. He did that probably when he came back, I mean when he came back from there. He was a good old boy. Interviewer: “Did you have much help from the natives while you were there in New Guinea?” Yes, they called them “angels of mercy” up there at the front because they would take these prisoners, I mean wounded people and carry them back to the aid stations to get patched up and whatnot. They were really great, yea. 51:54 They always talk about that, every boy that was up there talked about them, but when the champagne came on it was just by luck that they---the Japs to begin with, the Japs were cut off to begin with, they had the blockade down and they couldn’t get any reinforcements at all and they were just blocked in there, why they had to continue the battle is---it’s in the papers that came out after the war. Why was it necessary to go up there, they had them blockaded off? They couldn’t go anyplace, they couldn’t get off the island, but that’s the way the army runs. 52:49 Interviewer: “did you have any direct contact with the Japanese while you were at Port Moresby?” No, no. Interviewer: “the natives, did they help deliver any of the supplies that you were giving out?” 12 �Oh yea, they were great; down there we didn’t need them because we had enough people there to load and unload the planes. Interviewer: “How were you able to talk with them?” We didn’t have much between us; we didn’t have much at all. We could use some words; I can’t remember just what words we used, what money was and what food was and some words like that. If all you knew was money and food, what else do you have to know? Interviewer: “During this time, where were you sleeping? How were you taking showers? What were you eating? We had a big 50-gallon drum up there and we run water. We were able to go out and swim, but it was kind of dangerous because of the rocks out there and the coral out there and it wasn’t---there were fish out there, sting fish or whatever and stuff like that, but swimming wasn’t the best thing to do, just go out there and wash and clean-up a little bit better than with the 50 gallon drum there coming down on ya. I got some pictures that you might have seen, I don’t know. 54:41 Interviewer: “Where did you go after Port Moresby?” Where did we go? We didn’t go anywhere. There was nothing there except some buildings, but now it’s a modern town. Interviewer: “After you left there, what were your next orders?” We went back to Australia; we had more training down there. We went back to Brisbane and then we had some leave time and we went to different towns around there. We traveled and on up there we met acquaintances and we went back down there again and I went to South Grafton, 4 of us went down there and we slept in a hotel out on a porch. They closed the end of the porch off and put 2 beds in there, well, they had a bed inside and out on the porch they put 2 beds out on the porch there and another boy and I slept out there and 2 other fellas slept in the bed there. I come in one night and the door was locked. I shook the door and said, “hey, it’s Sam”, Combs was there and I called him “Duck” and he said, “who’s there?” and I said, “me, let me in”, I’m shaking the door knob and all of a sudden I look up and the door knob from the inside fell on the floor so I just pushed the door open. 56:19 Well, he had a friend in bed with him, that’s why he didn’t want me to come in. Interviewer: “Did you meet people there? Did you have any relationships? Were there friends from home? Did you have a girl friend there? Did you meet any girls in Australia?” Oh, we met a girl the first night we was there. They had some kind of a carnival in town, South Grafton was a small town like Rockford maybe and it was a pretty town. We went to a bar and they were rationed with their drinking so we were drinking, I forget what we were drinking, having some highballs or something and this young couple there was running the bar, a man and his wife, they said, “we ran out ” of what we was drinking, “well”, they said, “we got a bottle of rum here” and I heard of rum and coke ya know and so we said, “we’ll buy it”, so we bought the bottle of rum and out of the corner of my eye 13 �I looked in there and there was a lady sitting around the corner there, so we went outside and opened the bottle up and this one boy took a drink out of it and said, “oh, wow!” and I took a drink out of it and it felt like it was a “boiler maker” going down and when it hit the bottom, it seemed like it exploded. Wham! 58:17 We had that bottle in our—I saw this other girl there and I started talking to her and we visited a little bit you know and found out where she lived, right up there not too far away. We walked her home and the other guys disappeared so, I met her that night and a couple more nights and I said, “I think I will stay here for a while”. While we were there, there was a boy who was AWOL and he had been there for a month already and I said, “I’ll do the same thing”. 58:58 Interviewers: “Thank you Mr. Smested and Happy Veterans Day.” 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 SmestadE Title A name given to the resource Smestad, Erling Martin (Interview transcript and video), 2006 Creator An entity primarily responsible for making the resource Smestad, Erling Martin Description An account of the resource Erling Smestad enlisted in the Michigan National Guard in 1938 and served in the 126th Infantry Regiment, 32nd (Red Arrow) Division until June of 1945. His unit trained in Louisiana and was shipped first to the East Coast and then back across the country and across the Pacific to Australia and New Guinea, where it fought in a series of battles before going on to the Philippines. Smestad's account covers all of this, and includes good descriptions of different aspects of training and of trying to fight a war in a jungle without adequate supplies. His interview is featured in the documentary Nightmare in New Guinea produced by Grand Valley State University. Contributor An entity responsible for making contributions to the resource Goven, Jennifer (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans World War, 1939-1945--Personal narratives, American United States. Army Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2006-11-0 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/c340dc1c5550619f4583eefd68058c25.jpg ad63a5ec0b8b50f011eddc48543cc337 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_D183-0015 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1963-06-30 Title A name given to the resource Smith Street Subway, Brooklyn, New York Description An account of the resource Black and white photograph of man sitting on the sidewalk in Brooklyn, New York. In the photograph, a subway entrance can be seen noting the station, "Smith Street - 8th Avenue Independent Subway System to Manhattan, the Bronx and Queens, to Church Avenue." Scanned from the negative. Subject The topic of the resource Brooklyn (New York, N.Y.) Subway stations Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/3375d78a6cdb3c216483d664b5843dc9.jpg 5e516d07b55299f0e61f2ae8273bda52 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Smith-AlexanderArnie Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Smith-Alexander, Arnie Description An account of the resource Arnie Smith-Alexander Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/04d88fce362fa355c99f6f13ab79ad2e.mp4 aa299b3d31d0c37392ef62cde16f846d https://digitalcollections.library.gvsu.edu/files/original/1f547cc63ad1a6d6a9553459024e8452.pdf b65b65b5767a1f97c382d4749bf1d6e7 PDF Text Text Grand Valley State University Veterans History Project Interview Notes Length: 1:11: 25 Arthur Louis Smith WWII Veteran; Korean War Veteran United States Army; National Guard; 1942 to 1956 (when left the Reserve) (0:00) Early years • Born in Sioux St. Marie, Ontario, Canada in 1915 o Lived by huge mountains where would go and cut Christmas trees each year • Dad worked in a factory in Canada but then moved family to Detroit when got a job with his Uncle O.W. Smith, who ran a gravel pit in Oxford, MI o This gravel pit moved out 300 railcars full of gravel everyday o Arthur worked during the summers here and rode the barge o The gravel came down from the melting glaciers in Canada (4:18) WWI stories (Canada) • When Smith was a boy, would cut across his neighbors lawns to get to school. • One day Smith was walking across a yard and came across 2 medals on a chain (Dog tags). Smith returned it to the owner. The owner was so happy because it was one of the few pieces of memorabilia he had from serving in WWI • When WWI ended, Smith remembers that the Kaiser of Germany was killed [ed. note: actually just exiled—died in 1940]. In Sioux St. Marie burned an effigy of the Kaiser (6:56) Extracurricular school activities (high school; MI) • Marching band o Won the United States Championship in Tulsa, OK o John Phillip Sousa ran the competition in OK o Smith shook hands with Sousa o 1600 bands in Tulsa for the competition o This was Sousa’s last concert o Smith played cellophane and later the French horn o Required to practice 12 hours/week o Taught band at Interlochen during the summers • Football o Smith was the QB on the team • Track o Did the pole vault o Vaulted about 12 feet ƒ Had to be careful because used bamboo poles which could spit while vaulting and hurt the vaulter • Graduated high school in 1935 (13:50) College • Attended Alma College where he became the head janitor �• Played almost every sport very well • Graduated college in 1938 (15:10) Current events of 1939 • Current events didn’t really affect him; wasn’t involved in politics • Smith was in boy scouts (23:15) After college • Assistant coach for football at Constantine High School near Kalamazoo, MI • Won league a few times • Smith’s only rule was no drinking or smoking when playing on the team • The superintendent’s son (a center for the football team) was caught smoking and drinking and so Smith would not let him play on the team. Smith was going to get fired but the president of the school board stood up for him and Smith was allowed to stay o The guy who was kicked off the team became the team’s manager (28:13) Pearl Harbor • Was hitchhiking from Kalamazoo to Constantine (29:50) Wife • Soon to be wife, Kara, was Alma’s first homecoming queen • Smith dated her (she a freshman, he newly graduated) • When Smith got a job away from Alma, Kara transferred to Albion College to be closer to Smith • Smith and Kara went together for 4 years o Her dad said that she could not marry until she finished college • Married the first Saturday after Kara’s graduation in June 1942. • Called for duty 1 month later (32:20) Service • Went into the service late Spring-early Summer in 1942 • Went to Detroit then to Fort Custer, Battle Creek for basic training • Sent to Wyoming for advanced training in the mountains for the infantry division o wife followed him here and got an office job • became a Corporal • played basketball for the Army • went to officer training school in VA o became a “90 Day Wonder” o Kara followed him to VA • Sent to Boise, Idaho o First child was born here • Then sent to CA where shipped out to Australia (39:11) Australia • Stopped briefly in Hawaii and saw the massive destruction of Pearl Harbor • Big celebration aboard the ship when they passed the equator on way to Australia • In Australia, became a quartermaster (41:50) The Pacific Theatre • In charge of chaperoning the equipment • Stayed in the Philippines for a long time �o Was there when the atomic bomb was dropped on Japan • Smith was on the ship where MacArthur signed the peace treaty with Japan (45:30) After the signing of the peace treaty • On an island next to Japan that was about 100 miles long – [Okinawa?] • After Japan surrender, Smith was a part of the division that occupied Japan o Remained in charge of cars, trucks, etc. o Became a Captain (48:05) Communication • Was all done through letters • He and wife wrote each other (48:50) Dogs • Got a dog while over in Japan. This dog became like family to the unit • Smith was not allowed to bring the dog back home. Because the Japanese would eat the dog, Smith dug a hole and shot the dog. Smith didn’t want the dog to get eaten. One of the hardest things he had to do. (51:44) Home • Got on a ship that went to Seattle, from which he went back to Boise, Idaho • Discharged and joined the National Guard • Got a full time job coaching football at Boise High School • Wife traveled with him o They had their second child • Smith joined the Masonic Lodge in Idaho • Most of his career was spent in the Northwest however he did go back to MI for 2 years but then went back out to Boise where he coached football for the University of Idaho (58:11) Korea • Called up from the reserves o Served in Valdosta, GA at a base o Went in as Captain and got promoted to Major o Became a coach in the service again; they liked him so much as a coach that he was never sent to Korea but instead stayed at the base • After Korea, went back to coaching at University of Idaho (1:02:20) Michigan • 1956 began coaching at Alma College • Smith’s reputation was such that he was hired without meeting his employer • Became the head basketball and football coach; also coached some golf • Son was born • Stayed at Alma for a long time; coached until his retirement • Left the reserves when he came to Alma because there was not place to belong too in Alma (1:07:27) Masonry • Came to the Masonic Lodge in 1996, 1997, or 1998 and really enjoys it �(1:09:00) Family • He and his wife have 3 children, 6 grandchildren, and 4 great grandchildren � 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 SmithA Title A name given to the resource Smith, Arthur Louis (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Smith, Arthur Louis Description An account of the resource Arthur Louis Smith is a WW II and Korean War veteran who served in the United States Army and the National Guard. Smith served in WW II from 1942 until 1945 in the Pacific Theatre and served his time for Korea at Valdosta Base, Georgia. During WW II, Smith was on the same ship that General MacArthur was on when he signed the peace treaty with Japan. In this interview, Smith shares his childhood recollections during WWI that included witnessing the burning of an effigy of the Kaiser in Ste. Saint Marie, his home town. Smith discusses his high school years and his love of sports, which spurred a life long coaching career. Throughout his years in the service, Smith coached the Army and National Guard basketball teams. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American Korean War, 1950-1953--Personal narratives, American United States. Army Michigan. National Guard Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-15 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/faf380099c8bef7c104e440e6a5153db.jpg 4e4cd09744d213a8c4fc34123af2d3fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SmithDouglas Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Smith, Douglas Description An account of the resource Douglas Smith, Administration, Economics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/2fba0e8d9fad1a82586d4c45c9b89339.mp4 bd2838ebc9788ebfa27ae6194b683502 https://digitalcollections.library.gvsu.edu/files/original/7d42db02b16e80cdb9027b93e6a9d1ec.pdf 0dddd10ee42f0d78a68f1cd3ea39df24 PDF Text Text Grand Valley State University Veteran’s History Project World War II Eugene Smith Interview Length: (00:56:00:00) Early Life/ Early Military Experience (00:00:21:17)  Worked in a men’s clothing store during high school years (00:00:22:00)  After leaving job in apparel, worked in a defense plant making artillery shells (00:00:30:00)  Born in Wisconsin (00:00:50:00)  Drafted to the Army at 19 years old (00:00:39:00) o Was sent to a fort near Chicago, Illinois for a few days to retrieve some equipment (00:00:55:00)  Was then sent to Miami, Florida for training (00:01:03:00) o First went through a 6- week basic training program (00:01:11:27) o Did all training on the streets and golf courses of Miami Beach (00:01:17:00) o Stayed in hotels that had been turned into “army barracks” (00:01:30:00) o Was not use to working in the hot Florida climate after having been in the Midwestern city of Chicago and took roughly two weeks to adapt (00:01:45:00)  Had excellent instruction (00:02:14:19) o Received the “same training that a policeman gets (00:02:19:00) o Had physical training, lectures, demonstrations, practice with partners, and more (00:02:29:00)  Was then sent to fort Benjamin Harrison near Indianapolis, Indiana (00:02:45:00) o Received “advanced basic training” here, which was far more intense (00:02:50:00) o Enjoyed the training and frequently “made jokes more than we complained” (00:02:59:00) o Was extremely hot, which was used as a method of preparing the men for the climates they would have to endure when they were deployed (00:03:13:00)  Was able to visit family by train while in Chicago because of the close proximity to home in Wisconsin (00:03:29:17) Active Duty (00:03:58:07)  Moved by “troop train” from Indianapolis to Los Angeles, then to India by boat (00:04:00:00) o Their travels took them straight South down the Pacific Ocean (00:04:25:00) o Ship was a “very fast converted luxury liner” with a top speed of 32 Knots and could hold 8,500 troops (00:04:35:00) o Ship had only one 5- inch gun on its rear (00:05:15:00) o Traveled around Africa in order to avoid Japanese submarines in the Western Pacific, then traveled East near Antarctica, and stopped briefly at the island of Tasmania where they stayed for 3 days to refuel and rest (00:05:30:00)  When stopped in Tasmania, only allowed on land as a unit (00:06:13:00) o The streets of the island were barren (00:06:29:00) �         Was asked by a local if he wanted a “biscuit” while marching through Tasmania (00:06:28:00) o Accepted the offer, because the soldiers were always hungry (00:06:49:00) After returning to the boat, realized that 4 men were missing (00:07:20:00) o One man “jumped ship” to escape duty in India (00:07:29:00) o Other 3 men hadn’t realized that the ship already left and were forced to seek Tasmanian assistance to get them out to meet the ship and climb aboard. All 3 were arrested and “restricted to the boat” afterwards (00:07:37:00) After leaving Tasmania, headed Southwest of India to avoid Japanese submarines stationed in the Indian Ocean before heading North again, passing reaching presentday Sri Lanka, and finally arriving at Mumbai, India (00:09:40:00) o Mumbai was their “first look at India” (00:10:19:00) Stayed there for only a few days before being sent to a British camp North of Mumbai where they only stayed a few days (00:10:23:00) Did not have any supplies with them, so the hired camp cooks were sent to purchase food for the new arrivals (00:10:52:00) o The cooks came back with goats, which nobody cared for: both taste and the method by which they were cooked (00:11:10:00) o After finding something particularly unpleasant in the goat food, they rioted, destroying the “mess hall” (00:11:42:00) o The next morning, the Indian cooks had prepared “the most beautiful breakfast I’d ever seen” (00:12:25:00) After leaving the camp, boarded a train to present day Chennai, India (00:13:00:00) o The area near Chennai was “appalling” as children were starving, poverty was high, destructive monsoons were frequent, and famine plagued all the land (00:13:22:00) o In one particular town, donated half a plate of food to the starving children, although the child was unable to eat it because it included meat (00:14:23:00) Once arrived in Chennai, the men were put on another ship to Calcutta, India (00:15:10:00) o The ship was “a real rattle- trap boat” (00:15:19:00) o Ship was not a military utility vehicle, and was not properly equipped (00:15:21:00) o The ship took them through the Bay of Bengal to the city of Calcutta, India (00:15:36:00) o The trip to Calcutta was very difficult due to the lack of basic necessities, some attacks by Japanese submarines, and encounters with dangerous wildlife such as water snakes (00:15:47:00) When they reached Calcutta, stayed only a few days while in transit at a camp called “Dum Dum”, related to the name of a nearby village (00:17:55:00) o American Airport nearby was called “Dum Dum airport” (00:18:08:00) Then boarded some “river boats” and trucks to Coimbatore, India, arriving on Christmas Eve (00:18:25:00) o Was extremely cold when they arrived (00:18:50:00) o That Christmas Eve, around 2:30 A.M., some women from the Red Cross Association brought doughnuts for the men and a small gift (00:19:07:00) �        Were then assigned to barracks with walls made of woven bamboo and a roof made of thatch; each of which held roughly 40 men (00:19:36:00) o Were required to use a mosquito net every night, which forced the men to use rope to lace it around the barracks, consequently making it difficult to sleep (00:20:01:00) o The next day, the men were permitted to go into town to get mattresses, which costed about $3.00 in domestic American currency at the time and made sleeping much more comfortable (00:20:50:00) Was a military policeman (00:21:21:16) o In charge of base security only (00:21:24:00) o Tasks involved patrol by motorcycle, jeep, or on foot of various posts on the base such as the airstrip and finance office (00:21:31:00) o Shifts were usually 6 hours of duty and 18 hours off duty, although there were still tasks that needed completion during the free 18 hours (00:21:55:00) o Also guarded prisoners and anything else “to do with protection” (00:22:08:00) o Carried a 45 semi- automatic rifle and a night stick besides any special duties that would require additional firearms (00:22:16:00) o Patrol of the bomb site required one soldier to carry Napalm along with other weaponry (00:22:40:00) Many structures on the base were constructed with local vegetation, much like the army barracks made of bamboo, in order to keep the men cool (00:23:24:00) Roads on the base were not straight and tended to weave through the jungle (00:23:51:00) The entire base was shaded by trees for camouflage, with the exception of the airstrip. However air travel was still designed to be stealth (00:24:05:00) o The base was “primitive but very interesting” (00:24:38:00) First mission while in India was to bomb Japanese supply bases in Burma, a country in Southeast Asia (00:24:47:00) o American bomber planes, both B-25’s and P-38’s, would assemble before nightfall and fly over Burma to drop bombs, targeting particularly bridges in order to disrupt road travel (00:25:00:00) o American bombers would return to India by late morning, and repeat the process the following day (00:25:50:00) Soldiers were allowed to take leave at a “rest camp” (00:26:20:00) o This was unappealing for most because they did not want to be stuck in a camp on break (00:26:30:00) o Regardless of undesirable circumstances, took the opportunity to take leave at the camp whenever the opportunity was available (00:26:40:00) o Went a total of 2 times (00:26:52:00) o One time, went with two other men, and another time, went with 3 others (00:26:55:00) On one trip on temporary leave, went to Darjeeling, India (00:27:09:00) o Geography consisted of mostly very moist jungle along with the Himalayas (00:27:25:00) o In the mountains, it was “beautifully cool” (00:27:35:00) �o Was able to take a horse ride to see Mount Everest (00:30:00:00)  On another temporary leave, went to Lucknow, India (00:32:00:00) o Very hot, dry city (00:32:07:00) o Decided that the climate was not tolerable, instead went up to New Delhi, India to sightsee, then traveled up to the mountains and remained there for the rest of the allotted time (00:32:13:00)  Original voyage to India took 44 days (00:33:02:00) o Took 1 month to return home (00:33:11:00) o The entire deployment lasted a total of 28 months, with 24-25 spent in India (00:33:20:00)  Took a different route to get home, and after returning, had traveled around the world (00:33:35:00) o Traveled through the Suez Canal, across the Mediterranean sea, and across the Atlantic Ocean before coming ashore in New York (00:33:40:00) o All were very excited to be going home, particularly about the “very good” food that was served on the way (00:33:56:11) o Encountered a hurricane while traveling through the Mediterranean, making the route back to the United State rather uncomfortable for those onboard (00:34:45:11) o Men had 3 “meal tickets” for each day, which was punched each time a meal was taken (00:36:10:00) o Because the other men were terribly sea sick, had extra meals by asking for unused meal tickets (00:36:30:00) o Encountered the eye of the the hurricane when reached the Straits of Gibraltar. The hurricane continued into the Atlantic Ocean, causing the ship to behave violently in the unstable waters (00:37:00:00) o As dangerous as traveling conditions were, only a day of progress was lost to the storm (00:37:39:00) Post- Military Experience (00:39:00:00)  Was discharged on January 1st, 1946 (00:39:03:00) o Went back to Illinois by train and received a pay- out of $300 to “get back home” after returning all equipment (00:39:18:00)  Was able to return to job as a time keeper at the fencing plant (00:39:45:11)  Decided to go to college because the G.I. Bill of 1944 covered all veteran tuition and any additional higher education costs plus an additional $90 per month “to live on” (00:40:16:00) o In September 1946, began higher education at Marquette University in Milwaukee, Wisconsin (00:40:37:00) o Each veteran received 1 month of paid college per month of active duty in the united states and 2 months of paid college per month of active duty overseas, according to the G.I. Bill of 1944 (00:33:56:11) o Earned a Bachelor’s of Science degree in Botany and a Master’s degree in Botany (00:40:56:00)  After graduating, got a teaching job at Aquinas College and moved to Grand Rapids, Michigan in 1951 (00:42:12:00)  After retiring, moved to Lowell, Michigan (00:42:36:00) �  * Explains War Artifacts* (00:43:00:00) - (00:51:35:00) Has since lost contact with many old military friends (00:53:18:00) Service in the army was “one life, and when it was over with, it was done” (00:53:54:00) � 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 SmithENoID Title A name given to the resource Smith, Eugene (Interview outline and video), 2006 Creator An entity primarily responsible for making the resource Smith, Eugene Description An account of the resource Eugene Smith was drafted to the United States Army in the 1940's. He was stationed in Calcutta, India for a total of 28 months. Although the American troops deployed to India at this time were intended to attack Axis supply lines coming from the country of Burma, Smith was not actively involved in this mission and served as a military policeman. His duties consisted of primarily base patrol with occasional prisoner safeguarding. The base which Smith was stationed was highly underdeveloped and demanded fast adaptation by new recruits who had been thrust into highly dangerous positions from a previous life of suburban factory work. The 44-day voyage to India presented Smith and the other young American men with unfamiliar situations including attacks by Japanese submarines, hurricanes, and extended sea travel. Smith was discharged on January 1st 1946 and returned to his home in Wisconsin to attend Marquette University funded by the GI Bill of 1944. Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army 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 2006-05-31 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/351a66e69faff212aedfd36d3179e206.jpg cf7d3253c384b7c8b61f192b766976b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SmithGeoffrey_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Smith, Geoffrey Description An account of the resource Geoffrey Smith, Director of Continuing Education Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/522f0463fa96c5c604cefdc34c68d2a6.jpg 4129b6a7601484bc696ca490998d7bbd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SmithGeoffrey_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Smith, Geoffrey Description An account of the resource Geoffrey Smith, Director of Continuing Education Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/440b5b58cb5c3d1b9330714b31707306.jpg 24fdfd42606bb5d43763b5ad2899a67a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SmithGeoffrey_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Smith, Geoffrey Description An account of the resource Geoffrey Smith, Director of Continuing Education Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng