990 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c1f1826ee3166bd8d97f32ddc35c5925.pdf 6b3c4f5cab2b119d34185fa744af039f 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 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_WGS_2018_Triota-Honor-Society-Interest-Meeting.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2018-10-31 Title A name given to the resource Triota Honor Society Interest Meeting Description An account of the resource Flyer with information on the info session about joining Triota. Subject The topic of the resource Women's studies Universities and colleges -- Societies, etc. Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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 https://digitalcollections.library.gvsu.edu/files/original/c56e152f5eb565db7a6d9ca012ab9874.pdf 2012ed4e7012b18e245d7ff4c8c150a7 PDF Text Text (;('lllh'I ·. 1° . ,Sl'\ualil) Join IIH' II onu•n. 'lllll'lll for lhl' . S(udil'S l)ppa, Wednesday, February 7th 8:00 - 9 : 00am Kirkhof Center 2215/2216 Please RSVP to wgsslu @gvsu.edu BREAKFAST PROVIDED � 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_WGS_2018_TriotaIInductionCeremony.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2018-02-07 Title A name given to the resource Triota Induction Ceremony Description An account of the resource Event flyer with location, time and date of event, as well as where to RSVP. Subject The topic of the resource Women's studies Universities and colleges -- Societies, etc. Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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 https://digitalcollections.library.gvsu.edu/files/original/257018e9949f4af4eff706a1ebe28e45.pdf 53c404ac9b6c1dea2c04522b612b80cd PDF Text Text TRIOTA INTEREST MEETING Questions? Email Triota Advisor Dr. Cael Keegan at keeganc@gvsu.edu � 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_WGS_2016_Triota-Interest-Meeting.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2016-11-03 Title A name given to the resource Triota Interest Meeting Description An account of the resource Poster with location, time and date of info session. Subject The topic of the resource Women's studies Universities and colleges -- Societies, etc. Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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 https://digitalcollections.library.gvsu.edu/files/original/0b18ecb05d98f76290d9757ecff3871b.pdf 53e98452f58d53980c186b612d9d18e8 PDF Text Text . .. .· :.:. ~,·.:-·n· -:· -'- .. I ·•. ~~ ,-., Join Triota and the Women, Gender, and Sexuality Studies Department in li~esliimen s will d APRIL 19, 2018 6:00PM - 7:30PM MULTIPURPOSE ROOM HOLTON·HOOKER LEARNING & LIVING CENTER � 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_WGS_2018_Triota-Senior-Night.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2018-04-19 Title A name given to the resource Triota Senior Night 2018 Description An account of the resource Poster inviting people to come celebrate the WGS department's graduating seniors. Subject The topic of the resource Women's studies Universities and colleges -- Societies, etc. Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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 https://digitalcollections.library.gvsu.edu/files/original/e80bd24f9635e445e4eaa2e2a91ea029.jpg 95b4b4d370c67e33f97564935466a6c4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_A028-0141 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1960-08 Title A name given to the resource Trip to Toronto with Harrington Plane Description An account of the resource Black and white photograph of Douglas Gilbert's trip to Toronto with Irv. Harrington. The photograph features a group of three gentleman standing next to an airplane with the words "Harrington Plumbing & Heating Supply Co." printed on the side. Two gentleman are standing on the left wing of the plane, while the other is standing on the ground behind them, and the photograph is labeled as being from a trip to Toronto, Ontario in Canada. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Toronto (Ont.) Toronto Islands (Ont.) Airplanes Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/628a2ae713c3fed0d142ab311992cb4d.jpg a0935b69a56f9e398a9b8fb55cc3f3d0 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 TroRoger_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Tro, Roger Description An account of the resource Roger Tro, Instructor of Sociology and Anthropology Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/50f7ee31d51f5e5a064d5da874a3f6bb.jpg 2b15ffa69fe9b57bfc246e0e2ecf0216 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 TroRoger_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Tro, Roger Description An account of the resource Roger Tro, Instructor of Sociology and Anthropology Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/53d61a1e0a0cdc9560051dba52784693.jpg c0c6164e2107d71bc4364b0340cc01b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001013 Title A name given to the resource Trombone player in the marching band Description An account of the resource Trombone player in the marching band. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/d72ded5dbd77f446fe91076424865b22.mp4 d8242d4726fdab50000a86fd65e659ef https://digitalcollections.library.gvsu.edu/files/original/4dc9fe9248ce6a0b39bf9491496f172c.pdf 22a18a5d519fd9090156d57f41175d1a PDF Text Text Grand Valley State University Veterans History Project Woodrow J. Tromp (01:07:26) Introduction (00:26) Family and childhood (02:15) • Tromp mentions that he grew up in Grand Rapids, with 5 sisters and 1 brother. His father owned and operated a grocery store while his mother was a homemaker. Pre-enlistment (04:57) • • Graduated Central High School in 1937. In 1935, at the age of 17 Tromp mentions that he enlisted into the National Guard even though the age to enlist was 18. He also mentions that he got away with this by writing down the wrong birth year. Worked in a grocery store and General Motors while still training with the National Guard in the summertime. • Went to Camp Grayling, Michigan, in 1935 where he learned his Guard training. Tells of how this was before the Guard was federalized. • Describes briefly his part in quelling the rioting in Flint, MI with the National Guard while still in high school. (1:25:52) Enlistment and Training (06:20) • In October, 1940 when the National Guard was federalized Tromp was sent down to Camp Beauregard, Louisiana. While there he describes the different maneuvers that the men had to perform. From there he was transferred to Camp Livingston, Louisiana. • While at Camp Livingston, Tromp mentions his time as sergeant with the mortar section. Later, as platoon sergeant he was responsible for the operation of 60millimeter mortars and 30 caliber light machine guns. Describes that while marching he carried a carbine and that in combat he carried an M-1. Also mentions an encounter with Captain Shirley where he carried his commanding officer’s automatic weapons. (10:48) • Tromp then gives a detailed description of how mortar training range estimation works. Tromp mentions that it was an observer’s job to see how a mortar operator reacted and responded to the exercise of hitting a mortar target. (13:37) �• During this time, Tromp briefly describes his time in Alexandria, Louisiana where he attended a Baptist church. Tromp also shares his thoughts on the recruitment of Southern soldiers. (14:43) • On the Sunday afternoon of December 7th 1941, Tromp describes how the people of the town he was stationed at went out into the streets and yelling sharpen your bayonets. Trump relates his thoughts on Pearl Harbor. (15:39) • Trump then describes how the National Guard was sent to guard various areas in Louisiana for fear of sabotage. Afterwards, he was transferred to Fort Devens, Massachusetts where they were told they were going to go fight in the European theater. (17:55) • From Fort Devens, Massachusetts he took a train across the country and ended up in San Francisco, California. (20:14) Trump describes his brief stay in San Francisco. From there he mentions boarding a luxury liner bound for Honolulu, Hawaii where they were briefly delayed. Briefly mentions that General Harding [commander of 32nd Infantry Division, his regiment’s parent unit] was aboard. Australia (23:20) • From Hawaii, he and his company boarded a cruiser and disembarking at Adelaide, Australia. He describes the fear that the Australian authorities had of a Japanese invasion. Tromp also mentions that while there a woman sang a ditty about his ancestor Admiral Tromp of the Dutch Navy. Further mentions that an Australian general taught him and his men how to fight like the Japanese. (27:18) • From Adelaide, Tromp went to Brisbane, Australia. Briefly describes the different train gauges used by each Australian state. (28:27) Once in Brisbane, they went out into the boonies where they set up camp. While there Trump describes receiving jungle training. Papua New Guinea (36:01) • From Brisbane, Australia they went to Port Moresby, Papua New Guinea. Tromp describes a fierce storm that they ran into and the rescue of 6 Aussies. While based in Port Moresby he describes in some detail the frequent Japanese air raids on the base. (35:44) • After this experience, they were sent to Buna, Papua New Guinea. It took them 40 days and 12 days forced march to get there. Trump describes what the conditions were like in the mountainous regions of Papua. �• Tromp describes how his company used flamethrowers and grenades to clear the way of Japanese positions. Also mentions that his company began using quinine when falling sick with malaria. (40:28) • Detailed description of himself and his company setting up a roadblock behind Japanese lines. Once out of a swamp, he mentions how they were hammered by the Japanese and how their battalion commander got hit in the leg and carried off. It was then that Captain Shirley made the call to flank the enemy. Tromp describes an encounter with a battalion commander ordering him to take mortar men on patrol to secure a trail. (44:16) • Tromp also mentions that once they had performed their flanking maneuver around the Japanese lines and secured a roadblock behind their lines that they faced the problem of Japanese snipers and infiltration. (46:58) For 23 days Trump and his company had to deal with Japanese snipers and 103 of his men coming down with malaria. (48:52) Malaria Recuperation (51:24) • Tromp describes his bout with malaria and how he was loaded into a jeep and then airlifted to an aircraft carrier which then went to northern Australia where he spent 17 days in a hospital. (51:24) Trump was then transferred to another hospital where a doctor fixed him up with medicine, which he had already been receiving for 17 days previously. Trump further mentions that he was there for a period of 6 weeks. • Afterwards, he joined a unit in a malaria camp. He describes that during his recuperation in Coolangatta, Australia he had a closer encounter with a tiger shark. (56:31) Upon review, the Medical Board told time told him to recuperate for another few weeks. • After malaria recuperation, he was assigned to the 32nd Infantry Division Company I. (1:00:29) Upon joining his unit, they are sent to take Saidor, farther up the coast of New Guinea. Island Hopping (1:03:26) • Describes the landing on Saidor and tells of how they encountered no resistance. What it amounted to was chasing a few Japanese soldiers. • Trump tells of an encounter in battle with new replacements of how the Japanese were firing their machine guns and how they joined up with M-Company to help reinforce and overwhelm the enemy. (1:07:01) �• He also describes landing on Morotai which was part of the Dutch East Indies. While there he mentions that his company guarded a radar station. Tells of an encounter with friendly island natives. Only stayed there 24 hours because they couldn’t find fresh water. • Then went to Raul where they encountered no Japanese opposition. While there, he describes how they set up a radar station on the island. Stayed there 3 weeks. (1:10:05) The Philippines (1:10:58) • Was then transferred to Leyte where his unit reinforced a battered outfit that was fighting there. Tromp then tells of how they were well supplied and had air, sea, and land superiority. (1:11:30) He describes the Japanese guerilla techniques in some detail. Tromp also mentions the continuous fighting that took place until the Japanese gave up. (1:14:10) • Also tells of fighting on Leyte in December 1944 where they were dug in the mountains. Tromp mentions an encounter at night while guarding of where he could the fighting going on. Going Home (1:17:44) • Tromp tells of an encounter in which his 1st sergeant tells him that he would be going home. Had choice of how he wanted to get home: by air or by ship. Tromp decided on a 6 week trip by ship back to the states while battling a case of jungle rot. (1:19:06) • Arrived at San Francisco, CA, Tromp tells of an encounter where he saw Japanese prisoners while checking in at Angel Island. The men there called the place “wire city” because there were so many wires up. From there Tromp was then sent to Fort Sheridan, Illinois and stayed there for a short time. From here, he took a train to Grand Rapids. (1:19:45) After the War (1:19:50) • 11 days after getting back, Tromp got married. Had been separated from his sweetheart for 3-4 years in which time they had written to each other. For a brief time, he took on temporary jobs working with a friend painting and putting up basements for a Dutch man. It was then in September that he took a job working as a postal man for the city of Grand Rapids and stuck with it for many years. (1:25:49) Also shares his thoughts about the concept of war before and after his time in the Army. (1:26:56) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_TrompW Title A name given to the resource Tromp, Woodrow J. (Interview outline and video), 2008 Date A point or period of time associated with an event in the lifecycle of the resource 2008-01-24 Description An account of the resource Woodrow J. Tromp is a WW II veteran who served in the U.S. Army with the 32nd (Red Arrow) Division Company I, 126th Infantry Regiment from 1940 to 1945. In this account he discuses his time with the National Guard before and after it was federalized as part of the U.S. Army. In addition, he discusses his training in the U.S. and Australia, combat experiences in New Guinea and the Philippines, along with problems caused by terrain and disease. Creator An entity primarily responsible for making the resource Tromp, Woodrow J. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/fac4d03066ed80ca6083facc3acb0b5c.jpg ddff44d4a88d2c3c7faf1aad4658848a https://digitalcollections.library.gvsu.edu/files/original/bbbfc82234e65f3d0a1e8b21117abe30.jpg 2189f423dc81cf1b0bc64785a145dda9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Heuchan_Trophies Date A point or period of time associated with an event in the lifecycle of the resource 1963-07-19 Title A name given to the resource Trophies Description An account of the resource A black and white photo of three men and a woman that are all dressed professionally who are seated around a table with trophies on it. The woman smiles and the man in the suit appears to be writing something down while the man next to him watches. There is an indiscernible flag that is flying in the background. On the rear: Stamped to the paper are “Don Heuchen St. Louis” “38689” and “JUL 19 1963”. Handwritten below and to the left of the various stamps is: “Heuchan. Golf. Westshore. 1963. Westshne G.C. St. L. at Douglas” There is one more line of text, but it is difficult to make out. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Outdoor recreation Golf Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8d14426d335414c3e13320fbd18ac38f.mp4 d5021151e2777e095993868c9c0e561c https://digitalcollections.library.gvsu.edu/files/original/302b67cadbfe5da8ed753e6334bcb8d1.pdf 5b4c460ea590f52b46c070aac2cd1f61 PDF Text Text Grand Valley State University Veterans History Project Interview World War II Tony Trovato Total Time: 01:26:00 Background • • • • • • • • • • • • • • • • • • • (00:20) Born March 13, 1912. Born on Grant St. on the Southwest Side of Grand Rapids, Michigan Moved around different locations in Grand Rapids His family traveled to Europe in 1924, when he was 12, so that he could meet his grandparents (00:46) He counts it a blessing to have visited because he eventually served near his European family during the war He knew the Italian language fluently. He could read, write, and speak it fluently (01:21) o Thanks the Lord for an amazing trip where he was able to easily communicate with everyone Both of his parents were born in the same village in Sicily. (02:19) His father worked for the Metal Office Furniture Company, now known as Steelcase (03:00) Tony went to school through the 8th grade (04:25) Spoke Italian at home (05:07) Worked at several local grocery stores by the time he was nearly 19 years old Learned Lithuanian when he transitioned to a new job because of local demographics (06:24) Managed to keep working during the Depression (07:10) o His father brought home the guts of animals for food during this time He got married when he was 28 years old in 1940. Enjoyed going out to dance with his friends for enjoyment (09:25) Left the grocery store to work for Metal Office Furniture Company (17:10) Met his future wife Hazel through a co-worker o Hazel was older than he was, but that did not matter (11:41) o Hazel had back and kidney problems (13:06) Left the grocery store to work for Metal Office Furniture Company (17:10) o Worked here when Pearl Harbor was attacked (18:19) o Learned of Pearl Harbor through the news media Left his job at the Metal Office Furniture Company (19:52) Enlistment & Training – (21:05) • He was deferred from service but did not want to be �• • • • • • • • • • • • • • • • • • • o He wanted to enlist in the Navy because he did not want to go into the Army (21:18) o Was not forced into the service (21:26) o His wife’s response to him joining the Navy was that he should do what he wanted to do (21:49) Joined in March of 1943 (21:57) Went to get his physical in Kalamazoo, Michigan (22:15) o Was assigned to the Army at his physical, but explained that he was a volunteer for the Navy Was stationed at Great Lakes, Illinois, for boot camp (22:48) o He was the oldest guy in the camp by 10 years (23:38) Was made second class [spokesman] (24:51) o Had troops under his authority Learned how to handle personnel, troops, and platoons in boot camp (24:41) Was assigned to go to Norfolk, Virginia (24:52) Learned anti-aircraft firing and how to maneuver a ship o Where he learned to be a boatswain (25:21) He was assigned to be a boatswain when he was in Norfolk Was then sent to Seneca, Illinois with a full crew (26:58) o Picked up his LST here Travels down the Illinois River to the Mississippi River o Remembers seeing people on the coastline watching as they passed down the rivers (28:40) o Dropped anchor overnight along the river (28:52) Stopped in New Orleans (29:28) During this time he was aboard an LCVP (29:47) o He had a smaller boat from the LST Dropped comrades off in New Orleans (30:12) o Waited at the landing dock for his friends until it was night time (30:25) Was able to find his LST in the bay at New Orleans (31:07) Was in New Orleans during the enforced “black out” (31:46) o It was difficult to maneuver the boats because lights were not used (31:56) Equates his bad eyes to his experience as a lookout in the Navy (32:07) Left New Orleans in a convoy through the Caribbean (32:35) Traveled up to Norfolk, Virginia and picked up the remaining crew (33:27) The LST was filled with highly combustible, radio controlled explosives, and other cargo Active Duty – (34:42) • • The trip across the Atlantic was with a convoy (34:51) o The weather made many of the men seasick (35:09) Had the same crew the entire time (35:45) �• • • • • • • • • • • • • • • • Had German E-Boat encounters when traveling across the Atlantic Ocean – around Gibraltar (36:12) o The Germans fired two torpedoes that went under their LST (36:44) Went through the Mediterranean and traveled to Algeria (37:33) o The convoy went across the bay to load up on supplies in Oran, Algeria – diesel and food (38:10) From Oran, he traveled directly to France (38:29) o Took part in the Southern France invasion (38:46) Was on the bow of the ship serving as 1st gunner with a 20 or 40mm (39:18) o Was not allowed to have a camera When they hit the beach at the southern invasion, the doors opened and all the troops went out (39:58) o There was gunfire so they pulled anchor and left for supplies (40:20) o Went back and forth to the place of invasion, but did not see as much action the second time o Brought supplies in for the troops (40:46) Was never alone overseas (41:21) Loaded up boats full of prisoners (41:49) o Sent them to prison camps (42:02) o Noticed that the prisoners were no different than any other person (42:11) o Made friends with the prisoners – gave them cigarettes and was given two German ornaments (42:30) o The prisoners were just ordinary Germans – not SS (44:19) Did not like when they helped carry a load of Gurkhas and Senegalese (44:52) Stopped in cities in southern France as well as Taranto, Palermo, and Naples (46:43) o Went to visit his family in Sicily as well (47:55) Got a free ride to visit his family (48:29) While in Pompeii, Italy, he visited a guide's villa where he was given spaghetti (49:40) o The spaghetti was dug up (49:48) o The spaghetti was still good, even after being buried because of the German occupation (50:19) When he was in Naples, it was extremely bombed out (51:09) o Palermo was bombed as well (51:18) Loaded two suitcases of food to take to his relatives, but was not allowed to take them by himself – able to use his language skills for this (52:25) Had a wonderful Skipper – Lt. (j.g.) Hotchkiss (53:24) o They were both 33 years old (53:28) o Hotchkiss loved to drink (53:44) o Could not drink on board ship, so the skipper would go to the Red Light District instead (54:02) The Navy gave soldiers warnings to avoid the Red Light Districts (54:17) He was shore patrol both overseas and in America (54:31) o Would have to go out to the bars to get sailors (55:20) �• • • • • • • • • • • • • • • • • • o No soldiers ever put up a fight (55:48) o Was on patrol for all sailors (56:01) Saw German submarines and aircraft while in the Mediterranean (56:50) o Germans had better PT boats than the Allies (57:25)  They were faster and more maneuverable (57:39) Sailed to Corsica and Sardinia to pick up troops and supplies (58:15) o Was able to go on shore and explore while in these places (58:30)  Was not allowed to explore in Oran or any of Africa (58:51) o Was able to go and buy souvenirs in France and Italy as well (59:05) A friend stole a work of art from an art museum in Toulon, France (59:54) o It was against the law (01:00:09) o The museum was abandoned (01:00:17) Picked up a piano from a music store in Toulon, France and brought it on deck (01:00:44) Traveled to Athens one time and got to see the Acropolis (01:01:22) Traveled primarily between Italy and France – never traveled to Egypt (01:02:03) When on the ship, there were actual doctors on board (01:02:48) He hung out with black stewards on board (01:03:20) o Saw them as part of the family o Did not find it strange that blacks were only allowed to be stewards (01:03:37) Enjoyed the food in the Navy (01:05:00) o Had a great chef at his disposal (01:05:19) More than once, he had to interpret for the Skipper (01:06:18) The civilians loved the American people (01:06:50) o Were blessed just for being there o The food supply was less in Italy than it was in France (01:07:20) Enlistment time was two years during peaceful times and three years during time of war (01:08:36) Received commendation (01:09:01) The Skipper arranged for him to go home (01:09:14) Was put on a personnel transport boat – ended up in Boston (01:09:48) Was given a chit to travel on train or bus (01:10:09) He was discharged out of Great Lakes (01:10:30) He was in France when the Germans surrendered (01:11:18) o In France when the Japanese surrendered as well (01:11:23) After the Service (01:11:28) • • • He arrived at home in 1945 Went back to work at Metal Office Furniture Company (01:12:19) o His boss Frank Harman was excited to see him He was told that he would receive the same pay as when he left for war (01:13:05) �• • • • • • • • • • o Although others had received raises while he was gone at war, he was told that he had to prove he was still good at his job to get the raise o His boss told him that “you don’t know how lucky you were to be dodgin’ bullets” (01:14:12) o Left the job after his boss said that Found a job working with tool and die with a neighbor across the street (01:15:34) The Grand Rapids company wanted to send him to Holland, Michigan to work and start a crew there (01:16:48) o Did not go because he did not want to leave his wife (01:17:15) Lost his first wife to bone cancer (01:17:32) Lost his second wife to heart problems (01:17:44) Worked at Grand Rapids Brass (01:18:12) There was a married woman that he made eye contact with and fell in love (01:19:10) o She eventually got a divorce and became his second wife (01:19:32) Bought a house on Burton Street (01:21:38) o He helped out a friend water plants at the nearby greenhouses (01:21:56) When living on Burton Street, a friend told him about a lot of land where he eventually built his home (01:24:05) He does not believe that he changed from the Navy at all – he is still the same man (01:25:11) He says that he has so much to say about everything, but that it is difficult because his mind is wearing out (01:26:22) � 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 TrovatoT1351V Title A name given to the resource Trovato, Anthony (Interview outline and video), 2012 Description An account of the resource Tony Trovato was born in Grand Rapids, Michigan in 1912. He was son to Italian immigrants and could speak fluent Italian. He enlisted into the Navy in 1943 when he was 31 years old and trained at Great Lakes where he learned how to handle troops and personnel. He was later assigned to Norfolk, Virginia where he was trained to be a boatswain. After leaving Norfolk, he was sent down the Mississippi River to New Orleans and eventually made his way across the Atlantic to the Mediterranean Sea. While in the Mediterranean, his convoy spent the majority of its time resupplying troops in France and Italy as well as carrying war prisoners. He served as shore patrol near the end of his time before he was discharged in 1945, after both Germany and Japan had surrendered. Creator An entity primarily responsible for making the resource Trovato, Anthony Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Navy World War, 1939-1945--Personal narratives, American Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2012-03-15 Relation A related resource Veterans History Project (U.S.) 