895 24 26018 https://digitalcollections.library.gvsu.edu/files/original/24190142fe1afa749f1a64c2a0265361.pdf c3bd5936aa4e803684f8e182d89e129a PDF Text 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 Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) 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 </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Speculum morale [folium 99] Identifier An unambiguous reference to the resource within a given context DC-03_099Bellovacensis1477 Creator An entity primarily responsible for making the resource Vincent, of Beauvais, - 1264 Description An account of the resource One leaf from Speculum morale by Vincentius Bellovacensis. Printed in Cologne by Conrad Winters, de Homborch, circa 1477. Illustrated with red rubricated initials. [GW M50610; ISTC iv00289000] Publisher An entity responsible for making the resource available Cologne: Conrad Winters, de Homborch Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la 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 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1477 Source A related resource from which the described resource is derived Seidman Rare Books Collection Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/0697ae00722f2e9644f1e38f9fa23b04.pdf 7a92708c7b9193d3b1758f6eb8f8f815 PDF Text 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 Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) 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 </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Speculum naturale [folium 152] Identifier An unambiguous reference to the resource within a given context DC-03_152Bellovacensis1481 Creator An entity primarily responsible for making the resource Vincent, of Beauvais, - 1264 Description An account of the resource One leaf from Speculum naturale by Vincentius Bellovacensis. Printed in Nuremberg by Anton Koberger not after December 13, 1481. Illustrated with red and blue rubricated initals. [GW M50625; ISTC iv00293000] Publisher An entity responsible for making the resource available Nuremberg: Anton Koberger Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la 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 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1481 Source A related resource from which the described resource is derived Seidman Rare Books Collection Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/5cd8ed35eb0bb1804d9eb5b80e88c6f8.jpg 150f6a5ac1d9d3f614ca8807d9b3247c 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-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-08_Paul-Weiner_Leo-Rosen_Sam-Kaufman Creator An entity primarily responsible for making the resource B'nai Israel Temple Title A name given to the resource Speech Description An account of the resource A man in the middle of speaking. Paul Weiner, Leo Rosen, and Sam Kaufman are included in this image. Subject The topic of the resource Jews--United States Muskegon (Mich.)Portraits, Group Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) 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 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/ac3b10f09f502d4104cec8bbab987f16.mp4 a3053111e16f8bd8e7af4f0a3a318524 https://digitalcollections.library.gvsu.edu/files/original/14f0c0d5accf064fbf8a547bb075b340.pdf a688ebf9d09b426fc7d17828aabddb68 PDF Text Text Grand Valley State University Veterans History Project Fred Spencer (01:18:48) (00:15) Background Information • • • • • • • Fred was born in Iowa in 1924 and then moved to Kalamazoo, MI in 1935 His father worked for Standard Oil, but lost his job during the Depression so they had to go on welfare In 1940, when he was 16, a lot of his friends joined the National Guard because they were expecting us to get into the war Fred enlisted in October of 1940 and after two weeks went to an old army camp in Louisiana When he joined the National Guard had not yet been mobilized It was a small training camp, they lived in tents, had no helmets, a limited amount of rifles, and some sparred with sticks They used old .30 caliber WW1 riffles, had limited vehicles, and the artillery was being used by another company (05:05) Training in Louisiana • • • • • • • • Fred had to get up very early in the morning and train in the fields Finally they began to build a permanent facility for their company at Camp Livingston, Louisiana He was in C company who were mostly from Kalamazoo and no one was over twenty years old Camp Livingston was much nicer with heated barracks, showers, kitchen, mess hall, beds, more weapons and more equipment They had M-1 rifles, mortars, machine guns and they practiced on a weapons range He served as a light machine gunner and was the squad leader in charge of machine guns and mortars All of the men in his platoon were National Guard from Kalamazoo The older men from the National guard were discharged when war was declared (11:40) Louisiana • • They were able to get off base and visit New Orleans Some friends of his bought motorcycles and they would take others with them to town �• • While in New Orleans they visited the capitol building and went to USO shows and dances The civilians were very nice and often bought them drinks at the bars (13:55) Pearl Harbor Attacked • • • • • • Fred was at Camp Livingston when the announcement was made that Pearl Harbor had been attacked It surprised him that the US got involved in the war so quickly One month later he was sent to Fort Devens in Massachusetts and assumed he would be leaving for Europe shortly He continued training in Massachusetts for a few more weeks The troops boarded a train for a five day trip to San Francisco They had to sleep in a barn [at the Cow Palace] but got to see the city (17:15) Overseas • • • • • • The troops boarded the ship USS Lurline, a converted luxury liner The ship was large with bunks and pretty good food There were also US navy passengers aboard They traveled in a convoy but went separate ways after a few days The ship went on a zig-zag course to avoid enemy submarines Many of the men were seasick for the majority of the trip (21:40) Australia • • • • • • They landed in Adelaide, Southern Australia He volunteered to help unload the ship and got to stay in town for two more weeks while the rest of the troops continued on to the city of Ipswich Fred thought the Australians were nice and they are his favorite foreign people The Australians were very tough fighters and were worried about a Japanese invasion He took a train to Brisbane and then continued training, learning about jungle survival, how to get along with the natives, and how to bribe them with tobacco He did not learn any new techniques for fighting the Japanese (26:50) New Guinea • • • They boarded the a liberty ship in October and headed for New Guinea They stayed in small two man tents near the airstrip at Port Moresby The troops dug foxholes and trenches to prepare for a possible Japanese invasion �• • • • • The hand digging was in rocky, clay ground At night they were bombed by the Japanese and many were injured but no one in his company was killed He volunteered to help load the plane that delivered rations to other units on the island Fred learned about some of the planes and got to ride in a DC-3, a small two engine plane They flew from Port Moresby over the mountains to a small airstrip (32:00) Buna • • • • • • • They hiked through the jungle and into the mountains The nights were cold, there was tons of mosquitoes, constant rain, and they didn’t have the right clothes for the weather They all got jungle rot in their feet and his took years to go away He ate coconut, sugarcane, rations, and mutton Fred gave all of his cigarettes to the natives and they helped him build a hut The troops arrived at Buna near the ocean where they built foxholes while under mortar fire They met the Australians in the jungle while they were lost and were given directions to help them avoid the Japanese while on their way back to camp (42:20) Shot by a Japanese Sniper • Fred was shot by a sniper in the trees and his friends shot the sniper after he was hit • The sniper was alone and tied to a tree which made it hard to tell where you shot them and hard to go through their things • He was shot near the right lung and the bullet came out near the his shoulder blade • Fred was brought to a make shift aid station made of bamboo sticks • There were many other men on stretchers that were dead and they thought he was dead also • When they realized he was alive they brought him to the hospital at Fort Moresby where they drained his lung • He was in the hospital for one year recuperating, which included physical therapy (50:20) Back to Australia • • • Fred was sent to a field hospital in Ipswich, Australia It was a nice hospital with many nurses, where he was able to play volleyball He contracted malaria and the medication made his skin turn yellow �• • The malaria caused him to have a high fever with shakes at the same point in the evening every day He spent one year at the hospital in Australia (52:15) Back to US • • • • He got shipped to Panama where he stayed at another hospital After one month in Panama he went to San Francisco’s 42nd general hospital for 2 months Fred then went to another veterans hospital in Wilmot, Texas Next he went to Fort Hood to work with a tank destroyer outfit and worked with the military police for three months (56:35) German POW Camp • • • • • • • • For one year Fred volunteered to guard German POWs in New Mexico He was a lieutenant in charge of one of the POW camps that had 150 prisoners 90 percent of the prisoners got along well with the American soldiers and only 10 percent caused trouble All of them were in their twenties and most worked well in the fields There were watchtowers and high barb wire fences, so no one ever tried to escape He had enough points at the end of the war to leave the POW camp Many of the Germans spoke English and he made friends with some of them He still speaks with some of the prisoners that remained in the US (01:10:50) Discharged • After his discharge Fred got married and took a train from Texas to Chicago and then Kalamazoo • He got a job working the night shift at Eaton Manufacturing repairing belts on machines for 75 cents an hour • He then joined the union and made more money and got more training • Fred was vice president of the union for eight years • He went to Western Michigan University for a few years and then went back to work • In Brazil, near San Paolo, he helped set up another manufacturing plant � 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 SpencerF Title A name given to the resource Spencer, Fred S. (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Spencer, Fred S. Description An account of the resource Fred Spencer joined the Michigan National Guard in 1940, and served in Company C, 126th Infantry Regiment, 32nd (Red Arrow) Division. His unit was mobilized in October, 1940, and he went with them to train in Louisiana. From there he was shipped to Australia and then to New Guinea in 1942. Fred was wounded by a sniper at Buna, New Guinea, and spent over a year recovering first from the wound and then from malaria. He was finally sent back to the US, where he completed his service guarding German POWs in the southwest. 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. Navy World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-10-28 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c722ea729681a3aef4d6402c0f781069.pdf becb709cedcc1ebe4a9a4705e7c17b0f PDF Text Text Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department Jerry Spencer Interview Interviewed by Walter Urick June 18, 2016 Transcript WU: My name is Walter Urick, and I am here today with Jerry Spencer at the City of Hart Community Center in Hart, Michigan on June 18th, 2016, for the purpose of attaining the oral histories of the Spencer family. The oral history is being collected as part of the Growing Community Project, which is supported in part by a grant from the National Endowment for the Humanities Common Heritage Program. Jerry, thank you for taking the time to talk to me today. I am interested to learn more about your family history and your experiences living and working in Oceana County. So, let's just start out with some easy questions. State your full name, Jerry. JS: Jerry Gene Spencer. WU: And Spencer is spelled how? JS: S-p-e-n-c-e-r. WU: Now, when were you born, Jerry? 1 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: April 9th, 1932. WU: And where were you born? JS: In Hart. WU: And your father's name? JS: Eugene. WU: Spencer? JS: Spencer. WU: And your mother's name? JS: Leona McKee. WU: Alright, Leona McKee. McKee was her maiden name, is that what you’re telling me? JS: McKee was her father's name. And then her mother moved her up from Grand Rapids and she married Charley Schultz. WU: Okay. When you use the name McKee, is that part of the McKee family of Pentwater? No relation? JS: No relation to my knowledge. WU: Well, your dad at the time of your birth was about how old? JS: I would guess about twenty, twenty-two, maybe. WU: Okay, and let's talk a little bit about... well, before we talk about your parents, did you have siblings? JS: No, I was the only child. WU: Okay, well, let's back up then to your parents. Start with your dad, in terms of what he did for a living. Describe it as best you can. JS: He, my dad, farmed his whole life on our farm. That is still... not farming anymore, but it's still located just outside of Hart. WU: And that's part of the industrial park now? JS: Right. WU: When your dad was farming it, can you describe the acreage, for example? JS: The base farm only had thirty-six acres, but my grandfather - his dad - had purchased probably farms in the county that probably they had two to three hundred acres altogether. WU: Alright, well, then you're taking me back to another generation - your grandfather - and what was his name? JS: Edward. 2 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: So, we have Edward Spencer and you grew up on a thirty-six-acre farm, is that what you're telling me? JS: Yes. WU: Okay, well, let's just talk about that thirty- six acres for a little bit. What type of farm was it? What type of crops or activity was it? JS: It started out when my dad was a child - it was a dairy farm, kind of. WU: Really? JS: Back then they didn't have many, maybe ten or twelve cows that they milked and then they eventually turned into all fruit. WU: And when you say fruit, what type of fruit? JS: We had a little bit of everything. We had sweet and sour cherries, apples, plums, peaches, pears. WU: How many acres do you think were in an orchard situation? JS: The whole farm was an orchard. WU: Really? Except, obviously, for the house and the barn. JS: Except for the house and the barn and what used to be the barnyard and stuff like that. WU: So out of the thirty-six acres, would it be fair to say you probably had at least thirty-two, thirtythree? JS: I would guess, in that area. WU: Of tillable or producing land. JS: Of tillable property, producing land. WU: Now, talking about your father. I know that he died relatively... JS: At forty-nine. WU: So, when he was forty-nine, he died. What were the circumstances? JS: Heart attack. WU: That's what I thought. JS: He had one when he was forty-four, another one when he was forty-six, and one when he was fortynine. And that got him and he... back then they couldn't do anything. WU: Right. JS: He was on a blood thinner and that was all. He couldn't work, he couldn't do anything those five years. WU: Alright, so the last five years of his life he basically was disabled. 3 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: He just sat in the house. WU: Oh my. Well, it must have put a little pressure on you and the rest of the family. JS: I was going to college and just got out of college at that time. So, I never went to the service because right at the time I got a call to go for my army physical, my dad had a heart attack and I was the only breadwinner of the family at that time. So, I got a farm deferment... what they called a farm deferment at that time. WU: We’ll revisit that in a moment. Right now, trying to get a feeling for your dad, what he did. When he was healthy, basically, he was a farmer, that’s what you're telling me? JS: Yes, that’s all he did. WU: And he did the dairy farm and the yearly part? JS: Yes, and then it switched to just beef cattle. WU: To beef cattle? JS: For a while and then they eliminated all the livestock and just went strictly fruit farming. WU: Now, was he in partnership with his dad, your granddad? JS: Yes, he was in partnership with my grandfather, Edward, and they had leased - oh my gosh, I don't know - outside of our farm, they had bought a farm up a road called the Sturge Farm, and that was twenty acres, I think. And they had a farm over to Mears on Round Lake and they farmed all of them. WU: So, your dad... was Marshall Spencer a part of that or was…? JS: He was...no, he was... Marshall was my dad's brother. WU: Right. JS: Younger brother and Marshall went to New York and farmed for a few years and then came back to Michigan and bought a farm out east of Hart. WU: Okay, so that was separate… JS: Separate, yep. WU: That wasn’t part of… JS: My dad was the only… they had, my grandfather, they had four boys and three girls. And my dad was the only one that stayed at home and farmed. WU: Okay. JS: So, when my grandfather died, when my dad got the home farm and then that's still there. WU: Now, your mom, did she at least in your formative years, your early years, did she work outside the home? JS: She worked at Stokely’s [?]. 4 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: Okay, seasonal work? JS: Yeah, in Fruitland [?], that they had in Hart. WU: And if this may be a hard question to answer, but when you think of your dad, what do you think he was most proud of having done in his life? JS: I don't know, except I know he was a very generous person and trusted everybody. My dad said if there is somebody - and him and my mother, I know, used to get in big growls [?] over it because he would loan anybody anything that they wanted. And so, my mom would say, well, you're never going to get that back. And my dad would say, well, maybe not. We don't need to worry about it. And so, I would think that, you know, I looked at him as for that, that he was… WU: Very generous. JS: Very generous and very trusting. And I know he always told me, he said, “if there's somebody that don't trust people, then he can't be trusted.” My dad always went in that philosophy so… WU: That's a good line. That's a good philosophy, really. JS: So, my dad was easygoing; my mother not quite as much. WU: Well, speaking of your mom, I'll ask you the same question I asked about your dad. Is there anything special in her life that she was very proud of? JS: I can't think…. I know she did a lot of work with the church and at [?], you know, they... well, you're familiar with the congregators that they had… WU: Yes. JS: And that probably was something that she would be proud of… WU: Being a part of that women's society group in the church. JS: Yeah. WU: Well, I’m going to back up now and take you through your childhood, your education, and so on. You've already told me you were born in, what, ‘32? JS: Thirty-two in Hart Hospital. WU: Thirty-two in Hart… in the old Hart Hospital. Actually, that was the real old Hart Hospital, before the new one was built. JS: Correct. WU: And so, I am assuming your education was all through the Hart Public School system? JS: Hart Public Schools and then I went to Michigan State. WU: Well, let's back up and keep you on Hart schools for a little bit. So, you went through the Hart schools. You graduated with the class of? JS: Fifty. Nineteen fifty. 5 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: Nineteen fifty from the Hart… and at the time you were living at the home place here, just west of the fairgrounds, more or less. JS: Correct. WU: And let's talk about your childhood a little bit. Do you have any real vivid memories from your childhood concerning maybe the friends that you had or the activities that you participated in? JS: Oh, I had friends. You know, Jack Osten-Sacken, back in elementary school, was out at our place almost every weekend. And of course, he didn't… his father lived in New York, so he kind of adopted my dad as his dad. WU: Sure. JS: And he always talked about that. And in high school, I didn't go for sports because I was too small. So, I was what they called the manager then and I got to wash all the football uniforms and polish the footballs, pack them for the games and stuff like that. And so anyway, it was a lot of fun. At the time, you don't think so, but when you look back on it, it was a lot of fun and good times. WU: And made you part of the teams and the coaches. JS: Oh, yeah. WU: In those years, as I recall, as a young boy, those were some real good athletic teams for Hart. JS: It was, yeah. We went to the quarterfinals in state when my junior year and we won the conference, I think, all four years that I was in high school. WU: I think it was the semifinals, wasn't it? JS: Was it the semifinals? WU: Yeah, you got beat by Kalamazoo, St. Augustine. JS: St. Augustine, an all-boys school. WU: An all-boys school before they changed the rules. JS: Yeah. WU: So, I think that school had something like three hundred boys and... JS: We had like one hundred and fifty. WU: And you had one hundred and fifty. See, so basically what they started doing, any school that had three hundred boys would be treated as if they had six hundred kids and they would not be playing in class C. But that's an aside to this interview. [Laughter] That’s something that even upsets me as I think about… JS: Back then, yeah. WU: But you mentioned Jack Osten-Sacken. Did you have any other reasonably close friends as a kid, so to speak? 6 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: I had Don McLennon and Dick Curtis. Dick and I probably was real close; Dick lived with his grandparents and we did a lot together all through high school and after high school, even, until we both got married. WU: Yeah, unfortunately, Dick, was... JS: Yeah, got killed with a freak accident. WU: Freak accident, yeah. I'm sorry. I remember reading about that, hearing about that. JS: Working for the city and a utility pole, well, that's when they were building the new hospital. WU: Right. JS: And he had climbed up on a pole and it wasn't planted in the ground and it fell and killed him. WU: Now, as a child, I assume you have a lot of farm-type chores. Is that a correct assumption on my part or…? JS: Yes, when you grow up on a farm, you’ve got to go home after school and do some things. And back when we had cattle, I’d just feed them the grain and stuff. And then, of course, after we got rid of the cattle, it was spraying. And I had to drive for the sprayers when I could, when I was home on Saturdays. Every Saturday we were spraying and I got a nickel a tank, I can remember, for driving the tractor. And I was so little at that time, when I first started, I don't know, probably five, six years old that I couldn't turn corners. So, my dad... but I could keep it straight down the rows. So, when we would come to a corner, my dad would climb down off the sprayer, between the sprayer and tractor, and grab the wheels and turn the corner and hit it back, then jump back up on the spare. WU: So, your dad would be doing the spraying. You were basically driving the tractor that pulled the sprayers, is that what you're telling me? JS: Right. WU: And you're spraying all kinds of, what, cherries? JS: Cherries, apples, peaches, plums, pears. WU: Well, at that point, you… JS: At that time, they sprayed by hand. They didn't have power sprayers. WU: Sure, so that's why it was a two-person job, is what you’re telling me. But even taking you back into maybe junior high or maybe fifth, sixth grade, did you have cattle that you had to deal with in those early years? JS: I never had to do much with the cattle. WU: You didn't have to. You didn't have to worry about getting up and milking them? JS: Oh no, I didn't have to do that. WU: Well, you got lucky then. Alright, so your orchard experiences and the orchards came along, about what stage of life were you? Were you in junior high or…? 7 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: Let me see. I can remember, we were all in orchards in… ‘44...that would be ‘54… probably about the time I was in high school. WU: That's when you switched... JS: From cattle to fruit farming. WU: Cattle to fruit farming. Okay, and of course, that takes a while to get the trees planted and get them turning [?] and producing. But when you use the language fruit farm, you know, are we talking not only your thirty-odd acres and some of these other properties as well? JS: Yeah, most all the other properties we had were properties that had orchards on, that the people that owned them didn't have the equipment and couldn't take care of them. So, like, we would maybe take care of it, spray it and harvest it and get half or… WU: Get a percentage of the crop. JS: ...a third or a percentage of the crop. WU: Okay. JS: Yeah, that's how that worked. WU: So, you would end up helping out on these leased places. JS: Right. WU: And the farm, the other farm that you and your dad, well, your dad and his father purchased also. JS: Yeah. WU: Well, backing now into your educational background. You've obviously graduated from Hart High in 1950. Let's go forward. I know you went to college. Just indicate what was going on in your life and what... where you went on to school and what type of program you've gone into. JS: Well, I went to Michigan State the first year. First year I was there, I had picked Pomology, which is the study of fruit, because I was familiar with that. And I didn't feel it was challenging enough, so I switched to Ag. [agricultural] engineering and I don't know if that was too challenging or what. And then I switched back to Ag. mechanics. And then my last year - I went five years - my last year, I taught labs and in some of the Ag. courses for professor, as well as going to school. WU: You were a teaching assistant then? JS: Yes, just an assistant in the labs, yeah, helping out. And then I graduated in ‘55. WU: From Michigan State with a degree in? JS: A B.S. WU: A B.S. degree, a Bachelor of Science degree. In what field? Agriculture? General…? JS: My degree was in...it come from the School of Natural Science and Resources and I came home then and farmed and I farmed probably for... 8 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: I'll get to that in a little bit. JS: Okay. WU: I want to keep you sort of in the educational part because, in fact, I even want to take you back to Hart High. Was there any particular teacher that helped you, that you were really close to or had some real fond memories of? Let's do it at either the elementary or high school level, either one. JS: Oh, in elementary, I can remember Mrs. Northrup. Well, I don't know. WU: That would have been about the third grade. JS: Yeah, third or fourth grade. Fourth grade, nope, fourth grade I was in the Critic [?] Room, which was where the... back then, they taught kids to teach school. They didn't have to go to college. WU: Oh, that's right. JS: And they had a Critic Room… they had fourth and sixth graders. WU: This is called Oceana Normal or something like that in order to get country school teachers certified. JS: And so, they taught us, they took kids out of the fourth grade and the sixth grade and put them in what they called the Critic Room. And then those young people wanting to be teachers would teach us… WU: ...would practice on... JS: Yeah, would practice. WU: Well, that's interesting. I hadn't heard that before. So, I know various people who ended up being school teachers in these one room schoolhouses and part of their education was they'd have to come right down to Hart Public Schools. And so, they were practicing and they were being critiqued and they were being taught how to be teachers. Is that it? JS: Right, and that's what that room was for. WU: And you were part of that guinea pig class? JS: Yeah, I don't know how long they had that. I know I was in it in the fourth grade. I don't think they had it because I can remember where the room was. And when I was in high school, it was gone. WU: It was gone, yes. JS: It was the sixth-grade room then or something. I don't remember. WU: Well, you mentioned Mrs. Northrop. Once you go into high school, any particular teacher? JS: Mr. Sheehan [?], probably. WU: He was the math teacher. JS: He taught math. And he was very strict, but I get along really good with him. WU: He was demanding. 9 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: He was demanding, yep. But you learned a lot in his class and of course, then the coaches, because I was the manager, Mr. Swanson and Jack Epenstall [?], whose names are familiar to you I’m sure. WU: Sure. JS: And Jack, we get to see Jack almost every year in Florida. He's… of course, Swanson passed away back… I went to his funeral back probably ten years ago. WU: Yes, so those were the men in the school system that influenced your life, at least, or people you could relate with. JS: Yeah. WU: Well, from a college standpoint, were there any Oceana County kids that you either room with or got rides with or…? JS: Uh, I drove back and forth and, yeah, Gene Robinson. WU: Oh, Gene, okay. JS: Harley Hodges, Rich Hodges, Don McClennan. And we were all going to State at that time and we rode back and forth together on weekends or when we came home. WU: In terms of living arrangements, did you live with any of these folks or…? JS: No, I lived in the same dorm the first year down there. And then I moved out of a dorm into a co-op house because it was a lot cheaper. WU: That's what I did when I went to college! I ended up in a co-op house, so I guess we had a similar experience. JS: Yeah, and then we had to... in the co-op house, I know we worked… you had to put in six hours of work a week and they had certain jobs you could do. And I got to be Steward. I was Steward, for they made me be Steward for a whole year, which we had to do all the ordering of the food and stuff, which was a good experience. WU: Sure. JS: Then I worked at the campus press as a freshman for two years, two nights a week. I went to work at 1:00 in the morning and you had to work until you got the paper out, what they did was printed the State News. And I started there as a kid that sat at the end of the press and we had a counter and maybe two hundred papers would go to this dorm and two hundred would go to this dorm or something. We had to bundle them up and set them aside for delivery. And then the freshmen quit. And the woman that owned it asked if - Harley Hodges and I was working there - asked if we go in the press and Harley said yes. So, we knew nothing about it, but we soon learned. And so, then we got to be pressman, which we were in the big bucks, and we got a dollar seventy-five an hour for running the press. WU: And so, were you still in the co-op or were you out of the co-op? JS: I was in the co-op. The co-op was only a block from where the press was. WU: So, you still did the work of the co-op. You were making money on the side. 10 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: I made enough work on those two nights. I'd end up in the spring with more money than I started with in the fall. WU: One way to work your way through college. JS: It didn’t cost then, you know, tuition was only forty-seven fifty a term. WU: Yeah, was that a class or the whole thing? JS: That was for ten weeks for the whole thing. WU: So less than fifty dollars! You could… JS: ...was tuition. WU: That was your tuition. JS: Yeah. The only other expense was books and... WU: Sure, and your own living. JS: It cost us a hundred and twenty-five dollars a term for room and board in the co-op. WU: Yeah, those days have long gone, financially. JS: Yeah, so you're talking about five hundred dollars a year… WU: ...to go to school. JS: ...outside of books. WU: Right. Well what I want to do now is talk a little bit about after college and you start your life's work, so to speak. Can you just sort of take me through that? You graduate from college and I'm not sure if you're coming home to farm or if you're moving from there into other types of work? JS: I came home to farm because my dad was unable to do anything then, and so I farmed. WU: So, this would be nineteen fifty-five? Fifty-six? JS: Nineteen fifty-five, fifty-six. And let me put an age bracket with that. Let me see, my dad died when he was forty-nine, which was in fifty-nine. My dad died in fifty-nine, so then I farmed and gave my mother a share of the farm, fair share of the profits, and took care of the farms. And then in fifty-nine, 1959, I got married and, let me see, then I went to work for FMC Corporation and I think I was thirtyfour so that would have been. WU: Alright, let's just back up. Let's take the nineteen fifty-five to fifty-nine portion of your life. There's four years there. Your dad, at this point, is not able to do anything. JS: Nothing. WU: But your grandfather had passed on by then. JS: Yes. WU: Alright. 11 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: He passed on when I was in… when did he pass on? I can't exactly remember, but when I was in college. WU: Alright. So, at this point, you were basically it in terms of running the local family farm, so to speak, plus any of the leased farms. JS: Right. WU: How did you handle that? That's more than a one-man job. What did you hire people or how did that work out? JS: Basically, no, I had, once in a while, I had... well, I had to have people help trim the orchards. WU: Alright. JS: And I hired a couple of people from Walkerville. WU: Are we talking about local folks or migrant? JS: Yeah, Ed Lathrop and [?] Brumley was my main pruners. Those guys were really good, a lot better than I was. And then if I needed help in the spring, Albert [?] - you probably remember Albert used to work for me? WU: Yeah, he graduated with me. He was a little old for our class. JS: I'm sure. [Laughter] But Albert used to work for me when I needed help doing anything, spreading fertilizer, picking up brush or whatever. Albert, I could always depend on him. WU: Then in terms of harvesting these crops? JS: That's the best years of my life. And we had, back then, of course, we didn't have mechanical harvesters. WU: Right. JS: We had pickers. Our pickers come up all the way from… well, most of our pickers came from Arkansas and Missouri at that stage of my life. And nice families and I really enjoyed them. WU: Are these with Hispanic backgrounds or were these…? JS: These weren’t, these were all Southern people. WU: Caucasian folks or…? JS: Yes, and then it switched. Well, that's a little bit later, if you wanted to go into it later. WU: Yeah, let’s just talk about... JS: That was just the [?] experience. That's where the pickers came from was Arkansas and Missouri for us. WU: Arkansas. How did you find them? 12 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: You know, I don't know. They just showed up and they'd show up and say, “do you need help?” And we'd say, “yeah.” And we had buildings for them to live in. Of course, the buildings are still there and they’d stay for the harvest and go back. One family particularly back then I can still remember; Woods their name was. Johnny Woods and I, the year I graduated from college, they went on then down to southern Michigan and picked apples. And when I graduated from college that year, I went down and stayed with them in a little shack. We used to… our pastime at night was watching mice run around and picked apples with their family. And that was an experience and a half. I always wanted to make the fruit circuit and see what it was like, but I decided that it wasn't that much fun. WU: So back in those early days, you're telling me that people would migrate from the South? It probably was hot; they wanted to get into cooler climates. Their backgrounds, did they… what did these folks do back in Arkansas, any idea? JS: Yeah, well I could carry this family. Well, no, that's a family that we got a little bit later. Woods’, I don't know what they did for a living. I do know that my wife and I was married back several… oh, probably this happened about twenty years ago. Three o'clock in the morning, I got a telephone ring and I wondered who in the world would be calling me. And his daughter was five years old when they picked cherries for us. And she got thinking about us in California and might have been drinking or something and called us at three o'clock in the morning. WU: [Laugher] Midnight, there! JS: I hadn’ t seen her for... she was probably in her thirties then or something. So anyway, that was those early years that those people came. Then later on it switched, of course. WU: How many people would it take to harvest the cherry crop? JS: We had probably about forty, counting the kids. WU: About forty, counting the kids all out there picking. And did they all stay on your place or…? JS: Yeah, but we had a few local people that picked probably maybe ten. But other than that, the rest of them all stayed there. WU: Well, just for the historical aspect of it, take me through a typical cherry-picking day. What you would be doing and what time would the day start? What would you have to do to be ready to get moving that day? JS: Usually the night before you'd get cherry lugs out and scattered where they could get them without going too far from their trees. The pickers had rows and I wasn't out there when they started because my pickers used to go out and wait for it to get light enough so they could see the cherries and then they'd start picking probably five o'clock in the morning. And when I'd get out there, I'd go around and pick up the cherries that they had picked. WU: Now, you'd be driving a tractor with a trailer? JS: We had a little skid on the back, no wheels on it, just like a stone boat. And we'd pile the lugs on there. And I usually had a high school kid that helped me do that. And so about ten o’clock, eleven o’clock in the morning, we'd have a load. We’d haul all our cherries in a pickup. We'd have eighty, ninety lugs of cherries. 13 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: Okay, so let’s back up. You had to get those eighty or ninety lugs of cherries out of the orchard. You did that by driving around and picking them up from where these families were working and they would actually stack them. So, you only had to go to a certain pile. JS: They might have like four lugs - it’d depend on the number of cherries - you might have four lugs in this stack, maybe two or three down the row, they'd have six or eight lugs stacked up. WU: You’d pick them up, put them on the skid, drag them to where the pickup was. JS: Right and set them on the pickup, load them on the pickup. WU: And then where would you go with that load usually? JS: We delivered several places: Stokely’s, of course would be one, Fenton’s in Mears was another one, Hart Cherry Packers downtown at that time. And we depend and we just delivered all of them. WU: So, the first all that you took in would be about what time? JS: Probably about ten to eleven. WU: Alright. Somewhere between ten and eleven, you drive to whatever cannery you're going to that day and it would be weighed in and… JS: ...they’d dump the cherries, put your lugs back on the truck… WU: And then you’d weigh out? JS: ...take them back to the orchard and scatter those lugs out and then turn right around and gather up a load. And about two o'clock in the afternoon, we’d take in another load. WU: That would be your second load. JS: And then we’d come back, we'd scatter those out and the pickers would quit usually around four thirty or five o'clock, and we’d gather them and then take them in after supper, usually, someplace. WU: So basically, you're making three runs to the canneries? JS: That’s what I did, three trips a day. WU: Three trips a day and then that last trip that might take you a little while because everyone's coming in at the same time and you've got to get in line, as I recall. JS: You’d take those… I’d take those back out to the farm and dump the lugs off at the orchard and then come back up to where the farm buildings was and by then the pickers, most of the pickers, would be sitting around visiting. And so, I’d go out and we'd sit and visit for a half hour or an hour and go to bed. WU: In terms of paying the pickers, did you do that…? JS: On most Saturdays. WU: Every Saturday you would… that’d be payday. JS: I'd be paid cash. 14 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: Oh, you paid cash, not checks. JS: No, and most of it we gave out tickets, little tickets. For each lug, they'd get a ticket. And when it come Saturday, I'd go out Saturday afternoons after I got the cherries in from the morning and we’d pick till noon. I’d go out in the afternoon with a bundle of money and pay them what they wanted. And some of them wanted just enough money to buy groceries with. And in fact, that's what most of the families did. And so sometimes I didn't take that much money. And then when you got done picking for the year, then they'd turn in the rest of their tickets and they'd take that money and go back home usually. And with some families, I guess that's pretty much the money that they had from down there. I know they used to pay… they had what they called burial fees that they had to pay to take care of their burials, and they would use that money to bring them up to date and then live on down there. So, it was fun. I enjoyed those… I enjoyed the pickers. WU: Do you remember what you were paying per lug? JS: Back then, it was about fifty cents. WU: That’s what I thought. And so, you would have… did they get a punch card or was it just a ticket per lug? JS: Just a ticket. Yeah, it was about an inch by two inches. WU: And it was a ticket that they could not duplicate or…? JS: I never thought about it. WU: You were trusting. JS: I don't think they ever did duplicate them, to my knowledge. But I suppose in this day and age, somebody would. WU: Certainly, with the technology. JS: But back then, they didn't even think about it. WU: In terms of getting the tickets, you were telling me you picked up six lugs here and eight lugs here. When did they… did you give the tickets every day, at the end of the day? JS: I’d give them to them as you picked up the cherries. WU: Oh, so as you picked up the cherries… JS: If you had four lugs, I’d give you four tickets. WU: So, someone... you would actually hand the tickets to one of the pickers there? JS: Right. WU: So, they'd see you coming and you would be... whoever you hired might be loading them up while you're… JS: ...giving out tickets. 15 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: ...giving out tickets. So that was done simultaneously and that was your record and it was up to them to hang on to them. You didn't even keep a record. JS: I didn't keep a record, no. WU: You didn't write down, “Smith had so many and Joe had so many”? JS: No, I had no idea at the end of the week how many they had. WU: And, well, you knew how many tickets you had to start. JS: I suspect that they, you know, if somebody runs short of money and needed two or three dollars, they'd probably go to one of the other families there and say, “Do you have any money? I’ll give you these.” So, I think they probably switched tickets back and forth sometimes. WU: That didn't bother you. JS: No, that didn't bother me a bit. But that's how we paid back then. And this would have been in the sixties, probably, fifties and sixties, and then our pickers all changed after that. WU: Alright. Well, let's talk about that, the change in the type of folks that… JS: For us, the family in Arkansas and Missouri that was coming up - and once you had them, they came every year - couldn't come anymore. And I had a couple, an elderly couple, the last name was Kreals [?]; they were from Alabama. And he had a son, Johnny, with a big family, and he had a son-in-law called H.B. Holland. And so, they all came up and then I had a family from Florida - our pickers basically came from Alabama and Florida. And in Florida one year, all our pickers came from the same town in Florida. WU: And they were Caucasian? JS: Yeah, all Caucasians. We had one of the couples, he was a janitor at the hospital and his wife was a nurse. The other one was a blacksmith in the town. The other one was a district manager for the Whataburger stands in Florida. And plus, he ran the stand at Busch Gardens, Whataburger. It was like a McDonald's. And they’d come up, he took his vacation and it was nice. They all knew each other. Every Sunday they'd have a picnic at Crystal Lake. They all take a dish to pass and go over there and swim and have a picnic, all our pickers together. And it was just one big happy family. And that was… but H.B. Holland, I remember he had two daughters and two sons and him and his wife, and they had to pick him and his wife had to pick - twenty lugs a day. And one of his sons had to pick sixteen. The other one had to pick ten and his two girls, they had to pick fourteen. And when they got that amount of cherries they could quit. They were done for the day. Sometimes they were done at two thirty, three o'clock in the afternoon. I’d come back from my afternoon load and, particularly him, he'd be sitting in the shade in a chair with a beer, enjoying life. And he said, “I really like this.” He said, “I don't have a worry in the world up here.” He said, “the only worry I have is where my next row is.” He said, “I have nobody calling in that they can't show up for work today.” WU: Well, you were very fortunate then, you had people… JS: Nice families. WU: They were nice families, they were very functional, and they were basically trying to finance their own vacation, it sounds like. 16 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: This was their vacation. They got out of the heat... WU: They got out of the heat, they came up and picked cherries, and made a little money to finance it, maybe a little extra to take home. JS: A funny thing, just last week I come home and my wife said, “you got a telephone call you have to make and it'll take some time.” And I said, “who is it?” She said, “I'm not telling you.” And I said, “come on, you got to tell me before I call.” And she said, “you’ll know, when you call.” So, I called this number and my wife had written it down. And this woman answers. She said, “Well, Jerry says that this is Judy Kreal [?]. And she was thirteen and they picked cherries for us. And that was the last year they picked for us was ‘73. And she says, “whenever any members of our family get together,” she says, “all we talk about is the fun times we had at Hart, Michigan.” And she says, “I pull it up and I see the farm buildings are still there.” And she says, “we had to call you.” And she says, “I'm trying to get a couple of my brothers and sisters, we’re going to fly up and we want to visit you this summer.” So, I don't know if they'll make it or not. WU: Well, that's amazing. But that tells you the close relationship you had. JS: Well, she said, “my daddy made us work so hard when we were up there.” She said, “we’d think we hated it.” But she says, “when we look back on it,” she says, “it was the best time of our life.” She says, “on Saturday mornings, all those pickers let their kids... what they picked Saturday mornings was theirs. They got the money for that.” And she says, “my daddy,” she said, “Saturday mornings let us have the money.” She reminded me of that, which I knew. And she says, “we had our own money for the first time in our life that we could do what we wanted to with.” And she says, “we had so much fun and everybody was so nice to us. We just love you and your kids.” And I was probably on the phone with her for an hour and then she sent on Facebook a picture of her to Joany, our daughter, because I don't have Facebook or anything. And I tell you what, I certainly wouldn't recognize her. But then she was a thirteen-year-old girl in ‘73. WU: Some years have gone by. [Laughter] JS: But we still maintain communication with them. In fact, Judy and I, three years ago when we went to Florida, we met a cousin of hers and her mother who used to pick for us that laked in Florida for lunch one day. WU: Well, moving back then to your farm and your dad passed away and now you're into the ‘60s. You were married what year? JS: Fifty-nine. WU: And you married whom? JS: Judy Pangburn, my next-door neighbor. WU: So, she's a gal right from the community and you were married and your family… you had how many children, Jerry? JS: Three. Two girls and a boy. WU: And their names are? 17 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: Jennifer Purdy now and Jeff Spencer and Joany Small. WU: Okay, and Jeff, do recall what year he was born? JS: He was born in [nineteen] sixty-one. WU: Alright. JS: And Jenny was born in [nineteen] fifty-nine. Jeff was born in [nineteen] sixty-one. Joany was born in [nineteen] sixty-four. WU: Okay, so those are your three children. Then we sort of ended up with you back on the family farm. But I know for a fact you didn’t stay there. JS: Right. WU: Can you help me with that transition? What happened in your life that caused you to leave the family farm, so to speak? JS: I was contacted by fellow, John Roth, from Fremont who worked for FMC Corporation in Ag. [Agriculture] chemical business, and they were looking for salesmen for this area. And he asked me if I'd be interested. I thought about it and thought, yeah, that’d work out okay. So, I took care of the farm nights and stuff for probably three or four years or maybe longer than that. And my wife took care of the harvesting in the summer, picking up the cherry lugs and hauling them. Except at night I would take in the last load usually for years. And then moving on from there, later in life, I had an uncle who was a warehouse manager at Stokely’s and he retired. And then he came out and did the spraying and stuff on my farm, did all the work and he and I basically harvested the fruit then and then I retired, what, twenty-three years ago. Then I sold the farm to the city. WU: Sure, let's go back to your starting a new career. You're a sales person. JS: Yeah. WU: And you're selling for? JS: Ag. Chemicals. WU: Ag. Chemicals. JS: Fruit growers only; we weren't in the row crop business. WU: Alright, so you're dealing with… so you’re selling fruit chemicals. Does this require you to be visiting farms or…? JS: We were a service-oriented company. We sold directly to the growers. We sold through service. If you had a farm, I’ll use Fox’s as an example, because they were one of my biggest customers. I went through their orchards every week, and in their case, made recommendations on what they should be using. I knew the number of tanks that it took to spray each crop that they had. I ordered to spray material. They would set it right on their farms for them. And told them when they should use it. And that's how we did that. That was a lot of service. 18 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: Alright, so physically you would be there. You would look at the leaves on the trees, make a determination on… JS: What they needed. WU: What they needed, based on what you actually saw. JS: And we’d try to recommend the material. I always tried to recommend material that was the most economic for them that would still do the job. WU: So, and you’re using your background from your college days. I assume you had lab facilities that you could send stuff into? JS: Well, yeah, Extension, too; Michigan State was good, but we had... what was I going to say? I lost my train of thought here. The service part was we were the only company that really serviced orchards like that. We got a little more for our chemicals, but we could save you money during the year, too, and what you used and in products like that. So, and once you got a customer, he was yours. So, yeah, you pretty much had job security. And then I worked for them for twenty-two years. WU: Let's just leave it with them for a few moments. I'm trying to understand the regional area that you covered. So obviously, Oceana; were you beyond Oceana County? JS: Oceana, Mason, and Newaygo Counties. WU: Alright, those were the three counties that you would have picked up clients, visited their orchards, and made recommendations. JS: Right. WU: And would that be a year-round job or was this more or less a seasonal? JS: It was a year-round job. Over the summers, of course, we were busy. The winters you spent at shows, putting on meetings for growers… WU: Educational-type meetings. JS: Educational-type meetings for any new products that were out, going over them. WU: And educating yourself, I assume you had to go to conferences and so on. JS: Right. If you are in a business like that and I suppose it was the same with you, too. You learn from this grower that has a problem and you find out how it works for him. So, then you know, the next guy and you learn really from the people you’re calling on, too. WU: Sure. Well, apparently you worked twenty-three years for this company. And then what happened after that? JS: They sold our sales group; we worked for FMC Corp. and they had two divisions. Our division, which was called the direct sales - we sold directly to growers -and then they had a Fairfield division because FMC also produced a lot of chemicals. We had our own chemicals and this division sold chemicals to distributors and other dealers. And so, they decided that to get rid of the direct sales force because there was friction always between us because they would want to sell a dealer and the dealer would 19 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department say, well, you were out in the field selling growers; I’m not buying your stuff. And so, they sold us and we were purchased then by Conagra Foods, which was grower service in Michigan. And I worked for them. I told them I'd work five years and then I was going to retire and I did. And they hired me to mesh the FMC sales force in with theirs. They never really worked out that good. We were a service-oriented company with FMC, and they weren't. They were strictly sold on prices and… WU: ...pushing their product. JS: ...pushing their products. And our salespeople didn't like that. However, the five years I was there, we only lost one salesperson and the year I left everybody quit from FMC that they had. So, and now they're working for all other companies. WU: Yeah, so basically, you had a twenty-three plus five or twenty-eight-year career in sales and service to the agriculture community. Oceana, Mason, and Newaygo. Is that sort of a fair, quick summary? JS: Yeah, I had the same territory all those years. WU: Well, after you retired, did you continue on with any type of work for…? JS: Well, we still had the farm. WU: Okay, so now you're back to doing farming. JS: Yes. WU: And you continued to do that up until the time you sold it to the city? JS: Sold it to the city, right. WU: Okay, what year was that? Do you remember when the sale was made? JS: Boy, I don't. WU: And that was for the industrial park purposes. JS: Yes. WU: You retained at least the home place and the barn, is that correct? JS: I retained the frontage. WU: Okay. JS: Well, my mother, in the meantime, remarried and the house was separate. And I sold the buildings and I didn't... I sold everything to the city so they could annex it. WU: That’s right. JS: And then I had five years to buy the frontage back, which I did. And then, of course, I sold, you know, where Rennhack’s [?] is. And we still got the rest of it. WU: Alright, so you still own...what? JS: The farm buildings and, well, about four acres, probably. 20 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department WU: You still own four acres there. Well, of course, farming has changed a lot during your lifetime. What do you see are special challenges that farmers face today? JS: I think probably they're big; they, you know, they keep buying and expanding and I was never... not my way of going, I guess, or everybody that does it seems to come out doing well. But I, because of that, you know... WU: The corporate farm way is what's happening. JS: ...is what's happening. And I don't know if it's good or not. I still think, you know, I always said, “give me forty acres, something that your family could take care of. And if you could sell most of your stuff retail, you could make a really good living.” And farming’s a good way of life. I don't know, there's just something about… I used to just enjoy driving through the orchard, spraying at night and watching the fruit grow and on the trees. It's a good feeling. WU: Just being part of God's Earth, so to speak. JS: Regulations - it's changed so much. Regulations on chemicals, what you can use, what you can't use, when you can use it. And some of it’s fine and some of it is stupid. WU: It just makes it more difficult to do your life's work. JS: Yeah. WU: Well, Jerry, I know you've been very involved in the community and I think its part of your oral history. Why don't you just briefly state some of the organizations you've participated in and taken a leadership role? JS: Oh, my gosh. WU: I know, it's a long list. JS: Well, I was starting out back when I was in the business, I guess, they had a biology club - and I think they still have one, I don't know - that we got started and that was for fruit growers. And then I became a Commissioner, County Commissioner. WU: Oceana County Commissioner? JS: Oceana County Commissioner. WU: Right. JS: And I said at the time when I got it, I said, “oh, when I get to be seventy, I'm done.” And I did ten years and I resigned. WU: So, for ten years, you're a commissioner. JS: I was commissioner. I was on... in the meantime, then I was a member of the District Health Board. District Health Five and then District Health Ten and through all that turmoil. And a member of the Health Board, when we built the District Health Building out here. WU: The Malburg [?] building. 21 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: ...in the Cooney place, you know, and I was on the Workforce Development Board for Muskegon and Oceana County for years. Then after I was on as a business person, first I was on as a county... to represent the county, Oceana County. But then when I resigned from being a commissioner, Paul Roy, who was the head of it at that time, said, you’ve got to stay on our board. So, I said, “but I can't.” And he said, “yes, you can.” So, Jack Cheever [?], he said, you’ve got to have a business. So, I said, “well, I don't really have one anymore. I'm retired.” So, he said, “well, get one.” So, I went to Jack Cheever and I said, “Jack, can I be a consultant for you?” Jack said, “any day of the week,” he said, “you certainly can.” I said, “okay.” So, then they listed me as a... because the state of Michigan, if they would check, they listed me as a consultant. WU: Alright, so for what organization? JS: The Workforce Development. WU: Oh, Workforce Development. Okay, I missed that. JS: Workforce Development for Muskegon and Oceana Counties. We were together; still are, kind of. And so, but I finally got off of that. I'm still… I'm chairman of the City Planning Commission. I'm on EDC, Executive Board of Directors. I'm on the local Emergency Planning Committee Board. Yeah, so, I'm still involved enough to... WU: Well, I commend you for all your service. JS: You have to keep busy. WU: Sure, so that’s what you're doing in your retirement days: you're a volunteer, you serve on a lot of these boards. Jerry, when someone listens to this tape, which they'll be able to fifty years from now. But what would you most like them to know about your life and maybe the Hart community? Is there anything special that you would like to say? JS: Well, I was born and raised in Hart and never left. When I worked for FMC, they wanted to move me out east and give me a big territory. And I turned them down. And I know… well, you know, Fred Reilly? WU: Yes. JS: I worked with Fred, I worked under Fred when I was first hired here. And Fred said you shouldn't do that because he said they'll never, you know, it’ll really hurt you in the long run, you know. So, then it's a year after that, Fred got offered a job out east, the same job I was offered a year before, and he took it and they eliminated him a year after that. And so, I was glad I didn't do that. But no, I was born and raised in Hart and it's a good community to live in. And I think especially the last ten years, it has become more progressive. And I can see a lot of good things that's happened the last ten years. And I think there'll be a lot of good things happen in the future. WU: Any special advice you'd want to give a young person who may listen to this tape? JS: Not particularly, I think you just have to do what you think you should be doing and stick to your guns. And I don't know, other than that, things will fall in place for you if you work hard. WU: Is there anything else that you would like to share that I may not have asked you about? Something that you might want to make a record of? 22 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department JS: It seems like you've covered things pretty good. WU: Well. JS: I think the most enjoyable part was - in the fruit business, anyway - it was, of course, we came up with… we had a shaker, but it was a limb shaker, which is one of the first shakers that came out, but that eliminated pickers. And I kind of miss that era; that was fun when you had families come up. And apples; I had a Spanish couple that picked my apples for a few years and, boy, they were good. They still stayed in the area. They, I think, now work for Tim Tubbs. I run into them every once in a while. They were… WU: They're not migrants anymore. They live in the… JS: They live here year-round. WU: And do you remember their names? JS: No, I don’t. WU: Okay, well, I just want to thank you, Jerry, for your time and for sharing your memories with me. And this concludes the interview. Thank you very much. JS: Thank you. You did a good job. 23 � https://digitalcollections.library.gvsu.edu/files/original/34173090a508e2ef3773523bb978c562.mp3 6456720df95745ed7ac0a5aa55aa1145 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history 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 DC-06_Spencer_Jerry Creator An entity primarily responsible for making the resource Spencer, Jerry Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-18 Title A name given to the resource Spencer, Jerry (audio interview and transcript) Description An account of the resource Oral history interview with Jerry Spencer. Interviewed by Walter Urick on June 18, 2016 in Hart, Michigan. English language. Jerry Spencer was born in Hart, Michigan in 1932, as the only child of a farming family in Oceana County. He grew up on a thirty-six acre dairy and fruit farm that was passed down the generations from his grandfather. He graduated from Hart High School in 1950, studied Agricultural Engineering and Agricultural Mechanics at Michigan State University, and later married and worked at FMC Corporation before serving as a County Commissioner for Oceana County. Contributor An entity responsible for making contributions to the resource Urick, Walter (interviewer) Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Farms Farmers Fruit growers Michigan State University Agricultural engineering Agricultural mechanics Audio recordings Source A related resource from which the described resource is derived Growing Community (NEH Common Heritage) 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf 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/666a0a3214d2b1b474e0fdaaae25d7e1.JPG 3a2b7d09043cf04ae4f6748f134c05c8 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 Ronald Oakes collection Creator An entity primarily responsible for making the resource Oakes, Ronald Description An account of the resource Collection of photographs by Ronald Oakes, who served in the U.S. Marine Corps during the Vietnam War, and in the U.S. National Guard in the Iraq War. Date A point or period of time associated with an event in the lifecycle of the resource 1968/2005 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/628">Ronald Oakes Vietnam and Iraq war photographs (RHC-80)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Iraq War, 2003-2011 Vietnam War, 1961-1975 Veterans Photographs Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Relation A related resource Veterans History Project interviews, RHC-27 Identifier An unambiguous reference to the resource within a given context RHC-80 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-80_Oakes-Iraq-DSCF2147 Title A name given to the resource Spent shell-casings at the firing range at FOB Q-West Subject The topic of the resource Iraq War, 2003-2011 United States--History, Military United States. National Guard Military life Soldiers Photographs Description An account of the resource Spent shell-casings at the firing range at FOB Q-West. An M-249 LMG (Light Machine Gun) is in the background Creator An entity primarily responsible for making the resource Oakes, Ronald Type The nature or genre of the resource Image Source A related resource from which the described resource is derived Ronald Oakes Vietnam and Iraq photographs (RHC-80) Relation A related resource Veterans History Project interviews, RHC-27 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Iraq War Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource image/jpeg 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/4de332838e00fdd6418cbe9b2b4bc176.pdf 068496dd2ea14359ee77f06f15c14248 PDF Text 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 Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) 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 </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Sphaera mundi Identifier An unambiguous reference to the resource within a given context DC-03_A054Sacro1490 Creator An entity primarily responsible for making the resource Sacro Busto, Johannes de, active 1230 Description An account of the resource Sphaera mundi by Johannes de Sacro Busto. Printed in Venice by Bonetus Locatellus for Octavianus Scotus on October 4, 1490. Quarto. [ISTC ij00409000] Publisher An entity responsible for making the resource available Venice: Bonetus Locatellus for Octavianus Scotus Subject The topic of the resource Incunabula Printing 1450-1500 Astronomy--Early works to 1800 Language A language of the resource la 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 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1490 Source A related resource from which the described resource is derived Seidman Rare Books Collection: QB41.S23 1490, A54 Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/49950d1b1cc3b462ed88443a92eb9238.jpg ab288a0fa1edb5d8a80533ec07884c9a 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 SpielmacherPatrick Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Spielmacher, Patrick Description An account of the resource Patrick Spielmacher, Underwriter for WGVC/WGVK 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/23e347896d859b17ded4096211527d63.jpg 26f456b7de7a3dd3e165824deb879206 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_Peitaiho_1920_006 Date A point or period of time associated with an event in the lifecycle of the resource 1920-08-15 Title A name given to the resource Spielman cottage looking northwest Description An account of the resource Black and white photograph of a stone cottage from the street. A group of people are visible standing on the porch. Subject The topic of the resource Beidaihe Qu (Qinhuangdao Shi, China) China 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/ec41cbab3348fd9afa6de6e45f63bcf5.mp3 073037add5ad4c12340284b6b1948c03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost VIII Series The Sacramental Character of the Church Scripture Text Isaiah 43: 18-19 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-0-19920802 Date A point or period of time associated with an event in the lifecycle of the resource 1992-08-02 Title A name given to the resource Spinner of Chaos 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 Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on August 2, 1992 entitled "Spinner of Chaos", as part of the series "The Sacramental Character of the Church", on the occasion of Pentecost VIII, at Christ Community Church, Spring Lake, MI. Scripture references: Isaiah 43: 18-19. 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/88600dc69b6c91a06b37e4ae2fbf30cb.jpg c6918585fa86a673fb6380e9b5620565 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_3_1911-1915_58 Date A point or period of time associated with an event in the lifecycle of the resource 1913-08-08 Title A name given to the resource Spinning Wheel Description An account of the resource Black and white photograph of a spinning wheel on the porch of a log cabin. Two women can be seen standing behind the spinning wheel. Subject The topic of the resource Québec (Québec) Spinning-wheel Log cabins 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/d330977562ac845c064c88573ff2823e.mp3 c1eaca2b59841e8e4d0f853274823c5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost Sunday Scripture Text Numbers 11:19, John 14:12, 18, Acts 2:4 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-0-19930530 Date A point or period of time associated with an event in the lifecycle of the resource 1993-05-30 Title A name given to the resource Spirit Embodied Humanly 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 May 30, 1993 entitled "Spirit Embodied Humanly", on the occasion of Pentecost Sunday, at Christ Community Church, Spring Lake, MI. Scripture references: Numbers 11:19, John 14:12, 18, Acts 2:4. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives History of Israel Non-exclusive Pentecost Universal Grace https://digitalcollections.library.gvsu.edu/files/original/bdbf8feb65f2ac2c464cfcf0c388e7c1.pdf 0fae8d580784c10584e0ad8b8e8d7e84 PDF Text Text Spirit, Spirit: A Cosmic Drama Pentecost Text: Genesis 1:2; John 3:6 Richard A. Rhem Christ Community Church Spring Lake, Michigan May 18, 1997 Transcription of the spoken sermon The consternation in the heart and mind of a Nicodemus brought him to Jesus, confused as to exactly what was going on in the life and ministry of this one, this respected teacher of Israel. And so, he came to him, saying, "Rabbi, we know that you are a teacher who has come from God; for no one can do these signs that you do apart from the presence of God." Jesus responds with the claim that one must be born again, from above. Nicodemus' confusion only deepens. He says, "How can this be?" And I suppose that all religion arises out of those deep existential questions, from whence have we come? Whither are we going? And what is the meaning of it all, the purpose, the intention? What is our life? With Nicodemus, I think, from time to time we all say, "What does this mean? How can this be?" We keep ourselves busy for much of our lives, frantically pursuing our penultimate goals, but there are those moments that dawn upon us, maybe when we take a candle as a young person, maybe as a parent holding an infant at a baptismal font, maybe some moment with the bread in our hand; or at a moment of great fear, tragedy or loss, or deep joy and delight. Sometime or another, we ask, "How can this be? Whence have we come? Whither are we going? What does it mean?" Because we are human, and after a cosmic drama of 15 billion years, the likes of us have emerged on planet earth, able to wonder about it all, becoming when, how, who knows but, at some moment, conscious, selfconscious, aware, aware of the other, finding voice, having language, able to express deep thoughts. And before the mystery of life, its wonders causing us awe, its terrors causing us dread, we ask, "What does it mean? Where are we going? And what is this human existence into which we've entered?" That is the source and the origin of the wide diversity of religions, belief and religious practice throughout the ages and around the world. That was no less the case with the Hebrew poets and prophets. Interestingly, the clear statement of God's creation in Genesis did not arise until that people had a national identity for centuries. The creation account in Genesis arose out of the situation of exile, when that people in their alienation and estrangement had lost their confidence in their Yahweh God, believing as did most ancient peoples, that God was the God of the winners, or that the winner's God was God. Then, in the midst of that © Grand Valley State University   �Spirit, Spirit: A Cosmic Drama Richard A. Rhem Page 2   rather despairing exilic community, there arose a voice, a poet, who stirred them to the depths, reminding them that the God of Abraham and Isaac and Jacob was none other than the Creator of the heavens and the earth, and he wrote that marvelous poem, "In the beginning, God ..." There was an earlier account, somewhat less sophisticated, that focused on the human person, the creation of humankind. In those stories we see a people orienting themselves and their lives around the sharp focus of a God Who spoke and called all things into being. Obviously, the conception of the natural world, the universe, the cosmology reflected in those Genesis accounts was representative of the understanding of the age in which the poet wrote. It was a three-storied universe, the heavens above, the waters beneath the earth, and God was the Great Mechanic, the Great Architect, the Great Designer, the Great Clockmaker, as it were. God was a being, a Superbeing. God was like us, personal, only bigger, more so. God was the Supreme Being Who, from beyond, out of the depths of eternity, decided to call into being that which was not, and did it like a designer, like a contractor, like one who constructs a model. There was a kind of naiveté about that account, as we look at it 25 or more centuries on. The world is not the world that was conceived of by the biblical writer. But, ancient people were not naive. Ancient people had all of the questions that we have. Those creation accounts are an attempt to give account of the reality of the universe and of the human experience. And there is a profundity there. The Spirit of God - in the Hebrew language, spirit, breath, wind are all translated by the same word, Ruach - brooded over the chaos. Over that soupy chaos, the poet tells us, the breath or the wind of God brooded or hovered, and out of the chaotic stew, through the brooding of the breath of God, came the cosmic miracle of which the ancient writer knew only a little. In the other account in the second chapter, you see the beautiful simplicity of this Creator God coming down to the earth that was created and scooping up a handful of mud, fashioning a body and breathing in life so that the man became a living soul. Such an insight saw the human person connected absolutely with the elements of the earth, but having something more, that spirit dimension that created the possibility of consciousness and awareness and attentiveness. Rooted to the earth but beckoned upward by the Spirit, the human person comes from the hand of the Creator God. The Psalmist sang about it, sang about it with delight and with joy. "Every living thing, the whole vast created order, all of it emerged at the behest of the Creator's Word Whose breath, whose Wind, whose Spirit enlivens it all. You remove your Spirit and we die. You bestow Your Spirit, and we live." The Psalmist sang about the God Who is life, the life of the world, the life of all that is. The Hebrew tradition out of which we have come is a tradition that is centered in that breath of God, Spirit of God, wind of God. Poets and prophets with vivid imagination envisioned a whole new world endowed with Spirit, looking for the © Grand Valley State University �Spirit, Spirit: A Cosmic Drama Richard A. Rhem Page 3   day when one would come, filled with the Spirit. The story goes on to the point at which one was conceived by the Holy Spirit, according to the Gospel, Jesus by name, in whose life and ministry there developed that movement from which we stem, a Christian Church, celebrating the birth of that movement on the day of Pentecost, according to Luke. For Luke would have us see that that which happened in the wake of Jesus was nothing more than the continuation of that activity of the breath of God, the breath and the wind of God that swept upon that early gathering of disciples, empowering them, enlivening them, firing them to go out and to tell the story, the Good News of what God had done in Jesus Christ. So, on Pentecost we recognize that we are preeminently a people of wind, the people of breath, the people of Spirit, that it is Spirit that marks us as humans, that causes us to wonder, to raise those deep questions and to seek after God. Nicodemus came to Jesus in his confusion and Jesus confused him even more. "You must be born again," or "You must be born from above," or "from beyond." That new birth, if we were to understand it today, would have to be translated from the understanding of Jesus, because Jesus didn't know our cosmology. Jesus saw a distinction between the flesh and the Spirit, and we certainly understand what he meant. All of us know and of some of us it is true that we are dead while we live. And certainly that was the reality to which Jesus was pointing, the possibility of living a human existence without being human, being a human automaton without spirit, without consciousness, without awareness, without attentiveness, without that spirit dimension, that depth dimension. But we would have to say today, in the light of what we know about this amazing cosmic drama into which we have been caught up, that there is no such thing as flesh and spirit, for there is only one cosmic river of energy. Fifteen billion years ago there was an explosion, the Big Bang, as the physicists speak of it today; 15 billion years ago, Jesus, would you believe it? They tell us it's not like an explosion of TNT, but rather, the explosion of a musical chord, perhaps the most famous chord in all the world, Beethoven's Fifth. You know how it begins. It's "Boom, boom, boom, boom." That's it, you see, the Big Bang. It is a chord that begins to reverberate outward, outward, outward, and as it goes, it does not fill space, it creates space; it does not take time, it creates time, so time and space are expanding in resonant circles outward, outward, outward, for 15 billion years. Here we are at this late point of development in a cosmic drama, and we understand that we have been created with spirit that has become aware of it all. Fifteen billion years until there emerged the likes of us, who could ask "from whence did we come," and "whither are we going," and "what is the meaning of it all?" We have discovered that we are not flesh and spirit, but we are enspirited flesh, for we know that energy and mass are interchangeable, and that our mass is but dammed up energy, coalesced for a time and then released in another form. We find ourselves little whirlpools of meaning in that cosmic river that has been © Grand Valley State University �Spirit, Spirit: A Cosmic Drama Richard A. Rhem Page 4   flowing for 15 billion years, and if we cannot discover the meaning of it, we have become those who can give meaning to it and create meaning for it. We create meaning in our lives in community with one another, trusting in that process that has been emerging, baffled by the mystery of its beginning, and being without a clue as to the manifestation of its culmination, but in the meantime, trusting God Who is spirit, Who enspirits, enlivens, fires the imagination and creates between us and among us human community. As you know, this past week Nancy and I spent a few days in New Jersey and we were privileged to hear the English scholar, Karen Armstrong, who spoke twice last Tuesday, in the morning on "The History of God." In 1993 she published her rather significant work, The History of God: 4000 years of the human understanding and conception of God. Then in the afternoon she spoke of "The Future of God," and she addressed, I thought, very profoundly the present state of the human family. We don't get a very good feel for that in Western Michigan, but the institutional Church is certainly in trouble, and the manifestation of the great religious traditions around the world that were once thought to be passé are experiencing a resurgence. There is confusion on every hand. Karen Armstrong is currently researching a book on Fundamentalism, which she sees as the desperate human attempt to resuscitate the God of the Bible, the God of that cosmology of the Genesis writer, that God "out there," that Clockmaker, Designer, King and Ruler. That conception was reflective of the understanding of the day but cannot carry the freight in our day. She said in all of the monotheisms, Islam, Judaism, Christianity, even in some of the Eastern religions, there is currently a fundamentalism which is a kind of a fanatical attempt to resuscitate an old conception of God, bringing that which is dead and to bring "Him" crashing back into history, the God that has long since been dead. Well, are we then in a period of atheism? Much of the world is, notwithstanding the resurgence of that fundamentalism manifest around the globe. In the long haul, where we are going is into the darkness of atheism. But then she said a most interesting thing, and I believe she's right. You don't have to worry about atheism, not even if you're making your Confirmation today, because atheism is not a rejection of God. It is simply a rejection of an inadequate conception of God. Years ago, J.B. Phillips, who paraphrased the New Testament, wrote a book whose title says it all: Your God Is Too Small. We are living in a period of time when the conception of God that has come with us out of the past is not adequate anymore to connect with our human experience. That conception makes no sense of this 15-billion-year river of energy that is flowing, God knows where. But, in the meantime, in the darkness it's as the poet Keats claimed: You don't just sit down and write a poem. You wait in the darkness. You wait in the darkness until the poem writes itself. And so, now, we don't know so much, and there are big questions afoot. But if we trust, if we have faith to believe, then we will not idolize those formulations and conceptions that have come to us. We will recognize where they are inadequate, where they can no longer connect with our © Grand Valley State University �Spirit, Spirit: A Cosmic Drama Richard A. Rhem Page 5   experience, no longer give orientation for our human life. We will wait, wait in the darkness, trusting, not knowing what will be, but knowing what can no longer be. And I want to say to you young people, those who tell you so clearly all about God, don't know, because we don't know; we trust that Mystery, and we have seen the reality of the Mystery revealed in the face of Jesus and we have experienced the breath of God in community. Thus we know all will be well. Let God be God and let us with confident trust move into the future unafraid, for you see, Pentecost keeps happening. Pentecost is simply the presence of the Spirit. In the words of the poet, There lives the dearest freshness deep down things; And though the last lights of the black West went Oh, morning, at the brown brink eastward, springs Because the Holy Ghost over the bent World broods with warm breast and with ah! bright wings Pentecost. Breath. Spirit. God. Wonder. Wonder! © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/85ed5a1f0f1ac0262770bd0b2686d8af.mp3 a9ab35106c27c01007166902efee6b55 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost Series A Cosmic Symphony Scripture Text Genesis 1:2, John 3:6 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-0-19970518 Date A point or period of time associated with an event in the lifecycle of the resource 1997-05-18 Title A name given to the resource Spirit, Spirit: A Cosmic Drama Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Sound 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 May 18, 1997 entitled "Spirit, Spirit: A Cosmic Drama", as part of the series "A Cosmic Symphony", on the occasion of Pentecost, at Christ Community Church, Spring Lake, MI. Scripture references: Genesis 1:2, John 3:6. Community Consciousness Cosmic Evolution Spirit of God Trust https://digitalcollections.library.gvsu.edu/files/original/a3d70fecbf0c09da682624a0bddb0ea3.pdf d0c255f9b73b60d2f5c8c28423af9757 PDF Text Text Spirit: The Now of the Future From the series: The Presence of the Future Text: Isaiah 61:1; John 14:18-19 Richard A. Rhem Christ Community Church Spring Lake, Michigan December 6, 1998 Transcription of the spoken sermon We had our first Advent Midweek Eucharist on Wednesday. It is such a lovely hour - the warmth of the Parlour beautifully decorated in the festive garb of the Christmas season, the intimate setting - there is something quite wonderful about it. I hope the secret doesn’t get out, because about 75 is all that we can comfortably handle. Well, Wednesday I had a rather startling revelation for those gathered - I told them Jesus is not coming again, which, of course, is the theme of Advent - The one who came a babe in human flesh, will come again in glory to judge and rule. I just came out with it; the early followers of Jesus, including Paul, expected Jesus to return in power and glory to bring history to its close and usher in the age to come. They got it wrong; the ongoing unfolding drama of history and human culture should surely tip us off - 2000 years of subsequent history and we still hear talk of the Second Coming of our Lord from Glory. Let me suggest in this season of Advent 1998, that it is time for us to take a sober look at the biblical time line - the divine calendar as it has been understood and declared over the centuries, and recognize that it really makes no sense of the reality we live, the cosmic unfolding, history developing, and the emerging of humankind. I have been thinking about this for a few years now. When I was in Europe in the 60s, there was a circle of young scholars who were swinging the pendulum back to an appreciation of God’s action within our history. It gave me a way to return here and preach good news. One European biblical scholar, Oscar Cullman, was not of that circle, but he had written a very influential book entitled Christ and Time. He pointed out what may seem obvious to one familiar with the Bible story - that the whole biblical drama was seen on a time line. Out of eternity issues the creative word, "Let there be" and the cosmos is formed, and time and history began - a time still ongoing in © Grand Valley State University   �Spirit: The Now of the Future Richard A. Rhem Page 2   the biblical drama. The biblical understanding was that those who were living the drama were in what they called "this age" or "the present age." But, they were looking for "The Age to Come." The whole Creation/historical drama was seen under that model or paradigm. This age and the Age to Come. The Hebrew prophets longed for the Age to Come on earth in history when Shalom would everywhere prevail. Then the fortunes of Judah reversed - they returned from Babylonian Exile, but never saw the glory return. They were the pawns of conquering powers, poor, oppressed, and without hope. For them, history was hopeless; they cried out to their God to intervene, to dash the wicked and vindicate them as God’s chosen. This was a move from the prophetic with its dream of Shalom to Apocalyptic - the longing for God to ring down the curtain on history and usher in the Age to Come. This is the setting of the time of Jesus. I suspect Jesus shared that longing, although that is a matter of debate. But, certainly St. Paul was looking for the return of Jesus who had been crucified, risen, and ascended to the throne of God. That was the picture: Jesus at the right hand of God ruling from heaven and soon to come again - this time not in human weakness, but in Divine Power. In Revelation, we hear the cry of that early church, "Maranatha," which, translated, is "Our Lord, Come," and we hear the ascended Lord declare, "I am coming soon." In the calendar of the church this cry of 2000 years is remembered with every returning Advent - The one who came is coming again. And there has never lacked Christian groups that have continued to affirm: He is coming soon! It is quite amazing that such a conception, such a hope could be sustained for 2000 years. Well, as I said, in Wednesday’s meditation I said quite simply, "He is not coming again." I say it that bluntly to catch your attention because I want you to hear what I am saying and I finally say it now because we are on the threshold of the Third Millennium. As the calendar moved toward 1000, there was a large scale stirring and disturbance. Expectation was aroused and many claimed they were at the end of the age. I am beginning to hear it now again as though the turn of the calendar will bring us to the end and the appearing of our Lord in glory for judgment and the final consummation of all things. My word to you is, "Don’t believe it, don’t get worked up about it, don’t be afraid." The Jesus who came is not coming again in the sense that is understood in the biblical story. Now if you have heard that rather bold denial, I hope you will be ready to hear an alternative declaration - Jesus who came, the word made flesh, the one in whom God was embodied, has already come again - again and again and again. © Grand Valley State University �Spirit: The Now of the Future Richard A. Rhem Page 3   Let me give you the text that says this very clearly. In John’s Gospel, Jesus is purported to say: “I will not leave you orphaned; I am coming to you.” (14:18) Just prior to this promise, Jesus promises the gift of the Spirit, the Spirit of truth. It is significant that this Gospel is late, probably in the 90s of that first century. Jesus had not returned on the clouds. Many of the Jews who had been part of the movement were returning to their Jewish spiritual home in the Synagogue. The Pharisaic Rabbinic movement was proving to be the ongoing shape of Jewish faith. As that movement gained power, there was an edict passed that said if one confessed Jesus as God’s Messiah, that one would be put out of the Synagogue. And so, it was decision time - continue to confess Jesus Messiah and be put out of the community, or give up that confession and continue in the Jewish community and tradition. That is always a crisis of great import. And what was no doubt the deciding factor? Jesus did not return. It is easy to understand that the early community expected a literal return of the ascended Lord from the throne of God. Jesus was a flesh and blood human being. Jesus lived, taught, healed, was killed - all the hard facts of historical existence. And they sensed his presence still - thus the resurrection claim - this one who died lives. God raised him up and took him "up." Why wouldn’t they expect him to come back in literal fashion? Read Acts 1:11. The scene is Jesus’ ascent into heaven. The disciples look on amazed. An angel appears and says to them: Men of Galilee, why do you stand looking up toward heaven? This Jesus, who has been taken up from you into heaven, will come in the same way as you saw him go into heaven. There you have it; it could not be plainer. Decades after the actual life and death of Jesus, that is how they told the story and expressed their hope and expectation. But, now John is writing even later. Now it is decision time - to remain in the Jewish Synagogue and faith tradition, or, to persist in the faith that Jesus was the Messiah who would soon return to bring the Age to an end and usher in the Age to Come. But, he didn’t come. And he still didn’t come. Nothing happened. Now, what is the Gospel writer to say? Will he say, "Hold on; he’s coming!" The author of II Peter did. He wrote, " ... in the last days scoffers will come, scoffing and indulging their own lusts and saying, ‘Where is the promise of his © Grand Valley State University �Spirit: The Now of the Future Richard A. Rhem Page 4   coming? For ever since our ancestors died, all things continue as they were from the beginning of creation!’ ... with the Lord one day is like a thousand years, and a thousand years like one day ... The day will come like a thief, and then the heavens will pass away with a loud noise, and the elements will be dissolved with fire, and the earth and everything that is done on it will be disclosed." (II Peter 3:1-13) But, the author of the fourth Gospel did not simply plead with the Jesus movement to hold on because surely he was coming soon. Rather, in the Gospel of John, we see a significant shift from the expectation of the imminent return of Jesus to a present experience of the Spirit. The Holy Spirit or the Spirit of Christ the Spirit is variously designated in the New Testament. He came: John says the word was made flesh and dwelt among us. This was the literal, historical presence of God in human form. And, crucified, resurrected and returned to the presence of God he comes again - not in human historical form this time; not in visible display of signs and wonder. No. Rather, he comes in Spirit, the spiritual presence of God abiding in the life of the one who believed and in the community that believes that he was the embodiment of God in the days of his flesh. The English biblical scholar, C. H. Dodd, whose special expertise was the Gospel of John, coined a phrase to point up this shift. He called John’s revision “Realized Eschatology." Eschaton is the Greek word for the end and Eschatology, the teaching about the end of history. Dodd, on the basis of the Fourth Gospel, claimed that the end had already occurred. The New Age Jesus ushered in was the Age of the Spirit. He understood the Fourth Gospel to be a dismantling of the future expectation and the declaration of the New Age in the Spirit. Although he was not widely followed in this claim, his point of the significant shift in focus has been acknowledged. This shift is pointed to in the Advent theme “The Presence of the Future.” For our present experience the future is not future, but present. I mean, in our human, historical experience, we have the presence of the Presence of God, the God enfleshed in Jesus, given us in the Spirit. Thus my title - Spirit: The Now of the Future. What I am suggesting is thus a shift from the commonly held assumption about the biblical teaching about the end of history. That biblical view is most commonly designated by the phrase "Second Coming." What I am suggesting is not without biblical basis, however. What we see with the New Testament itself is a shifting. There is no one consistent biblical scheme. I am picking up the hint from the fourth Gospel that we need to find another way to understand our ongoing historical experience that keeps moving into an uncharted future. We © Grand Valley State University �Spirit: The Now of the Future Richard A. Rhem Page 5   must have a fresh sense of the meaning of a key conviction of the Hebrew prophets and the Christmas story - the conviction contained in the name Emmanuel, God with us. God with us; the Spirit with us; the Presence present to us; the Mystery once enfleshed, but always the enlivening, creative Presence in the whole cosmic drama, the whole unfolding story we call history. In the beginning the Spirit hovered over the created Chaos. In Israel’s life, the prophet cried, "The Spirit of the Lord is upon me ..." The angel said to Mary, "The Holy Spirit will come upon you ..." On the Day of Pentecost, suddenly "... from heaven there came a sound like the rush of a mighty wind ... all of them were filled with the Holy Spirit." Through two millennia, the church has confessed"... Conceived by the Holy Spirit." Spirit: the Now of the Future. Spirit - God’s breath, in creation of cosmos and unfolding of history - the life, the creative, energizing Presence that in the evolving of Nature finally brought to emergence a creature conscious, aware, giving the whole amazing Reality a voice full of wonder. The biblical story was clear that Creation or Nature stemmed from God’s creative word, but it was in history that Israel heard God’s voice. They divorced themselves from Nature in repudiation of the Canaanite religion that was bound to the cyclic natural order with the seasons coming round in regular order. And there was great gain in that exalted view of the Creator who spoke reality into existence and was a living, active presence in the historical unfolding. History is where Israel encountered God, or better, was encountered by God. Thus, that the Word became flesh was an amazing claim. Spirit, the instrument of creating, creates a human being who was the Mystery embodied. And is it any wonder that such a sense of Reality should then look for this embodied one to return to bring history to its consummation? But, we no longer divorce history from Nature. Rather, we see one grand process from the cosmic explosion 15 billion years ago, to the present continuing evolving of Nature which has gained a sense of history because we have emerged who are conscious, aware, recognizing the unfolding. There is not Nature and history. Rather, Nature has a history. And that created Reality we call Nature is alive, evolving because it is permeated with a creative Spirit that gives life and nudges the whole process on. © Grand Valley State University �Spirit: The Now of the Future Richard A. Rhem Page 6   Not some dramatic, cataclysmic future event, some display of power and glory. No. Rather, the future is already present in the Spirit Who mediates to us the Presence of the Mystery - Emmanuel, God with us. That was the prophetic assurance to Israel in its dark moments of crisis. Emmanuel: God with us. That was what the early Jesus movement experienced. Emmanuel: God with us - now in human flesh. And the Revelation’s final vision, chapter 21:3, reads in some manuscripts: God-with-them shall himself be their God in the context where the great declaration is uttered, Now at last God has his dwelling among humankind. There you have, of course, a climax in some near future. That, I am saying, needs revision. But, what is claimed for that future consummation is the same claim made by Isaiah, by Matthew. The claim is Emmanuel - God with us. That is the Now of the Future. The implication of that claim changes our whole perspective on our place in the cosmos. Rather that those who sing mournfully, this world is not my home, I’m just passing through," that is, I’m heaven bound, longing to divest myself of this life, this world which is a vale of tears, we celebrate the wonder of the natural world - the whole creation so richly endowed that there has emerged creatures conscious, aware, with tongues to praise, with spirit to love and care, with vision full of hope. Where is the whole dramatic venture going? Who knows? The future is open. But, what will be true, we can be sure, is that the key to it all will ever be Emmanuel God with us - Spirit creating, moving, and the whole story unfolding. Thus, we wait not with anxious expectation for suns darkened, stars falling, and all hell erupting. Rather, we live now with eyes open, ears cocked, imagination full of dreams and visions in this present moment, marked by the deep trust that God is with us, alert to the ongoing drama, watching with wonder and awe. Spirit: The Now of the Future. © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/3af7e14d1ee5298a6cce550659ed2e3d.mp3 ccdd93e08140521b1344c2a7d2df730d 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 Advent II Series The Presence of the Future Scripture Text Isaiah 61:1, John 14:18-19 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-0-19981206 Date A point or period of time associated with an event in the lifecycle of the resource 1998-12-06 Title A name given to the resource Spirit: The Now of the Future Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Sound 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 December 6, 1998 entitled "Spirit: The Now of the Future", as part of the series "The Presence of the Future", on the occasion of Advent II, at Christ Community Church, Spring Lake, MI. Scripture references: Isaiah 61:1, John 14:18-19. Advent Emergence Incarnation https://digitalcollections.library.gvsu.edu/files/original/d4704d363f6f2447b799e4109cbcac68.pdf 0b0748b260c8d484338191bed6e67524 PDF Text Text 10·38AM , we need to talk,. Sp"i·itual violence., -- ---- - - --· --- - - y ? mea when relig on is used as a weapon against the LGB -a community. I . --~ - Join the conversation Thursday, March 22nd 4 p.m. 2263 Kirkhof Center www. gvsu. ed u/lg btrc/Spi ritualViolence If you need special accommodations please contact the LGBT Resource Center at (616) 331-2530. � 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 GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory 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 DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_LGBTQ_2012_Spiritual-Violence-Poster.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-03-22 Title A name given to the resource Spiritual Violence Description An account of the resource Poster with information of the event, including the place, time and date. Subject The topic of the resource Sexual minorities Community centers Violence--Religious aspects 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 Text Format The file format, physical medium, or dimensions of the resource application/pdf 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 Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/d87a4535f5ffdad85ce4df38e788db99.jpg e2f24ed3953bc7b27bfb5959856847fd 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_939 Title A name given to the resource Spiteful British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spiteful, British RAF F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition 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/07d2a73ddb734e418d1a73bf9ede26e0.jpg 7b65498b71f3792dc6154e4ca650104b 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_926 Title A name given to the resource Spiteful British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spiteful British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition 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/06c6c9320bc32db0d770cf9da76aa7fe.jpg 3f8d26fc01afdc5a908a343aeda72a36 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_927 Title A name given to the resource Spiteful British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spiteful British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition 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/ce0d55967e1c17428b57b7b916400e2e.jpg fa0933267bff4c50e9c8bd5f0106918e 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_928 Title A name given to the resource Spiteful British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spiteful British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition 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/ca82e1155ab43f5996451a8d6a252903.jpg f08437c664dd9cddf57cab511bab65a1 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_929 Title A name given to the resource Spiteful British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spiteful British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition 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/556f1319dadecdc82abd53631683164d.jpg 420068acef7c2cdc1789e78509d4c1ad 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_M4177 Title A name given to the resource Spitfire 21 aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spitfire 21 British aircraft, December 1, 1944. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain 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 1944-12-01 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/5b1e9805addbb26749d3565b978407db.jpg d0803b06c66165eb8fc38c3756e26ce0 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_M4209 Title A name given to the resource Spitfire 21 aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spitfire 21 British aircraft, December 20, 1944. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain 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 1944-12-20 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/c901e371534a91e1fc7f70b8d7938f28.jpg b29440a3725f3b9a36ae27b5e5a6eadf 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_901 Title A name given to the resource Spitfire 21 fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spitfire 21 British F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Great Britain 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/97a6d43bdd7cb9c9ad4ac029fbb737e4.jpg 33f1c85883a4e77f9ab423a46548f134 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_902 Title A name given to the resource Spitfire 22 fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Spitfire 22 British F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Great Britain 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