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/fd51c2bf6d550234d3e7ef56d133d2a3.jpg 95f68d1f785c727fb08a90c4eb1408ae 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 TroyAnne_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Troy, Anne Description An account of the resource Anne Troy, English Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/36d9171f9dad8504071b72ac9a7e19ba.jpg 062250643fb496e7805f9d6eba6a5bf7 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 TroyAnne_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Troy, Anne Description An account of the resource Anne Troy, English Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7d6c38b6e7debabc31b0d3345ae7ddaa.jpg 39f817c382d0827694b06c8dfe23ce27 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Pie-Factory-40 Creator An entity primarily responsible for making the resource Lloyd J. Harris Pie Co. Title A name given to the resource Truck Refrigeration Description An account of the resource A photo of a man connecting several trucks to the main amonia refrigerating plant. The caption reads "Trucks Being Connected With Main Ammonia Refrigerating Plant: The very latest feature for delivering cream pies." Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Factories Bakeries Refrigerated trucks Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bbe5a252547c282a44d65b150ba318c0.jpg c283563375344e95cd07be2de2a5efa7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-70s-coll_0007 Title A name given to the resource Trucks Shoveling Snow Description An account of the resource Black and white photograph of two trucks shoveling snow. One of the trucks has "Village of Bangor" written on the side. Subject The topic of the resource Michigan Saugatuck (Mich) Allegan County (Mich) Snow Black-and-white photography Source A related resource from which the described resource is derived Digital file contributed by the Saugatuck Douglas History Center as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/709f0a710b0885c5cc776d9d2c2bf4a1.mp3 10ea8f3a2f61af23b77646acbed6a056 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 Eastertide V Series From Proclaimer To the One Proclaimed Scripture Text John 1:1, 14, Hebrews 1:3, 5:8-9 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-0-19920517 Date A point or period of time associated with an event in the lifecycle of the resource 1992-05-17 Title A name given to the resource Truly Human and Truly God? 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 May 17, 1992 entitled "Truly Human and Truly God?", as part of the series "From Proclaimer To the One Proclaimed", on the occasion of Eastertide V, at Christ Community Church, Spring Lake, MI. Scripture references: John 1:1, 14, Hebrews 1:3, 5:8-9. 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/bb6aa2dfe091d2f30c6fd725b761781f.jpg d78d720854d5662fedf8f67e6cbbbbbd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-July-1962-12 Date A point or period of time associated with an event in the lifecycle of the resource 1962-07 Title A name given to the resource Trumpet and Strings Description An account of the resource A black and white photo of a string player and a trumpeteer playing their instruments. There is a pirate flag in the background, and in the right corner, the back of a man's head is depicted. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Musicians Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/a37a647cee320b303ed20d6170ed58d2.jpg 7be6ee5418bf8143d8842a0a486ee90b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-July-1962-9 Date A point or period of time associated with an event in the lifecycle of the resource 1962-07 Title A name given to the resource Trumpet and Strings Description An account of the resource A black and white photo of a string player and a trumpeteer playing their instruments. There is a pirate flag in the background, and in the right corner, the back of a man's head is depicted. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Musicians Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/6e9969320ea8676eab566d86bb163913.mp3 8a892bc3c3e6c110509b1962fe6e6bc0 https://digitalcollections.library.gvsu.edu/files/original/097e028340500adc6941bfd440c6e7c6.pdf 4c29f2bfd768b1583fe119b54ebcd23a PDF Text Text Trust Third sermon in the series: What the Church Has Forgotten, AA Remembers Text: Romans 7 Richard A. Rhem Christ Community Church Spring Lake, Michigan July 25, 1982 Transcription of the spoken sermon "Miserable creature that I am, who is there to rescue me... God alone, through Jesus Christ, our Lord " To trust is to have faith or confidence in; to rely or depend upon; to commit oneself to. Faith is a key word in the New Testament, being the term regularly used to denote the many-faceted religious relationship into which the Gospel calls persons - trust in God through Jesus Christ. Trust in God involves the whole person. If faith is the most common umbrella term, trust carries with it strong connotations of the total commitment of oneself to another. When one says, "I believe," it is a conscious and deliberate act, but it carries with it the idea of surrender to a new reality. A variety of terms can be used to describe this surrender, but implicit in the act of faith or trust is the element of acknowledgement - one knows and acknowledges the one in whom one trusts and the element of commitment - the entrusting of oneself to another. Volumes have been written on faith or trust. The nature of faith and its place in the Christian scheme of redemption have been endlessly discussed and debated. Too often trust has been defined and delineated in abstraction and what has resulted is a sterile theological proposition or doctrinal statement. Our interest in this message is more practical and experimental. We will look at trust as an act of stepping out of ourselves and outside our experience, looking to a gracious Power beyond ourselves, surrendering ourselves to the care of that Power - that Power that for us has been made known as the God and Father of our Lord Jesus Christ. In this series of messages we are paralleling the Twelve Step program of Alcoholics Anonymous with the Gospel of Christ, not in order to learn AA’s Twelve Steps, but rather to learn again the Gospel diagnosis of the human situation, the remedy in the Grace of God and the way of life to which the Gospel © Grand Valley State University   �Trust Richard A. Rhem Page 2   calls us. These things AA has discovered and by them alone they live. These things too often the Church forgets, encrusting this way of human transformation with religious burden and institutional baggage. Step One: We admitted we were powerless over alcohol -that our lives had become unmanageable. Step Two: We came to believe that a Power greater than ourselves could restore us to sanity. That Power was left undefined, our relationship to that Power left unexplained. In the AA program - which is spiritual, but not religious, that Power is never defined, nor must one subscribe to a carefully delineated formula of relationships. Step Two is little more than a positive response to the cry out of desperation -Is there Someone who can help? Step Two points to the existence of a higher Power. Step Three takes us further We made a decision to turn our will and our lives over to the care of God as we understood Him. Step Two speaks of little more than our openness to the truth of the existence of a higher Power - of God. Step Three speaks of opening one's life to God. It speaks of decision, thus to a deliberate act. The decision is to turn one's will - indeed, one's whole life - over to the care of God. Steps One and Two were reflective in nature: My life is unmanageable! Possibly there is Someone who will help! Step Three requires more than the acceptance of the truth of a statement. It calls for affirmative action. At Step Three the alcoholic is called to act to let God into his or her life. It is the profound conviction of AA that anyone can begin to let God into his life if he is willing. Willingness is the key. One has acknowledged he is powerless. One has come to a point of at least minimal faith that there is a Power - gracious Power. Now one is at the point of decision; one decides to turn over one's will, one's life to the care of God. AA shows great wisdom in separating Steps Two and Three. The world is full of people who believe there is a God, but too few have ever experienced the power of God operating in their lives. It is the entrusting of one's life to God that allows the © Grand Valley State University �Trust Richard A. Rhem Page 3   flow of God's power to effect our lives. It is trust - which is more than intellectual assent to the proposition "God exists" - which puts us into vital relationship with God. Trust is the action called for when Steps One and Two have become our profound conviction. Step Three is the watershed. It is the end of the self-life. It is the beginning of the God-controlled life. This step is what the New Testament means by conversion. It is a turning point. A turning from self to God, from independence to dependence, from self control to God-control, from self will to God's will, from impotence to Power, from death to life. There are many people who are religious. Too few people experience power in their religion. It is when one consciously and deliberately turns from oneself and turns to God that one is in a place to appropriate the Power that transforms human existence. Only a vital, personal, total surrender of our wills to God puts us in touch with His life-changing Power. There is much that could be said about the background of this commitment according to Christian teaching. Behind the commitment must be the prior work of the Holy Spirit convincing us of our need. And the work of the Spirit points to the Grace of God - His initiative as He reaches out for us and pursues us through the labyrinth of our human predicament. But it is clearly a biblical teaching that decision is demanded. That decision may be an undramatic, quiet resolution of the heart. That decision may come at the end of a long process of conflict and struggle. That decision may be made as a result of a sudden crisis experience. There is no stereotype that can be advocated. What must be insisted upon is that one must decide to turn over one's life to God. There is an interesting aspect of AA's understanding of this decision to turn one's life over to God which is largely forgotten in the Church - especially that part of the Church that most stresses conversion. Conversion is not once for all, as though once accomplished one was through with it. Too much of the evangelical Church stresses the initial commitment so strongly that the impression is made that once that is handled one simply goes on as a Christian. Perhaps this is why there are so many professing Christians who demonstrate little power, little of the reality of God in their lives. AA has discovered what the Heidelberg Catechism understood in the sixteenth century; conversion is not once for all, but daily - the daily dying of the old man and the daily making alive of the new man. AA goes further; it is the moment-bymoment turning over of one's life to God. One day at a time - one moment at a time. Living by the power of God is a dynamic process of appropriating that power, of turning over our wills to His. © Grand Valley State University �Trust Richard A. Rhem Page 4   There is another AA insight the Church needs to relearn. While we must stress the deliberate, conscious act of the will in commitment, we must know that we are dependent on the enabling grace of God even for such an act of faith. If it were I who finally chose for God it would still be "I", the self determining the self. But it is precisely self-sufficiency of which I must be rid. Thus the appeal to the will of so much hardcore evangelism is still an appeal to self-determination. Rather than having confidence in his self-determination, the alcoholic says only he is willing. To clench my fists, to grit my teeth and to say, "I am determined..."is quite different from saying, in total self-resignation and surrender, "I am willing..." The latter is AA's way. It is a way that acknowledges that rescue comes by grace. As one recovering alcoholic put it, You don't reach for God. You become willing to have Him take over, and He reaches for you! Trust is surrender. AA lives by this truth and, if we understand ourselves and our faith, so do we in the Church. Surrender to God. Total dependence upon God. Moment by moment appropriation of His grace and power. That is salvation, rescue, redemption. Consider now the experience of St. Paul. I chose Romans 7 as the biblical basis for this message even though it is not one that would seem to speak to the matter of conversion as the church has understood it. Yet I believe this passage illustrates vividly what these first three messages have been trying to point out. Romans 7 is a hotly debated chapter. Was Paul speaking autobiographically, telling his own story, or was he speaking of the human situation in general? And even more hotly contended is the question whether he is describing the experience of a believer or the experience of one before conversion. Perhaps as with no other passage, there continues to be little agreement on that question and excellent biblical scholars, ancient and contemporary, can be lined up on either side of the questions. Obviously, I will have to give you space to understand this passage as you become convinced in your own mind. I will, however, tell you how I read it while admitting one should not be dogmatic and should always remain open to a new insight and angle of truth. © Grand Valley State University �Trust Richard A. Rhem Page 5   I believe the passage describes the human condition - the enigma of our human nature; but I believe Paul does that so poignantly, so vividly, so powerfully because it is a description of his own experience. So much for the first question. I believe as to the second question that Paul is describing in Romans 7 the experience of a believer rather than a pre-conversion struggle. As we look at the passage I trust that my reasons for adopting these positions will be clear. Let me begin the exposition by pointing to the text - a cry of miserable despair, an expression of grateful trust. Listen to Paul: "Miserable creature that I am, who is there to rescue me out of this body doomed to death?" There you have despair, although not absolute despair. Paul has not given up on the possibility of Someone to rescue him. Do you recognize Steps One and Two? There follows an expression of grateful trust: "God alone, through Jesus Christ our Lord! Thanks be to God!" Do you recognize there Step Three? Although the word trust or faith does not appear, it is obvious that Paul points to God Who has reached him through Jesus Christ - God alone; God his only hope, the God of Salvation in Whom he trusts, to Whom he commits himself, the God to Whom he has made unconditional surrender. Having begun with the conclusion, let us now examine the dilemma out of which Paul cried for deliverance. The great question Paul is dealing with is how a person becomes right with God. Essentially there are two ways, two ways which divide all religions into two camps. Either through human effort and achievement one makes oneself right, or one trusts the grace of God to make one right, trusting God to do what one has found impossible to do. Paul's position is... Salvation (being right with God) is God's gift. It is of grace. It can never be achieved, earned or merited. His antagonists, in this case, Jewish legalists, believed Salvation must be achieved through obedience, the performance of God's will in obedience. The Jewish position saw the human will as having the ability, the power, to perform, to keep the Law. © Grand Valley State University �Trust Richard A. Rhem Page 6   Paul saw the human will as powerless so that the more one was concerned fully to follow the Law, the deeper one mired oneself in the misery of powerlessness. Paul's position will be illustrated somewhere in this area today. On a beautiful Summer Sunday with thousands flocking to the beach, the parking lots will be filled and people will have to park on the street and just off the street. Someone will misjudge the shoulder, not realizing it is nothing but sand. The car will sink. As they try to accelerate to gain sufficient power to extricate the car, the wheels will spin, but rather than propelling the car forward and out of the sand, the wheels will spin where they are, digging themselves in. The more gas that is given, the quicker the car will burrow down until the axle will be resting solidly on the sand. The only possible deliverance is for a power from the outside to pull the car out - its own wheels moving in response to the power of the other vehicle, but simply turning as they are turned with no power applied from the buried car itself. This was precisely Paul's experience. Read his autobiographical statement in Philippians 3. He says if you want to talk about credentials, confidence on external grounds, qualification, achievements, in sum, one's own record, let me mention mine. "Circumcised on my eighth day, Israelite by race, of the tribe of Benjamin, a Hebrew born and bred; in my attitude to the Law, a Pharisee; in pious zeal, a persecutor of the Church; in legal rectitude, faultless." Phil. 3:5-6 That is some record. Never was one more serious about life's ultimate concern. Not one of his detractors could match that achievement. Paul knew whereof he spoke. And where did it get him? In despair. What did he learn? The powerlessness of his own will to perform what his reason agreed was the just requirement of the Law. He knew the problem was not with the Law. He says, "...The Law is in itself holy, and the commandment is holy and just and good." But what did that good Law accomplish in him as he tried to follow it fully? It brought about his death - spiritually. Why? Because he says, "...The Law is spiritual; but I am not. I am unspiritual, the purchased slave of sin." In utter amazement, Paul says, "I do not even acknowledge my own virtues as mine, for what I do is not what I want to do, but what I detest." What is the solution? © Grand Valley State University �Trust Richard A. Rhem Page 7   To look to Someone who can do for me what I cannot do myself. Here is Step One - Misery; life unmanageable/ Here is Step Two - A Power beyond myself. And Paul took Step Three - God alone - through Jesus Christ our Lord! I believe what Paul describes here is universal. Surely not every person goes through that agonizing struggle because not everyone has been sensitized by the claim of God upon his life. Paul acknowledges that, before the Law came, rebellion was out of the question. But for the person who becomes serious about being right with God - having one's life in conformity with the Law of love and justice and compassion, the greater the struggle, the greater the sense of powerlessness. But I am convinced Paul can speak so vividly of a universal condition because he read the experience out of his own heart. Is there no let up, no abatement of the struggle? Yes, there is. That is why I added the first four verses of Chapter 8. The power of the Spirit, which is the Power of God, sets us free from the Law of sin and death. When I entrust my life to another, when I surrender to God through Jesus Christ, the grace and power of the Spirit accomplish in me what I through my own efforts could not accomplish. Are there any more blessed words in Scripture than this marvelous declaration? " There is now no condemnation to those who are in Christ Jesus." Here we have the victory cry! Here is rescue, redemption, salvation, help, healing and wholeness. Is the struggle over? Do we move from misery to victory once for all? Is Romans 7 the state of unbelief and Romans 8 the state of faith? I do not think so. I do not think we ever move finally from Romans 7 to Romans 8, from the life of misery to the life of victory. Notice the summary of Romans 7 in the 27th verse... "In a word then, I myself, subject to God's law as a rational being, am yet, in my unspiritual nature, a slave to the law of sin." To be sure, Paul has made other statements that would seem to contradict this. For example, "If anyone be in Christ, he is a new creation; the old has passed away; behold, the new has come.” II Cor. 5:17 And we know the truth of that statement, too. But it is not as though we move beyond the first into the second once for all. Here the AA experience has much to © Grand Valley State University �Trust Richard A. Rhem Page 8   show us. It is precisely the day by day and moment by moment appropriation of the power of God or, to put it more precisely, the moment by moment trusting, yielding, surrendering to the Spirit that enables us to live in the realm of victory and escape the situation of misery. Is there no alternative to the life of Trust? There is none. But to live in conscious trust is to live in constant power. And to live in constant touch with God's saving power is to live in grace. And to live in grace is to live in gratitude. And to live in gratitude, in grace, in touch with God's power is to live indeed! AA leaves to each person the task of defining God. Note Step Three speaks of God as we understand him. Here the Gospel of Jesus Christ leaves us no doubt. We see Him in the face of Jesus. We come to Him through Jesus Christ our Lord. Jesus said we come to the Father through him and he said, "He that cometh unto me, I will in no wise cast out." Have you come to the Father through Jesus, the Son? Can you remember some moment past that was filled with the glory of His presence, power and grace? Can you remember when you said clearly and deliberately, "Jesus, I come"? Have perhaps the years passed and the stress of life taken its toll? Would you now in the sanctuary of your heart surrender again to the gracious God Who calls you to Himself, to rest and peace, Who calls you simply to trust Him and find in Him salvation, healing and health? Come... He will set you free! © Grand Valley State University � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Series What the Church Has Forgotten, AA Remembers Scripture Text Romans 7 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-0-19820725 Date A point or period of time associated with an event in the lifecycle of the resource 1982-07-25 Title A name given to the resource Trust 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 July 25, 1982 entitled "Trust", as part of the series "What the Church Has Forgotten, AA Remembers", at Christ Community Church, Spring Lake, MI. Scripture references: Romans 7. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Alcoholics Anonymous Grace Spirit Transformation Trust https://digitalcollections.library.gvsu.edu/files/original/ad3714b2e8f6d3762f130322913347d6.pdf 4fd033f50ae55d8c70be0fdd814b33a4 PDF Text Text Trust That Survives Tragedy From the sermon series on the biblical story of Israel Text: Habakkuk 3:17-19; Psalm 137:1 Richard A. Rhem Christ Community Church Spring Lake, Michigan Pentecost XXVI, November 20, 1994 Transcription of the spoken sermon Though the fig tree does not blossom, and no fruit is on the vines;…yet I will rejoice in the Lord; I will exult in the God of my salvation. Habakkuk 3:17-19 By the rivers of Babylon—there we sat down and there we wept when we remembered Zion. Psalm 137:1 Israel's story—we have been following in broad strokes the story of that people. We have been following the story of the people of Israel because it is our story. The Christian movement that follows in the wake of Jesus is a movement that comes out of the womb of Israel, for Jesus never intended to be more than an observant Jew. The God of Israel was his God. The scriptures of Israel were his scriptures. The hope of Israel was his hope. So for us to understand ourselves, we need to understand that story. For it is that story that has shaped our identity as well. We have followed in broad strokes that story, seeing the beginning of Israel created in the exodus event, when under the leadership of Moses, Israel was set free from the oppression of Egypt's bondage. We followed them through the wilderness and into the promised land, into Canaan or Palestine, as we would call it. We saw them move from a loosely connected tribal confederacy to a monarchy in order that they might be a nation as other nations. But there was a difference because, with the rise of the monarch, there was also the rise of the prophetic word, the prophetic voice that was spoken into the social, economic and political arena of the life of Israel. The king of Israel was reminded ever and again that he was not really absolute, not really sovereign, for he served by the grace of God and under the sovereignty of God, who alone is the sovereign of heaven and earth and the course of human affairs. We find them now after that kingdom had gone on for a couple of centuries with a moment of glory, a golden age, and then downhill all the way. We find them in 722 B.C., the northern kingdom dispersed by the great Assyrian empire, the © Grand Valley State University   �Trust That Survives Tragedy Richard A. Rhem Page 2   southern kingdom, Judah, remaining yet for a time. But in 587 Judah too, is ripped from her roots, the temple burned, the walls of Jerusalem thrown down, and the cream of the crop of Judah brought in exile to Babylon. That's where we find them today. And, it's not the end of the story. But with Advent Sunday coming next Sunday, the season of Advent, I'll have opportunity to tell you more of the story. For the Advent hope is really a reflection of the hope of Israel. The amazing thing is that, although Judah is in exile in a foreign land, what might have been the end was not the end, for Judah survives and indeed Israel survives. And that is the amazing truth that I would have you focus on today. The fact that out of the tragedy and disaster, the natural catastrophe that overcame this people whose sorrow and sadness was expressed so plaintively in Psalm 137, there is yet a continuing people because, paradoxically and surprisingly, it happened as it happens so often that, in the midst of tragedy, trust is kindled, and out of trust hope is born, and hope lays hold of newness. That's an amazing truth. It is one of the wonderful learnings from the whole Biblical story that tragedy rather than being the end so often becomes prelude to a new beginning. That in tragedy trust is born, and from trust hope springs, and out of the hope, newness arrives. It is really an amazing paradox. It is one of the great values of learning the Biblical story, of being steeped in that Biblical tradition. There's nothing there that denies the darkness. There's nothing there that denies the tragedy. The plaintive tone of Psalm 137 expresses the despair of a people who are being mocked by their conquerors, who say, "Sing us a song." And they say, "We can't sing a song in a foreign land." Then they begin to remember Jerusalem. And isn't it often the case in our experience that we begin to remember and to value what we have lost? It was in the tragedy of the exile that they began to remember, and caused them to dig deeper into the spiritual depths of that tradition that had shaped them as a people. Psalm 137. The last verses were not sung for you, for how can you sing expressions of raw anger. The last couple of verses of Psalm 137 are verses that those of us of delicate taste would wish were not even in the Scripture. They are expressions of anger and hatred so violent that they could hardly be duplicated, the hatred and the anger focused at the conquering Babylonians. The awful expression that chills us. "I would that your little ones were dashed against a stone." But, it's there and it is true to human experience. No, don't hear me saying this morning that the darkness isn't really so dark, or the coldness not so cold, or the tragedy not so bad. That's not being faithful to the Biblical story. Habakkuk, for example. Habakkuk looked about him also. He was living right at this hinge-point also. He looked about and he saw the chaos and the corruption and the violence. He cried out to God, as we have done as well, have we not? "Oh God, how long... how long?" The mystery of the world is the absence of God when all goes wrong. Where is God? How long, O Lord, will you cause me to see this violence? How long will you withhold your hand? Where are you? in other words. Then there comes to the prophet this consciousness: I am doing a work in your © Grand Valley State University �Trust That Survives Tragedy Richard A. Rhem Page 3   day that you wouldn't believe if you knew it. I am doing a work in your day, invisible, unknown to peasant and king alike. But be sure that history is not simply unraveling apart from my presence. So the prophet says, "I'll go into the watch tower of faith and I will wait to see the vision. The Word of the Lord comes to him saying, "Write this vision large so that one running will be able to read it. Wait for the vision for it will surely come. Know this that the unjust will fail, but the righteous one will live by faith." Then the vision comes and in panoramic view he sees, as though the film is flashing through his mind, the history of his people. In response to that vision we have that marvelous expression of devotion and praise: "Although I am stripped bare of everything, yet I will rejoice in the Lord. I will exalt in the God of my salvation." How do you figure it? How do you figure it? Will you note this morning that I am not trying to explain it, but I am pointing to it. I am pointing to a phenomenon concrete in history, Israel's history. As I said a moment ago, Israel survived. And then I added, "and survives." Israel survives. When there was no human reason for it to survive except that it remembered and began again to believe and to hope and to grasp a new beginning. Ah, a conviction that somehow or other there is some presence or some power engaged with this whole historical process which we cannot discern or explain, and yet in which we trust. Was that it? Wasn't that it for Habakkuk? Wasn't that it when he was able to say, "Take everything away - the crops from the field and the herd from the stall - take it all away and I will yet rejoice in God, my strength. I will exalt in the God of my salvation." How do you explain it? That indomitable trust that issues in hope, that waits for newness. It is not naive. A faith that has as its center a cross on which one was crucified cannot be naive. Israel that survives cannot be naive when it looks back in its own recent history to the cremation of six million of its number in the Holocaust, standing there as a hard knock in human history. Who can believe after the Holocaust? Who could believe after the son of God was crucified? Who could believe? That's the mystery of faith. I can't explain it. But it's not head-in-the-sand stuff. It's not pie-in-the-sky stuff. It's the stuff of human experience out of which amazingly the human spirit yet trusts and hopes and grasps the dawning of a new day. That's the miracle, which I cannot explain, but to which I point you and why it's so important that we know that story. That's why some weeks ago I began this whole tale, because I remember my old professor Berkhof who told me that he couldn't speak to the younger generation in secularized society because he said, "They are not prodigals." The prodigals still knew there was a home and a parent. They are not prodigals; they are the children of the prodigals. The children of the prodigals don't even know there's a home or a father. They have no center — homeless. The sign of the end of the end of the twentieth century, masses of people homeless, adrift, estranged and © Grand Valley State University �Trust That Survives Tragedy Richard A. Rhem Page 4   alienated, exiled. One of the Biblical images that best bespeaks our own day is homelessness. No rootage. No place to stand. The story, which continues to be told, doesn't explain, but it points us to a reality and that is there is no night so dark but what the dawn will follow. Trust is that which enables one or a people to survive tragedy, to experience loss, to come to total despair only to find indomitable faith rising, hope springing, newness dawning. That's the wonder of the tradition, which has shaped us and given us birth and which we keep alive by telling the story to those brought to the baptismal font today, in order that with us they may place their trust in the God, the God of Israel, the God of Jesus. Next Sunday, Advent I, we'll sing, "O come, O come Emmanuel and ransom captive Israel that mourns in lonely exile here." And it will be our cry. We'll speak the Advent word, "Comfort ye, comfort ye, my people says your God." And we'll find our faith renewed and our hope restored that that same God will surely bring us home. © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/2480aff3003169db610f067eecaeae80.mp3 ee5c3bae483e74953e3a9919e94304d1 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 XXVI Series The First Testament Scripture Text Habakkuk 3:17-19, Psalm 137:1 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-0-19941120 Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-20 Title A name given to the resource Trust That Survives Tragedy Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on November 20, 1994 entitled "Trust That Survives Tragedy", as part of the series "The First Testament", on the occasion of Pentecost XXVI, at Christ Community Church, Spring Lake, MI. Scripture references: Habakkuk 3:17-19, Psalm 137:1. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Faith History of Israel Mystery Tradition Trust https://digitalcollections.library.gvsu.edu/files/original/a587268d944f7d5fcfed6093931bd624.jpg 4fa02f5d1a2905bc14ea5ab6a1071c7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS1661 .T78 1901 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0393 Title A name given to the resource Truth Dexter Description An account of the resource Binding of Truth Dexter, by Sidney McCall, published by Little, Brown, & Company, 1901. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1901 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/7290dbe22a6f358f78ea2056d5046d4b.mp4 96c0a28f9bfa2e114d4cbbe9dbf04d8b https://digitalcollections.library.gvsu.edu/files/original/e5e4b1f70622f423842800fd8275bd9d.pdf 76f6dac90cf3960c31e475d3d9609e4d PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: Chet Trybus Interview Length: (46.19) Interviewed by Michael McGregor Transcribed by Chloe Dingens Interviewer: Today we’re interviewing Chet Trybus of Grand Rapids, Michigan. The interviewer is Michael McGregor with the Grand Valley State University's Veteran Oral History Project. To begin Chet, when and where were you born? I was born March 16th, 1945. During World War II actually, in Highland Park, Michigan just outside Detroit. Interviewer: Okay and what did your parents do? Well my dad was a TV service repair manager For the Good Housekeeping shops in Detroit. Sort of like the equivalent to like the ABC Warehouses of today but he did the radios and TV repairs. Interviewer: Okay and did your mother work outside of the home? Nope, she never worked outside of the house. She raised five boys and lived in Detroit my whole life. I was born and raised within eyesight of the old Tiger Stadium, which is now a vacant piece of property. Interviewer: Yeah, okay where did you go to school then in Detroit? Detroit, I went to grade school at a place called St. Luke's, grade school in West Side Detroit. And then to Detroit Catholic Central. Graduated right from there in 1963. (1.10) Interviewer: Was that when Detroit Catholic Center was in Detroit? Actually, it was, yeah. Now it's in Wixom, Michigan. Interviewer: Yeah. �Yeah. Interviewer: Okay, what do you recall about growing up in Highland Park. Well actually it was West Side Detroit where I grew up. Well, I, since the age of eight I had a newspaper route. Routes plural, from The Shopping Daily News, to Detroit news, Detroit Free Press and I drove a truck for the Free Press. Basically, it was a real nice neighborhood type of atmosphere. A lot of kids play together, very different than from today, you could walk to school. You could not worry about being on the outside at night and so forth. It was a good time, I had a good time going up there. Interviewer: Okay and then after high school what did you do? (1.53) Well after high school I went to Henry Ford Community College and that was a full-time, and I also drove a truck at night for The Detroit Free Press and delivered all over metropolitan area newspapers to stations at night. I actually, when I was at Henry Ford Community College there, I had a full credit load, which was more than 12 hours in 1964. In 1965 I dropped to part-time because I had more hours at the Free Press driving the truck and then I was reclassified because that was during that time when the military would- you'd be reclassified if- you could stay in college if you had 12 hours or more and then after graduation going active duty. Well I fell below twelve hours and so I was reclassified immediately and- and so I got a notice from the draft board and I says, “oh no I'm below 12 hours what am I gonna do?” So, I went to the draft board downtown Detroit and I talked to the guy in charge of it and I says, you know trying to validate is this correct and so forth. He says, “well yeah.” And I says, “well I really can't serve on active duty,” and he said, “why not?” I says, “I got a bad case of acne.” And this guy did a double take, he kind of chuckled and he said, “no I'm sorry, you’re- you can serve in the �military.” And so, what happened was, there was four buddies of mine down the street. I lived on Ohio Street on the west side Detroit that we all got our notice to report for our armed forces physical exam, examination on July 16th, 1965 at a place called Fort Wayne. Which was an old fort, during I guess colonial times, but it was at the foot of Livernois and Fort Street in Detroit. So, we went down there for our physicals and I'll never forget during that time, what sticks in my mind, you know how things stick in your mind; I was going through with a hernia check. There was a line of about 300 of us being examined for hernias, there was a glass plate in front of us and then the doctor would examine us. The guy in front of me, when the doctor said “cough,” he would not cough, and he asked him two more times to cough and he didn't. He said look, “if you don't cough the next time to examine you for a hernia,” he says, “you're going to the Brig.” So, he coughed, and the things moved on. So, I was kind of concerned about, because everybody that I knew of went to Vietnam immediately. And I was kind of like in that stage in my life where I wanted a complete college, but how do I do that? So, I talked to someone else and he said, “you know why don’t you try the Naval Reserve?” So, there was a Naval Reserve station on Jefferson Avenue in Detroit. So, the week following my army physical I went down there and signed up for the Naval Reserve. And it was back in- to August of 65 and of course, when the Naval Reserve you get yourself the proverbial Blue Jackets manual. The how-to, everything to know about the military, how to dress, and so forth, and ships that you might be on, and so forth. So, I got that and that was kind of fun and so what happened there was, afterwards I was still in college because I was deferred through college now, they told me for the Naval Reserve you could, even though it was in 1965 my targeted graduation day was December of 68. So, I could say in The Naval Reserve with the understanding that you would spend two weeks of active duty for training every year prior to going on active duty. So, my first boot camp was actually in �December of the- of 1965. So in between my college break I went to Great Lakes, Illinois for my boot- boot camp and it was quite interesting, we're like a dorm style boot camp. Probably I think it was, I don't know probably close to maybe 100 guys here. And this happens to be me… wait where am I located here? (Holding up photo) Right here, right close to the chief petty officer there. And I was the storekeeper there, so I had some extra duties, but extra privileges because of that. And after that I went back to school of course at Western Michigan University where I got my undergraduate degree in 68. And then the next summer, which was the summer of 66, I did my first 2-week active duty for training at Great Lakes, Illinois and we were required to be on a ship for a while. So right on Lake Michigan they had a ship called The Porridge, it was a patrol craft escort ship. And so, all of us recruits went out there to training to get on the ship and of course they got me on the, they sat me in the tort of a- a 2... Interviewer: 40 millimeter? (6.35) Well it could have been. These the- the shells were about this round (showing hand motion). They had- they had a cartridge of them, about 16 of them, and so the- the guy who was the gunners mate said, “okay you're gonna aim for this 55-gallon barrel out there in Lake Michigan.” So, I was the pointer, the pointer and a trainer and I was pointing the gun and my foot was on the trigger basically to start shooting the rounds and I was getting close to the barrel in terms of trying to hit it direct, and you know and make a score. But it I just couldn't get there, so I stopped shooting and all of a sudden, the gunner's mate yelled, “clear the deck.” And I said, “what is going on?” He says, “wasn't that a jam and you're in your gun?” I says, “no I just wanted to point a little bit better.” And he says, “you could have got us all killed.” So, they never kept me on the- �the pointer round for the turret anymore. So, I just went back, for the day, we were just out there for the day. And do that little round there it was kind of interesting. The... (7.37) Interviewer: If I can interject then you- you joined the Navy Reserve. Yes. Interviewer: You- you went to the reserve center; they gave you the Blue Jackets Manual. Yeah, yeah. Interviewer: And equipment … between then and one you had to go to Great Lakes the first time, did you have to go to meetings once a month? Oh, absolutely. Yeah absolutely. Interviewer: What did those consist of? Well they basically take you through the- the regiment of the military. Understand the rules of the Navy and so forth and the processes procedures if you will. The formal things on saluting and standing at ease and all that stuff. And essentially understanding the process of the Navy and how it kind of works from the enlisted guy on up so, you'd understand that. There’d be various fastest of the training month-to-month that you'd go to, so throughout the entire year I'd be going to 12 meetings. Plus, I would be going to two weeks of active duty for training and usually the summertime. (8.33) Interviewer: Now in, in- in your Reserve Component where there are other people had already served and are staying in the Navy or was it just all individuals like yourself? Who… �Yeah it was fellows try to get out of the active duty to go to Vietnam per se. But we knew we had to serve but we’re by and large everybody I was with was in college of some degree yeah. Interviewer: Okay so when you were at Western you were still going to the meetings and that and did you have to go back to the Detroit area? Nope, we had a… fortunately we had a reserve location in Kalamazoo, Michigan. Interviewer: Okay so you did that there. And one of my commanding officers there was actually, taught at Western Michigan University. Interviewer: Okay. So, we did that. It was quite easy for me to do it because the meetings I think lasted about two or three hours each night. Interviewer: Okay so you- you went there for basically two years then? (9.29) I was there, let’s see, I started Western Michigan in 65 and then 68. Oh, one more thing I want to mention to you. During this time of course, I mentioned the Free Press. Kind of the highlight of my working there was in 1967 the riots in Detroit. My particular route that evening of the riots which was a Saturday night before Sunday morning started was 12 Street where the riots started. And during the next three or four days, we'd go out on caravans in these yellow trucks delivering newspapers at night. And to our newspaper stations and the trucks were being fired upon by snipers. One guy got on the back of my truck and at 45 miles an hour he fell off because I- he was gonna try and hijack my truck when I was driving it. So, that was in 67. So, between the Naval Reserve working and so forth, quite interesting. Then in 68, July of 68 I married my high school sweetheart I met at Western Michigan and that was getting near the time of graduation at Western. Which was then what would have been active duty shortly thereafter in April of 69. �And my wife became pregnant shortly thereafter and we- I graduated in 68. December of 68 and then in February of 68 just before active duty we lost our baby she was born, lived 27 hours. And we had a barrier her in an unmarked grave in Kalamazoo which was quite a blow for the entire family, including myself. So, about that time I got notice from the Navy that you, I had a choice of serving two years of active duty in Vietnam or through your stateside. Well given the fact we went through this major trauma in our lives, I elected to do three years of active duty. Starting in April of 69 and they gave me a choice of Omaha, someplace in North Carolina, or Great Lakes, Illinois and I says, “Great Lakes.” So, that was north of Chicago. And I says, “well you know it's not too far from the family from Detroit basically, versus Omaha. So, let's go there.” So, lo and behold we packed up our bags from Western Michigan University and lived in married housing and took my car down on the interstate and of course it overheated, and we had to trying to limp our way to Great Lakes, Illinois. In advance of that we were given some notifications of where do you stay? Because we're husband and wife together. So, we had to rent a third-floor apartment in Waukegan, Illinois not too far from Great Lakes. And then till my application cleared to get base housing. We got the base housing three months later it was pre-World War II officer housing. And it was a, something you would not live in today because it has the asbestos sighting. It had compliments of mice and roaches and dirty walls and… but it was our place. We live across the street from some barracks and in the summertime, we'd hear revelry going on across the street for the recruits, but this was actually married housing. So, we live there for the entire time and interestingly enough the high cost of that to me, it was fifty-four dollars and thirty-five cents a month which included all utilities; heat, light, and all that good stuff. And we had a good time there. In fact, I can remember one of our parties of the seven other families that lived in our housing unit. We had a summertime party and we went through 47 ears of corn, had �of course roast the corn, and 18 bottles of wine. So, the next morning was kind of a highlight of our day, is waking up to corn. (13.06) Interviewer: Now before you want an act of duty, while you're still doing the reserves how much of the time of your meetings were spent on physical training and physical fitness? Actually, virtually nothing. We did do, I remember in boot camp we had to go through swimming exercise and that sort of thing but we, unlike the military, the army and so forth, or Marines, we never had, you know to the degree of physical stuff that you guys went through. I know, we never had that. Interviewer: Okay. So, we're all sizes of people that were in the Navy at that time. From the slim to the big. Interviewer: And at the time that you got your draft notice what, which prompted you to join The Naval Reserve. How aware were you of Vietnam? Oh very. Interviewer: Because it was 1965, our involvement was just escalating at that point. (13.59) We had friends, neighbors that had died there prior to me going on active duty or being drafted. So, I had an awareness of that, you know it was something that was looking ugly out there, and I was trying to hopefully out live it by going through college, but it never happened that way because it didn’t end until the seventies so. Interviewer: So now you, you're at Great Lakes, so you’re out of college, you’re what an E3? �I was an E4. I had an E4 over four years, so I had some stripes on my arms that showed every, you know every four years you get a stripe and so forth, so I was an E4 over four. And I went directly to my first assignment and only assignment in the Navy was at the Commandant ninth Naval District building at Great Lakes the building one they call it. Where they- they have all the graduation ceremonies in front of it and I was assigned to a job called a fiscal liaison accountant. Basically, in our group, active duty for training that was the assign two-week training duty for officers enlisted in which we'd process about 20,000 orders per year. And I was involved with literally just pricing out pay. Travel per diem for each one of those and then at the end of the year do an accounting of all, basically a six-million-dollar budget that I was kind of responsible for tracking. And we did that we had an office of about 35 people there. Had enlisted people, had an officer, commanding officer, and we had civilians that worked along with us. And of course, the old style we had ditto machines and all that good stuff to crank out the orders and so forth. Kind of an interesting highlight of that particular stay, we made a lot of good friends. Friends that were from Alaska, from the south, from the Midwest, we stay close to today. It was a very nice environment, collegial environment. I had one of my several commanding officers complimented me on my abilities to speak and write and so forth and do my job, but he said regarding, how’d he put it? Let's see he said something regarding my future and the Navy he said (reading,) “his potential as a storekeeper is excellent.” Which I was a storekeeper. “However, his military capabilities are lacking.” What he was- had a problem with, he had brush haircut. One of my several commanding officers and at that time there was a Chief of Naval Operations called Admiral Zumwalt and Admiral Zumwalt used to call what they call the Z Grams on what- how he felt about that- how people should work and- and participate in the Navy. And he said that basically, “enlisted people were allowed to have sideburns down to the bottom of their earlobes.” �Well, my commanding officer having a brush haircut, being a very-very military guy, he had a real problem with that. So, we would always give him a little bit of jive by, you know one day I said to my commanding officer I said, “you know what, basically you’re a radical sir.” And he says, “what do you mean?” I said, “you’ve got a brush haircut, we don't have a brush haircut.” So, I think that stuck with him, but I had a good time. I had good commanding officers there. We had- we got along well we could speak person-to-person without having the enlisted versus an officer thing. Even though I respected that position, we still had that opportunity to work with them. One of the funny things about that office I'll never forget; Bertha, one of the gals that work there. An elderly lady, she went to the bathroom one day and so she came back, and everybody was looking at her because when she walked by us, she had her dress tucked in her panties and she didn't know that until she sat down on her cold chair. And then everybody looked around. We had some good times there. It was a good, we'd get together at night and so forth, but I did also work during that time, in the Navy. At- at Citizen Lobank,I was in the credit department and an experience... I'd do that, I would be going to school... by the way I was working on my master's degree on active duty. Just one block from my house, Roosevelt University, had a program for public administration and so I wanted, I attended that to work on it. But the other nights I’d work at the credit department because I think- when I got out of the service my net, my gross pay was four thousand bucks a year. Yeah, so, I need it every penny I could get my hands around. We even bought a Volkswagen back then for sixteen hundred and fifty bucks and I needed every penny to pay for that thing. But one day in the credit department, I used to whistle like a bird and so I had seven crowns’ put in my mouth. I could do a real great sound for a songbird. So, I was in the credit department and I started whistling like a bird. My buddies knew I could whistle, and it sounded realistic and my credit manager had a big vented grate above on a �wall above him, and he thought there was a bird caught on this grate. So, what does he do? He calls maintenance and they unscrew this 50-year-old grate which falls to the floor. And he's standing there with a fish net trying to catch this bird and nothing comes out, so word got around. So, the next time I went to work the next day he said to me, “do you whistle like a bird by chance?” I says, “oh no sir.” He says, “but if you did,” he says, “never do this again.” [Laughter] (19.09) Interviewer: So, he knew. Now at Great Lakes you were- you were processing the... Orders. Interviewer: The orders for what? It was recruits that finished training there, or people who were getting out of the service, or what? No, people who had served on active duty or had the requirement of serving two-week active duty for training per year. Those were officers and enlisted people so I we- we would then create the destination, put them on a ship someplace, or a naval district someplace, and then I’d price them out from where they're coming from and to, and give them the pay for that, and the travel, and the per diem, the cost of that two-week training duty. And as I mentioned over 20,000 orders we processed per year, high turnaround of paper. Interviewer: What was the average workday like for you there? Well it- you'd get there at eight o'clock and you'd leave at five quite frankly. And then you'd have your staff watch duties. I had a couple of duties; I'd have to staff, I'd have to stand in or, it was an office, staff watch office at building one commodious office usually on the weekends like a Saturday over Sunday. One night, I'll never forget this, it was 2:30 on a Sunday morning and the base red phone rings next- on my desk. �Interviewer: What was the red phone? (20.29) That was that was the Admiral’s phone. If he called you immediately picked that up and he lived just behind our building, so I got a 2:30 in the morning got a call from the Admiral’s wife this is Admiral Renken, R-e-n-k-e-n his wife said, “there’s an intruder in our kitchen please get help.” Well my chief petty officer was on the couch, you know we had a couch, office had a couch and recliner and so forth and I says, “chief there’s an intruder in the Admiral’s quarters what do I do?” He started stuttering, he couldn't get himself together. So, he says, “talk to the Jag officer Judge Advocate,” our Attorney officer was in the next room sleeping which was the protocol. Woke him up he says, “pick up the black bass phone and call security.” Well I did that, as soon as I did that the colonel, the marine colonel who was next to the Admiral’s quarters was notified that there was an intruder. So, he automatically picked up his phone had called the Marine barracks kitty-corner to our building and- and it was like 2:30 in the morning so the Marines were just coming in off of a… a good soda pop evening. And those guys had just come in from rotation from Vietnam, and he says to these guys, “find this intruder and do not go to sleep until you find them.” Well that was 2:30 on a Sunday morning. They found this guy at 4:00 p.m. on a Monday afternoon on the ravine next to Lake Michigan. It turns out that there was a marine on the beach he was heavily drinking, and he was hungry around 2:30 in the morning and he looked up the ravine and saw this light and a- a house like. And so, he says, “I’m gonna go up there and get some food.” So, he walked up in his skivvies, was in the kitchen of the Admiral’s quarters, and Admiral’s wife came down and get him a glass of milk because he had a hard time sleeping that evening. She walks in, here's a guy in his skivvies who’s going through her refrigerator looking for food. She screamed, he bolted down the ravine and hid in the ravine for about a day �and a half. Well when the guys found them, they were upset because they were not allowed to go to sleep, they just come back from Vietnam, so they were really kind of gung-ho to do this stuff. They found the guy, worked him over a little bit, threw him in the brig, and because of his opportunity to be in the Admiral’s quarters, he had an opportunity to go back and do another round in Vietnam, because of that. Well that was my involvement with the Marines on the base. It was, we had a good relationship actually. Interviewer: How big was the Marine’s Contingent on the… (22.43) Well let's see there's probably 300 there, yeah. And I'll never forget one time during May of 1970 of all things, during, they called it ‘Mayday.’ And- and our base had a fencing around it and hippies were going to try and invade our property to quote, “show the anti-war thing.” Well I can tell you that the Marines protect us very well and that the hippies never really made it over the fence. Hippies were kind of an interesting group because I had run across them as well when I was at, I had a run the Admiral and his commanding officers and so forth to O'Hare Airport, and one day I was there and standing outside our car, waiting for the Admiral to come out to get in his car to go back to the base. One hippy came up to me and spit on the ground in front of me and started cursing me because of the Vietnam thing and anti-military talk and so forth. So, I saw that more than one time though from the hippies of that era. You know the 60s and early 70s so quite-quite fascinating. My wife had our first baby, our second baby at Great Lakes Naval Hospital, cost us five bucks. It was… and where we were in the base, we'd hear helicopters coming in from medevac, from Vietnam, guys come in for… It was a major hospital, the ninth naval district hospital. And this, so they'd fly and land on the roof of the house, we'd hear them every day, day and night, coming in from Vietnam you know injured people. One day I was �doing staff watch office call, and I got a casualty assistance call from Vietnam. A chief petty officer had died while entertaining a call girl from Vietnam and so I asked my jag officer the, Attorney, Judge Advocate General Officer what should I do? And writing up this report he says well we would just put down he died on, on active duty because then he will get benefits for his family. Because... Interviewer: He was on active duty. (24.40) Yeah. Well he was he died was smile on his face I'm sure. Let's see, what else do I have here? We had inspections the first time I was there, we had a stand in order, ranks in order. I had my dress whites on, my white jumper and so forth and my wife was not really up to speed on how to press and iron the uniforms. Even though I did that she said, “no I'll take care of that for you.” So, during the inspection the commanding officers looked at me and he said, “you've got stains on your collar, not good.” And then she did... the Navy is dressed the- the dress whites. Pants the- the creases are on the side of the pants, not like the front like very good business people would. And so, the crease is wrong and a scorch for my collar and so from that point on she said, “that's it. I'm not doing any more of your stuff, you got to take it to Mary's cleaners across the base at- in North Chicago.” So, from that point on all my inspections were very good for that from that point on, but I learned a lot during the service. Had good relationships with all the people. Understood the value of how we supported the troops over Vietnam through our active duty for training office, our segment of the business. It was quite gratifying for us quite frankly. (25.58) Interviewer: How often did you have to stand inspection? �Once a month, I would have to be usually a Saturday night over Sunday and that was a long shift, but it was in an office. I had a chief petty officer next to me and a lieutenant that would always serve along with me. So, we were just basically doing paperwork from some other contingent within that building because the building actually housed about 300 military and civilian people that actually were the headquarters for the ninth naval district. Basically, covering most of the United States quite frankly. And let's see, what else… Interviewer: Did your office function just on one shift? Or were people processing orders and that kind, on a night shift? No, we're basically a one shift operation. Rare occasion where we had the opportunity to process more paperwork, but it was very rare. You know because we had employees that had to punch in on their timecards, for these were non-military types, and then us we just show up for work on time. (27.03) Interviewer: Well in your office what was a ratio between service people and civiliancivilian employs? I would say out of 35 I think we had about 10 military, and the rest were civilians. It was- back then it was a lot of paper-pushing we did not have computers per se although that we had the first onset of the first internet through the military, but I never worked with that. I worked just basically things with ditto copies and correcting things like that and moving paper from this desk to that desk and then I would get them, and then process the pricing on that, and send it over to the building across the way from us. Which would then actually physically set up the airline tickets and so forth and get the people on their two-week active duty for training. �Interviewer: Would you disperse the cash? Or was that done in another office? We never handled any cash at all, no. It was just strictly a paperwork thing. Get the orders and get him down there and so forth. Interviewer: And that was basically your duties for the… My job. Interviewer: The years and… (28.07) Yeah, I would price it up and I would run a tally of what was being spent and then give that to the commanding officer so that he could provide it to the Admiral on an as-needed basis. One of things I've got to talk about too is the fact that I mentioned that I worked on my master's degree for Roosevelt University of Chicago. I graduated there in January of 72 and during the graduation, Secretary General of the United Nations U. Thant, U period-T-H-A-N-T, was theour guest speaker. And so, I was walking across the stage to get my diploma and I stood a little bit longer with U. Thant and some, afterwards my buddies in the audience said, “why did you take longer than the other people to get your degree?” I said, “well I asked him what the letter ‘u’ meant in his name.” All kidding aside, I had a little fun with that. Interviewer: So, you were able to get your master’s while you were on active duty? (29.03) I did, that was my… and as my mother said, “I never thought you could get a master's degree.” She didn't have that confidence, but I guess when you… you're married and so forth and you're getting into next phase of life. I wanted to go well beyond what I… you know I… Oh one thing, I try to get in the officer corps in the Navy back in 66, just a year after I was joining a reserve, but I found out I was colorblind. I could not tell the difference between red and green and of �course on a ship it’s, you see the buoy red, right, and returning or green. Or if I was on the aircraft carrier it could cause a real calamity if I didn't know the difference between red and green which I did not. So, unfortunately, I had to stay an enlisted guy and that's why I figured if I could not be an officer, which my wife wanted me to stay in the military for 20 years. Then I should do something else and I thought at one time I was going to be a city manager, that's why I took public administration. Only to find out I ended up at Xerox Corporation right after the service. So much for public administration. Interviewer: Now when you were in graduate school, did the Navy provide tuition assistance? How did it work? (30.10) They did they, it was interesting it was $64 a credit hour which I thought was outrageous back then, but they provided 75% of the- the funding for that. And I had to croft out the other 25 which meant I did work at Sears, like I mentioned at night in order to help with that, so I didn't have to leave with a loan at all. And back then there were really no student loans, back then. Interviewer: So, you were a pretty busy guy, your full-time shift at The Great Lakes, working at Sears at night, and I presume your classes were at night. I gotta tell you one thing about the classes, I was the only enlisted guy there. The rest were commanding officers and captains and lieutenants and so forth. Well during my class, I got to know the professor pretty well and what I could expect on the exams. Well one time we took an exam and I aced the exam; I got a hundred percent on it. Well because the rest of them are did so poorly he you set a curve and a bunch of the higher-ranking officers flunked the- the quiz. So, the very next class they looked at me with kind of like this sting in their eyes like how could this �little enlisted guy beat us out of our grade. You know, they'd gone to all these different schools, but I thought I was pretty proud of that, that I could smoke out the officers. Interviewer: How… going to school obviously, did you go in civilian clothes? (31.27) I had the choice, I could go in civilian but usually I walked I, I just came out of work at five o'clock and my classes started at six, so I just stayed in uniform. Interviewer: So, they knew you were a…? Oh yeah, they knew I was one of the kids. Interviewer: Yeah, and that gave you a good sense of satisfaction. It did, I said you know what, I may not be able to be a lifelong officer here, but I can sure beat them in the quizzes. Interviewer: Why did you wife want you to stay in the service? She loved it! She absolutely loved going to commissary and all the things provided for her and so forth. And- and she had no clue about the future you know per se, but she did like… everybody was congenial and- and was good, it was good toward us. And she felt really warm with the friendships we made and that this is really the kind of life she wanted… Interviewer: Okay. And I says, “I'm not gonna be full-time enlisted guy for my entire life.” But she said afterwards, “you should have joined the Naval Reserves.” In retrospect that might have been a good thing because I could have been- been getting some- some retirement benefits from that so… That's water over the dam though, turned out to be just fine afterwards. Interviewer: Okay so your tours winding down, so what ideas did you have? You said you wanted to be a city manager; did you pursue? �I did, I looked at that. There was a city manager from Glencoe, Illinois that was one of my instructors buddy, but he also was a good friend, and we were talking about getting into that kind of job but at that time city manager was making about eight thousand bucks a year, which was twice what I was making in the military and I figured well that’s not a whole lot of money. Until you got into your ten year as a city manager. So, my brother at the time worked at Xerox and he said, “why don’t you interview at Xerox?” So, while I’m on active duty one of my leaves I came to Detroit to interview for a job as a sales rep for Xerox. And eventually got into Xerox, I was told I could start a week after I got out of the military and moved to Lansing, Michigan. They had a spot for me starting the very next week after I got out of the military. So, I stayed with them for 24 years and retired from there. Interviewer: So, you left when you got out of the service that was the end of your service obligation or did you have to stay in the inactive duty for a while? (33.45) No, I hadn't fulfilled all that time from the 2 August 65 until the April 9th of 72. I had enough years. Seven years. Interviewer: Yeah you had you six years. Yeah it was good to stay, good memories about them, I’ll never forget; one time my wife was just about ready to deliver on December 27, 1970. We went to the commissary there was about 400 recruits that are in line and here she was walking down toward the commissary and the chief petty officer says, “gangway let this pregnant lady through.” And so, we had a great meal two days before the baby came. Yeah it was good, oh one other thing about the Navy; officers got a little bit better medical care than we did. In that I had a cavity in my front tooth so when I'm on �base and he says, “well your enlisted guy, so we’ll have to put a silver filling right here in the front tooth.” I said, “what do you give officers?” He says, “well we do porcelain.” So, I had to go off base and spend an extra 20- 30 bucks to get a porcelain filling put in my front tooth because enlisted guys did not get porcelain fillings. Interviewer: Oh really? I thought that was hilarious and now what other things come to mind, I can remember seeing all the graduation ceremonies in front of my office in the summertime, through my window of the recruits that are coming through. And then going on active duty from Great Lakes. It was quitequite nice quite formal. I enjoyed that part of it. Military I had no problem with actually. (35.17) Interviewer: Well now you’re at Great Lakes during the 68 on? Well technically, technically 69 through 72. Interviewer: 69-72 so Vietnam was kind of... I think we made the decision by then to kind of disengage. What was the- what was the feeling on the base about Vietnam and the...? Well we were participants in supporting that and we did not have any quote “disgruntled folks” that would show their faces. Back then that was I was a no- no you never did that even if you felt, I knew a couple guys I worked with that were kind of bent that way. Toward, you know, we shouldn't be in Vietnam, but they never voiced it in front of the commanding officers or anything else, but they never did show any kind of disdain for that at all, because we were full fullblooded military people. Interviewer: Was, was there anything like hey, if you screw up, I’m going to send you to Vietnam kind of mindset there among some of the senior petty officers? (36.21) �No not really, well let's see. In my group because we had to claim a contract for an extra year you stay there- there was never that discussion, because they knew what my contract was. Basically my- my from and to dates on my order to serve there. So, there was no talk about if you don't do this I mean. Interview: Really? Did they, did- I know in the army state side bases would get a levy if they didn’t have, you know they needed so many people in Vietnam with so many MOS’s. Sure. Interview: And if they couldn’t fill that with people finishing training and volunteering to go over or whatever then each base got a- a levy. Oh really. Interviewer: And said, “okay we need X, you know with these MOS’s.” That ever take place there? Never ever, not in those three years I was there, and there was no talk about that either. Interviewer: Of course, yeah, I think being in the Navy as well, and being in an administrative position, I don't think too much, too many administrative things happen in Vietnam in the Navy anyway they… Not that I'm aware of, other than being on ship or yeah, yeah. Interview: So, after Xerox what did you do? Did you stay in the Lansing area the whole time where you were with Xerox? (37.41) No, we moved from Lansing to Jackson, Michigan and I was there until I moved to Rochester, New York in 1980 to go at work at corporate in marketing, and then Xerox being like most big companies, we got rid of 2,000 people one Christmas eve in 1981. And I came to Grand Rapids, �Michigan for the first time and managed the office here at Xerox for several years but remain with them for a total of 24 years. Interview: And then you retired? Now one of my several retirements, yes, from Xerox immediately went to work for a company called Sun Garcon the IT disaster recovery. Going on five years, and then they were sold out to a private hedge fund and then I went to another company as a sales manager there and they werewent out of business after 138 years. So, it seems like every business I started working for and started going out of business. So right now, I teach full-time at Ferris State University in Big Rapids, Michigan. I teach business courses there. Interview: How long have you been teaching? (38.43) I started teaching in 1974 at Jackson Community College my boss at Xerox said, “do you want to teach at college?” I says, “well I've got a master's degree, where at?” He said, “four thousand Cooper Street.” I said, “that's the state prison,” so I taught for five years for the community college but three years at the prison until one day… I oh I gotta rewind the tape a little bit, my first day at the prison I walked into the guard. Interviewer: When was this? It was in 1974. Interviewer: 1974. And I still have my prison ID badge, which cause a little havoc because I had to walk in front of 200 new residents to the prison to get my photo shot before they did. But anyway, the first day I walked to, got on campus in the prison to teach for Jackson Community College. They said, “take all your jewelry and everything off. Just I want your driver's license and your prison ID �badge.” So, I walked in there and the prison said, a guard said to me he said, “well before you go in, I'm gonna have to put this fluorescent dye in your, on your, on your hands,” so he did a letter A here. I said, “what’s that?” “Letter A, look underneath the fluorescent light it shows a letter A.” He said, “well why would you do that?” He says, “well sir” he says, “assume that you're in here and your clothing was acquired.” I'm thinking one and one is two, clothing’s acquired, they found my hand in the hallway. Well I used to teach here, I stopped teaching at the prison after my work hours at Xerox when I had a major fight in my class one day where knives were pulled, blood was drawn, 30 guys were fighting and I called the Dean the next day says “get me off this campus, I do not want to die here.” From that point forward all my colleges, I've taught now at five colleges I never had a problem like at Jackson Community College, it was always better. Interview: Other than the riot in your classroom, how did- how did you feel the students received what you were trying to do? (40.29) It was fascinating, that for them was the cream of the crop to go to college while being as a resident, you're not a prisoner, you're a resident. Because here's the deal back then in 74, state of Michigan with all the fully loaded cost for each of those students, cost us fifteen thousand bucks, the state fifteen thousand bucks per student and I felt that because, here's how I saw if you were going to college in prison you would get up, have breakfast, go work out a little bit, go to the library, study, and go to class. You did not do the laundry, do license plates, or any of the menial stuff. So, this was like the creme de la creme of the population, but you could tell some people were absorbing my business courses and others weren't. I had one guy who's quote “roommate” if you will, this guy was about six foot six his roommate is about five three and he used to cheat on him during the exams and I’d look at this guy he's looking right down in his answers to the �exam. So, this big guy did not want to have a confrontation, so I figured at the end of semester the big guy got a D- and the little guy got an A. To shame for that guy, I never confronted him, although I had the power within the class like a guard to say you go here, you go there. I had a couple guys who were holding hands walking in one day and I said, “look you sit here and you there and don't say a word.” So, I had that power but with regard to having homemade knives in class and that, I was I could, I could have been a victim quite frankly. Interview: Well was there a guard in the classroom when you… No, actually when I fight started, I had a guest speaker in the classroom that was going to take over for me when I went on vacation the next week. We went right out in the hallway when the fight started and there was a guy looked like, like Leave It to Beaver type, no not Leave It to Beaver, Barney Bucks. 90 pounds I says, “we're having a fight in our class.” He started stuttering, “what are you doing.” We went back their classroom, I pointed out that people started and all of a sudden about 12 cops show up and clean out the two guys who were involved in the fight, but that wasn't, he was nearby but not to jump in on the fracas. Interview: Okay so was that your last term teaching there then? There, absolutely yeah and I went back to campus, I kissed the cement on the campus, main campuses thank you lord I’m gonna be alive. Oh, during that time I taught at the prison everybody was framed, they thought I was an attorney walking with a briefcase. You know they wanted to get sprung because they were framed. They got in prison on the wrong circumstances. They were, you know, so I- and he always wanted my phone number and my address at home so they could contact me which they never got, in today's world they could have got it on the internet but back then they couldn't. Interview: Yeah, I don't well, I, they have access to the Internet in prison now? �I have no clue. Interview: I don't think they do. I asked one dumb question the first class I went to, I was trying to find out how long your sentence would be. I says, “on average what does it take to, you know,” I meant to say time, but I didn’t I said, “what does it take to get out of this prison?” A guy said well, “I'll tell you what you jump that fence is about 100 yards to I-94 and you're gone.” It's a dumb question to ask in class. (43.47) Interview: Yeah. Okay so if you could summarize your service time, what- what do you think where your, the- the best part of the experience? I think we had people of the same or equal values that were with us. My colleagues my associates they're my commanding officers. We all had a purpose in mind we knew what our goals had to be. We achieved those goals with no problems in terms of serving our particular assignment within the military, and that was to produce 20,000 orders for people on a yearly basis to get them to train in order to be more effective in support of our, of the United States. So, I think we had a good focus is it- it was actually like a family environment, because when you were there for three years you were not going to be there for two weeks and then take off. Everybody got to know you. In fact, I was looking at my farewell cards for my party, goingaway party that the civilians and the officers gave, and I had like a couple hundred people sign this thing, it was like amazing that they knew me, and I knew them. It was a, it was a nice family environment, very different than my buddies who went on active duty in Vietnam and so forth. Very, very different. (44.59) Interview: Okay and flip the coin over, what was the worst part of the experience? �Well the worst part honestly, it was unrelated to the military. Is the fact that I was not in the workplace working, well as my quote “buddies” who did who got out because they had maybe knee surgery or something and they're making money, and I was making maybe four thousand bucks a year, at the end of three years and they were making twelve thousand dollars and I told my wife I said, “you know I don't know what it ever be like to make twenty five thousand dollars a year.” You know and say, “yeah well twenty, we could live in a mansion.” You know so I had that in the front of my mind all the time. Yeah. Interviewer: Okay well I'd like to thank you for spending time with us and sharing your story. It was very, very interesting. (45.40) It's a bit of pleasure to be with you today. And I’d like to say hello to all my military buddies out there, ex-military buddies. Interviewer: Let's hope they watch it. I hope so too. Interviewer: Thank you. Thank you. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_TrybusC1471V Title A name given to the resource Trybus, Chester (Interview transcript and video), 2013 Date A point or period of time associated with an event in the lifecycle of the resource 2013-01-03 Description An account of the resource Chet Trybus was born on March 16, 1945 in Highland Park, Michigan. Trybus was attending Henry Ford Community College in 1965 when he received a draft notice. Wanting to continue his education, he opted to join the Navy Reserves and was sent to Great Lakes Naval Station, Illinois, for Boot Camp. While in the Naval Reserves, Trybus was able to continue his education at Western Michigan University since there was a Reserve station in Kalamazoo. After completing his degree, he was stationed at Great Lakes processing recruitment orders as part of his active duty. Since he was stationed in the U.S, Trybus was able to pursue his master's degree while on active duty. He eventually left the service in 1972 and took up work for the Xerox Corporation in Michigan. Creator An entity primarily responsible for making the resource Trybus, Chester Joseph Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Navy. Naval Reserve Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/554e063e82a0951a97c00c8878fb6e53.jpg a12e57a5353c0fb2061da3d43656f6ee 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 TschirkyIvo Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Tschirky, Ivo Description An account of the resource Ivo Tschirky, Visiting Lecturer in Russian Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/a4a5ec53ae6019f2549e21a1c35aeb70.jpg d785ce19a14838268e01299c3343de09 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_1558 Title A name given to the resource TU jet bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TU Russian jet bomber, September 1, 1948. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Russia 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 1948-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives