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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning.","This record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization.","Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.","Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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Bentley Historical Library"],"creator_ssm":["TEACH Michigan."],"creator_ssim":["TEACH Michigan."],"creator_corpname_ssim":["TEACH Michigan."],"creators_ssim":["TEACH Michigan."],"access_terms_ssm":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials."],"acqinfo_ssim":["The record group came to the library from Partnership for Learning (formerly TEACH Michigan) in December 2000. Donor no.  9038"],"access_subjects_ssim":["Charter schools -- Michigan.","Education -- Michigan.","Public schools -- Michigan.","School choice -- Michigan.","Charter schools -- Michigan.","Debates.","Discussion.","Public affairs television programs.","School choice -- Michigan.","Sound recordings.","Videocassettes."],"access_subjects_ssm":["Charter schools -- Michigan.","Education -- Michigan.","Public schools -- Michigan.","School choice -- Michigan.","Charter schools -- Michigan.","Debates.","Discussion.","Public affairs television programs.","School choice -- Michigan.","Sound recordings.","Videocassettes."],"has_online_content_ssim":["false"],"extent_ssm":["13 linear feet"],"extent_tesim":["13 linear feet"],"genreform_ssim":["Sound recordings.","Videocassettes."],"date_range_isim":[1989,1990,1991,1992,1993,1994,1995,1996],"accessrestrict_html_tesm":["\u003cp\u003eResearch use of the record group is restricted except with the permission of Dr. Paul DeWeese.\u003c/p\u003e"],"accessrestrict_heading_ssm":["Conditions Governing Access"],"accessrestrict_tesim":["Research use of the record group is restricted except with the permission of Dr. Paul DeWeese."],"bioghist_html_tesm":["\u003cp\u003eIn 1989, Dr. Paul N. DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions.\u003c/p\u003e\n","\u003cp\u003e Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice.\u003c/p\u003e\n","\u003cp\u003e Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students.\u003c/p\u003e\n","\u003cp\u003e Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters.\u003c/p\u003e\n","\u003cp\u003e In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation.\u003c/p\u003e\n","\u003cp\u003e In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education.\u003c/p\u003e\n","\u003cp\u003e From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school.\u003c/p\u003e\n","\u003cp\u003e In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning.\u003c/p\u003e"],"bioghist_heading_ssm":["Biographical / Historical"],"bioghist_tesim":["In 1989, Dr. Paul N. DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning."],"prefercite_html_tesm":["\u003cp\u003eitem, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan\u003c/p\u003e"],"prefercite_tesim":["item, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan"],"scopecontent_html_tesm":["\u003cp\u003eThis record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization.\u003c/p\u003e"],"scopecontent_heading_ssm":["Scope and Contents"],"scopecontent_tesim":["This record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization."],"userestrict_html_tesm":["\u003cp\u003eDonor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.\u003c/p\u003e"],"userestrict_heading_ssm":["Conditions Governing Use"],"userestrict_tesim":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials."],"abstract_html_tesm":["\u003cabstract id=\"aspace_85c28ec7f064d103fc6a1b17b4c73c99\"\u003eOrganization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. Also included are the organizational records of the Michigan Center for Charter Schools.\u003c/abstract\u003e"],"abstract_tesim":["Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions.\u003c/p\u003e\n","\u003cp\u003e Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice.\u003c/p\u003e\n","\u003cp\u003e Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students.\u003c/p\u003e\n","\u003cp\u003e Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters.\u003c/p\u003e\n","\u003cp\u003e In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation.\u003c/p\u003e\n","\u003cp\u003e In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education.\u003c/p\u003e\n","\u003cp\u003e From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. 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Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning."],"prefercite_html_tesm":["\u003cp\u003eitem, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan\u003c/p\u003e"],"prefercite_tesim":["item, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan"],"scopecontent_html_tesm":["\u003cp\u003eThis record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. 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Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization."],"userestrict_html_tesm":["\u003cp\u003eDonor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.\u003c/p\u003e"],"userestrict_heading_ssm":["Conditions Governing Use"],"userestrict_tesim":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. 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Also included are the organizational records of the Michigan Center for Charter Schools.\u003c/abstract\u003e"],"abstract_tesim":["Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions.\u003c/p\u003e\n","\u003cp\u003e Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice.\u003c/p\u003e\n","\u003cp\u003e Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students.\u003c/p\u003e\n","\u003cp\u003e Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters.\u003c/p\u003e\n","\u003cp\u003e In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation.\u003c/p\u003e\n","\u003cp\u003e In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education.\u003c/p\u003e\n","\u003cp\u003e From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. 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Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. 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With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning."],"prefercite_html_tesm":["\u003cp\u003eitem, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan\u003c/p\u003e"],"prefercite_tesim":["item, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan"],"scopecontent_html_tesm":["\u003cp\u003eThis record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. 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Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization."],"userestrict_html_tesm":["\u003cp\u003eDonor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.\u003c/p\u003e"],"userestrict_heading_ssm":["Conditions Governing Use"],"userestrict_tesim":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. 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Also included are the organizational records of the Michigan Center for Charter Schools.\u003c/abstract\u003e"],"abstract_tesim":["Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning.","This record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization.","Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.","Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions.\u003c/p\u003e\n","\u003cp\u003e Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice.\u003c/p\u003e\n","\u003cp\u003e Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students.\u003c/p\u003e\n","\u003cp\u003e Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters.\u003c/p\u003e\n","\u003cp\u003e In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation.\u003c/p\u003e\n","\u003cp\u003e In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education.\u003c/p\u003e\n","\u003cp\u003e From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. 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Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning."],"prefercite_html_tesm":["\u003cp\u003eitem, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan\u003c/p\u003e"],"prefercite_tesim":["item, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan"],"scopecontent_html_tesm":["\u003cp\u003eThis record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. 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Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization."],"userestrict_html_tesm":["\u003cp\u003eDonor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.\u003c/p\u003e"],"userestrict_heading_ssm":["Conditions Governing Use"],"userestrict_tesim":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials."],"abstract_html_tesm":["\u003cabstract id=\"aspace_85c28ec7f064d103fc6a1b17b4c73c99\"\u003eOrganization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. Also included are the organizational records of the Michigan Center for Charter Schools.\u003c/abstract\u003e"],"abstract_tesim":["Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning.","This record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization.","Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.","Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. 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DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions.\u003c/p\u003e\n","\u003cp\u003e Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice.\u003c/p\u003e\n","\u003cp\u003e Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students.\u003c/p\u003e\n","\u003cp\u003e Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters.\u003c/p\u003e\n","\u003cp\u003e In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation.\u003c/p\u003e\n","\u003cp\u003e In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education.\u003c/p\u003e\n","\u003cp\u003e From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school.\u003c/p\u003e\n","\u003cp\u003e In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning.\u003c/p\u003e"],"bioghist_heading_ssm":["Biographical / Historical"],"bioghist_tesim":["In 1989, Dr. Paul N. DeWeese, a physician then working in Detroit, became frustrated by what he perceived to be a lack of educational choice for his own children then about to begin school. With other like-minded individuals, DeWeese formed Michigan Citizens for Choice in Education (shortly to be renamed TEACH Michigan). Incorporated as a non-profit organization in 1991, TEACH Michigan was established to lobby for changes in the law regarding school choice. Associated with TEACH Michigan was a tax-exempt sister organization - TEACH Michigan Education Fund (TMEF) - which with license to solicit charitable contributions could engage in a variety of educational, research, and planning functions."," Under DeWeese's leadership, TEACH Michigan advocated fundamental changes in the state's educational system. The core of TEACH Michigan's philosophy of education was simply stated. Parents should be allowed to choose from competing systems of schools with funding for education following the student and not automatically being given to the government-supported school system. An ambitious agenda, TEACH Michigan realized the importance of educating the public and enlisting enough grassroots support for the necessary changes in state law and in the state constitution to be made. With the law changed, there would follow competition for the education dollar resulting in non-governmental sponsorship of K-12 schools by corporations, public or private universities, parent groups or churches, as well as by the government. No longer would there be a \"government monopoly\" school system. Instead, parents would receive financial support (or vouchers) for their children to attend the school of their choice."," Although his message never wavered, DeWeese was realistic enough to realize that \"full choice\" could only come incrementally, thus his advocacy of changes in state law to allow for the creation of charter schools. Charter schools are public schools that are custom-designed by groups of teachers, parents or outside individuals to meet particular education needs. Charter schools are part of the public school system, financed on a par with other schools in the district. But for charter schools to become a reality state law would have to be changed. In December 1993, with the passage of Senate bill no. 896 (signed by the governor in January 1994), Michigan adopted the most significant restructuring of public education since the development of single-function school districts in the early 20th century. The state authorized groups of certified teachers and community leaders to form individual charter schools (public school academies) \"that are to be treated like school districts\" for the purposes of state education law. These \"single-school school districts\" could be started anywhere in the state by one or more certified teachers, a county, city, village, township, school district, community college, or state public university. Each new school would develop its own governing board, and must describe its educational goals and the standards by which its performance will be measured. Each of these academies would receive a state school aid payment for its enrolled students."," Following the passage of 896, TMEF established a sister organization, the Michigan Center for Charter Schools (MCCS), whose purpose was to promote the development of charter schools. TMEF subsidized the operation of MCCS throughout its existence. MCCS was the only organization in the state early on that was disseminating timely and accurate information about charter schools. MCCS also helped several groups move through the process of establishing a charter school. By the end of 1995, more than 60 charter school had been established with an additional 120 schools seeking charters."," In November 1994, an Ingham County circuit court judge ruled the law unconstitutional. Although the groups authorized to grant charters were government entities, the judge ruled, the day-to-day operations of schools were largely in the hands of privately elected directors and thus not directly accountable to the public. With this decision, the charter schools that had been established were left without public funding. In some cases, the schools reverted to private school status relying on tuitions and corporate donations for their support. In other cases, the state legislature, many of whose members believed that the judge's ruling would be overturned on appeal, passed emergency legislation which addressed the judge's objection to the original legislation."," In 1995, the state Board of Education contracted with the Michigan Partnership for New Education to both promote charter schools and to provide technical assistance to charter schools. The Michigan Partnership immediately asked for, and received, permission to hire the entire staff of MCCS in order to run their charter school operation. In May of 1995, MCCS ceased to operate, as its mission and staff were absorbed by the Michigan Partnership for New Education."," From its inception, TEACH Michigan knew that for real educational reform to take place from their point of view, the Michigan State Constitution (Article 8, sec. 2) would have to be revised. That provision restricted the use of public funds to government-operated schools only. With the constitution changed, TEACH Michigan hoped to secure passage of a voucher system so that parents might choose, and receive funding, for their child to attend a church-related school."," In 2000, the TEACH Michigan organization was folded into a new organization, Partnership for Learning."],"prefercite_html_tesm":["\u003cp\u003eitem, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan\u003c/p\u003e"],"prefercite_tesim":["item, folder title, box no., TEACH Michigan and TEACH Michigan Education Fund records, Bentley Historical Library, University of Michigan"],"scopecontent_html_tesm":["\u003cp\u003eThis record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization.\u003c/p\u003e"],"scopecontent_heading_ssm":["Scope and Contents"],"scopecontent_tesim":["This record group consists of two separate groupings (or subgroups) of records: the combined files of TEACH Michigan and TEACH Michigan Education Fund covering the period of 1989 to 1995, and files of the charter school support group, Michigan Center for Charter Schools covering the years 1994-1995. Both organizations operated out of the same office in Lansing and included some of the same individuals as board members. The TM/TMEF files consist in great part of papers of Dr. Paul N. DeWeese, a principal founder of the organization. The MCCS files are largely papers of executive director Barbara Barrett as well as DeWeese. Together, the record group contains correspondence, policy statements, organizational and activity files, collected materials, sound and video materials, all relating to the efforts of the two organizations first to educate and lobby for changes in the law, and second to provide assistance and support in the establishment of charter schools. The records date from the inception of the organization to 1995. The subsequent records of TEACH Michigan remain with the organization."],"userestrict_html_tesm":["\u003cp\u003eDonor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials.\u003c/p\u003e"],"userestrict_heading_ssm":["Conditions Governing Use"],"userestrict_tesim":["Donor(s) have not transferred any applicable copyright to the Regents of the University of Michigan. Patrons are responsible for determining the appropriate use or reuse of materials."],"abstract_html_tesm":["\u003cabstract id=\"aspace_85c28ec7f064d103fc6a1b17b4c73c99\"\u003eOrganization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. Also included are the organizational records of the Michigan Center for Charter Schools.\u003c/abstract\u003e"],"abstract_tesim":["Organization established in 1989 by Paul N. DeWeese and others to lobby for changes in state law and the state constitution to allow parents to choose between competing schools. The record group also contains records of the Michigan Center for Charter Schools, sister organization to TEACH Michigan, established to promote the development of charter schools in the state. The record group includes Informational materials detailing mission and goals of the TEACH Michigan organization; organizational files; topical files; correspondence; speeches and articles about school choice and the state charter school movement; and audio and video cassettes of TM presentations and appearances of Paul DeWeese on radio and television programs. Also included are the organizational records of the Michigan Center for Charter Schools."],"physloc_html_tesm":["\u003cphysloc id=\"aspace_4f9a3a50370f108b16342d0e56be5abb\"\u003eOffsite storage; prior notification required for access\u003c/physloc\u003e"],"physloc_tesim":["Offsite storage; prior notification required for access"],"names_coll_ssim":["Michigan Center for Charter Schools.","TEACH Michigan.","TEACH Michigan Education Fund.","TEACH Michigan.","Michigan Center for Charter Schools.","TEACH Michigan Education Fund.","DeWeese, Paul N.","DeWeese, Paul N.","DeWeese, Paul N."],"names_ssim":["Bentley Historical Library","TEACH Michigan.","Michigan Center for Charter Schools.","TEACH Michigan Education Fund.","DeWeese, Paul N."],"corpname_ssim":["Bentley Historical Library","TEACH Michigan.","Michigan Center for Charter Schools.","TEACH Michigan Education Fund."],"persname_ssim":["DeWeese, Paul N."],"language_ssim":["English","The materials are in  English."],"total_component_count_is":279,"online_item_count_is":0,"component_level_isim":[0],"sort_isi":0,"_root_":"umich-bhl-014","timestamp":"2025-02-18T23:13:12.778Z"}]}},"label":"Breadcrumbs"}}},"links":{"self":"https://arclight-demo.projectblacklight.org/catalog/umich-bhl-014_aspace_933bee395056ae58faaf33f41b83c1fe"}},{"id":"ehll--wilsondoncollectiontwo_al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7","type":"File","attributes":{"title":"Chart of Brief Forms, December 1958","breadcrumbs":{"id":"https://arclight-demo.projectblacklight.org/catalog/ehll--wilsondoncollectiontwo_al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7#breadcrumbs","type":"document_value","attributes":{"value":{"ref_ssi":"al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7","ref_ssm":["al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7","al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7"],"id":"ehll--wilsondoncollectiontwo_al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7","title_filing_ssi":"Chart of Brief Forms, December 1958","title_ssm":["Chart of Brief Forms, December 1958"],"title_tesim":["Chart of Brief Forms, December 1958"],"normalized_title_ssm":["Chart of Brief Forms, December 1958"],"text":["Chart of Brief Forms, December 1958","Don Wilson Collection\n \n1885-2015, and undated","Don Wilson Collection.","Box 4","Folder 2"],"component_level_isim":[2],"parent_ssim":["ehll--wilsondoncollectiontwo","al_4bf70b448ac8351a147acff1dd8b1c0b9a791980"],"parent_ssi":"al_4bf70b448ac8351a147acff1dd8b1c0b9a791980","parent_ids_ssim":["ehll--wilsondoncollectiontwo","ehll--wilsondoncollectiontwo_al_4bf70b448ac8351a147acff1dd8b1c0b9a791980"],"parent_unittitles_ssm":["Don Wilson Collection\n \n1885-2015, and undated","Don Wilson Collection."],"parent_unittitles_tesim":["Don Wilson Collection\n \n1885-2015, and undated","Don Wilson Collection."],"parent_levels_ssm":["collection","Series"],"repository_ssim":["Central Michigan University Clarke Historical Library"],"collection_ssim":["Don Wilson Collection\n \n1885-2015, and undated"],"has_online_content_ssim":["false"],"child_component_count_isi":0,"level_ssm":["File"],"level_ssim":["File"],"sort_isi":98,"containers_ssim":["Box 4","Folder 2"],"_nest_path_":"/components#0/components#96","_nest_parent_":"ehll--wilsondoncollectiontwo_al_4bf70b448ac8351a147acff1dd8b1c0b9a791980","_root_":"ehll--wilsondoncollectiontwo","timestamp":"2025-02-18T23:25:40.103Z","collection":{"numFound":1,"start":0,"numFoundExact":true,"docs":[{"id":"ehll--wilsondoncollectiontwo","title_ssm":["\nDon Wilson Collection\n \n1885-2015, and undated  \n"],"title_tesim":["\nDon Wilson Collection\n \n1885-2015, and undated  \n"],"ead_ssi":"ehll--wilsondoncollectiontwo","level_ssm":["collection"],"level_ssim":["Record Group","Collection"],"unitid_ssm":["\nMSS.\n"],"text":["\nMSS.\n","Don Wilson Collection\n \n1885-2015, and undated","Ferries--Michigan.","Ferries--Michigan, Lake.","Ferries--Great Lakes (North America)","Railroads--Michigan--History.","Railroads--Michigan--Planning.","Railroads--Abandonment--Michigan.","Railroads--History.","Railroads--United States--History.","Railroads--Employees.","Railroads--North America--Maps.","Blueprints.","Scrapbooks--Michigan.","The collection is organized by size and format, and then in alphabetical and chronological order.","Biography:","Don Wilson (1937-2013) was a member of the Ann Arbor Railroad Technical and Historical Association (AARTHA). He was a veteran of the U.S. Army having served in Viet Nam and Thailand. He taught school for 30 years and coached several sports teams. He was also a member of the Chesaning-Brady Fire Department for 42 years. A copy of his obituary is found at the front of Box 1. The Clarke Historical Library houses several of his railroad and/or ferries collections.","Collection, collected over time by Don Wilson, some of which he was given by other rail fans. The collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, its reorganization, abandonment, and its ferries. Some ferry information is general such as Twin Screw Specs (Box 5), and there is information specific to the M.V. [Motor Vessel] Viking (originally Ann Arbor No. 7) and the City of Milwaukee. Formats include slides, photographs, negatives, photograph printing plates, blueprints, scrapbooks, photograph albums, speeches, notes, newspaper clippings and magazine articles, maps, digital scans and positive prints from those scans, a CD, and miscellaneous, related publications. Also included are some organizational records of the AARTHA.  Other railroads documented to various degrees in the collection include: Central Michigan Railroad (CM); Detroit, Caro and Sandusky Railroad (DC and S); Detroit, Toledo, and Ironton Railroad; Grand Trunk Railway (GT); Green Bay and Western Railroad; H and E Railroad [probably the Huron and Eastern]; Manistique and Lake Superior Railroad; Michigan Interstate Railway Company; Michigan Northern Railway Company; Mid-Michigan Railroad; New York Central Railroad (NYC) and St. Louis Railroad (SLRR); New York Central State Railroad (NYCS); Norfolk and Western Railway Company; Northwestern Pacific Railroad; Penn Central Railroad; Southern Pacific Transportation Company; Tuscola, Saginaw Bay Railroad (TSBRR); Toledo, Owosso, and Flint Railroad (TOandFRR); Wabash Railroad, and Wisconsin Central Railroad.","Items of special interest to researchers may include: manifests of the M.V. Viking, February-August 1976, and AARTHA bylaws, meeting minutes, newsletter information, member lists, and other information (Box 1); reorganization information (see Vincent M. Malanaphy folders (Boxes 2, 4), Michigan Interstate Railway Co. and MI Rail System Rationalization Plan information (Box 4), AARR photographs (Boxes 2-3), Pamona Derailment Negatives, undated (Box 5).","Photographs, negatives, and history of a plethora of railroad related topics are found throughout the collection. There are three slide boxes and two note card boxes full of slides on railroads (Slide Boxes 1-5).","Blueprints include line, lever circuit controllers, and station design plans, styling and painting design, system maps, tracks and structures, equipment, station and train car blueprints, and property drawings.","The 2016 addition, Boxes 14-16 and Folder #21 (legal-size), 1.5 cubic feet from Don’s friend Don Maddock was organized by Maddock into the series of Abandonment Petitions and Michigan Interstate Era. Included are paper documents, scans and positive prints of some of Wilson’s negatives, a few other topical files, a CD, and three color photographs. The addition largely documents the reorganization and end of the AARR. Sale papers for the City of Milwaukee are included. Most of the 2019 addition papers are copies. Note: 2016 addition negatives are housed in print file negative preservers, not archival negative sleeves.","Researchers may be interested in knowing that there are several collections and many publications by and about the Ann Arbor Railroad in the Clarke, as well as other collections and published sources documenting other railroad companies.","Processing Note: The collection is organized by size and format, and then in alphabetical and chronological order. A few publications, two general railroad films, and a tote bag were returned to the members of the AARTHA. Some publications (24), both monographs and parts of serials, were cataloged separately and added to the Clarke’s collections. Some of the items are quite acidic or fragile, most of which were photocopied and the originals were withdrawn from the collection (.25 cubic ft. total). In a few cases, where entire folders were composed of very fragile tissue paper records or acidic records, the decision was made to leave the materials as they were without copying them. Numerous abbreviations were used by Mr. Wilson within the collection, which were replicated by the processors. Michigan was often abbreviated MI by Mr. Wilson and is used in this finding aid. See the Scope and Contents Note for abbreviations used for names of railroad companies.","The collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, and its ferries in many formats. Also included are some organizational records of the Ann Arbor Railroad Technical and Historical Association (AARTHA).","Clarke Historical Library , Central Michigan University","Ann Arbor Railroad Company--History.","Ann Arbor Railroad Company--Planning.","Ann Arbor Railroad Technical and Historical Association.","Detroit, Toledo, and Ironton Railroad--History.","Tuscola and Saginaw Bay Railway Company.","American Bureau of Shipping.","Grand Trunk Corporation.","Penn Central Transportation Company.","New York Central Railroad Company.","Manistique and Lake Superior Railroad Company.","Wisconsin Central Railroad Company (1954-1960)","Wabash Railroad.","Michigan Interstate Railroad Company.","Ann Arbor No. 7 (Car ferry)","City of Milwaukee (Car ferry)","ConRail.","Michigan Northern Railway Company.","Norfolk and Western Rialway Company.","United States. Bankruptcy Court (Michigan : Eastern District)","Michigan. Dept. of Transportation.","Michigan. Dept. of Licensing and Regulatory Affairs.","Wilson, Don.","The material is in  English"],"unitid_tesim":["\nMSS.\n"],"normalized_title_ssm":["Don Wilson Collection\n \n1885-2015, and undated"],"collection_title_tesim":["Don Wilson Collection\n \n1885-2015, and undated"],"collection_ssim":["Don Wilson Collection\n \n1885-2015, and undated"],"repository_ssm":["Central Michigan University Clarke Historical Library"],"repository_ssim":["Central Michigan University Clarke Historical Library"],"creator_ssm":["Wilson, Don."],"creator_ssim":["Wilson, Don."],"creator_persname_ssim":["Wilson, Don."],"creators_ssim":["Wilson, Don."],"acqinfo_ssim":["\nAcc # 74460, 74499, 75617 \n"],"access_subjects_ssim":["Ferries--Michigan.","Ferries--Michigan, Lake.","Ferries--Great Lakes (North America)","Railroads--Michigan--History.","Railroads--Michigan--Planning.","Railroads--Abandonment--Michigan.","Railroads--History.","Railroads--United States--History.","Railroads--Employees.","Railroads--North America--Maps.","Blueprints.","Scrapbooks--Michigan."],"access_subjects_ssm":["Ferries--Michigan.","Ferries--Michigan, Lake.","Ferries--Great Lakes (North America)","Railroads--Michigan--History.","Railroads--Michigan--Planning.","Railroads--Abandonment--Michigan.","Railroads--History.","Railroads--United States--History.","Railroads--Employees.","Railroads--North America--Maps.","Blueprints.","Scrapbooks--Michigan."],"has_online_content_ssim":["false"],"extent_ssm":["11.5 cubic ft. (in 11 boxes, 3 slide boxes, 2 note card boxes of slides, 21 Oversized folder)"],"extent_tesim":["11.5 cubic ft. (in 11 boxes, 3 slide boxes, 2 note card boxes of slides, 21 Oversized folder)"],"arrangement_html_tesm":["\u003cp\u003eThe collection is organized by size and format, and then in alphabetical and chronological order.\u003c/p\u003e"],"arrangement_tesim":["The collection is organized by size and format, and then in alphabetical and chronological order."],"bioghist_html_tesm":["\u003cp\u003eBiography:\u003c/p\u003e","\u003cp\u003eDon Wilson (1937-2013) was a member of the Ann Arbor Railroad Technical and Historical Association (AARTHA). He was a veteran of the U.S. Army having served in Viet Nam and Thailand. He taught school for 30 years and coached several sports teams. He was also a member of the Chesaning-Brady Fire Department for 42 years. A copy of his obituary is found at the front of Box 1. The Clarke Historical Library houses several of his railroad and/or ferries collections.\u003c/p\u003e"],"bioghist_tesim":["Biography:","Don Wilson (1937-2013) was a member of the Ann Arbor Railroad Technical and Historical Association (AARTHA). He was a veteran of the U.S. Army having served in Viet Nam and Thailand. He taught school for 30 years and coached several sports teams. He was also a member of the Chesaning-Brady Fire Department for 42 years. A copy of his obituary is found at the front of Box 1. The Clarke Historical Library houses several of his railroad and/or ferries collections."],"scopecontent_html_tesm":["\u003cp\u003eCollection, collected over time by Don Wilson, some of which he was given by other rail fans. The collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, its reorganization, abandonment, and its ferries. Some ferry information is general such as Twin Screw Specs (Box 5), and there is information specific to the M.V. [Motor Vessel] Viking (originally Ann Arbor No. 7) and the City of Milwaukee. Formats include slides, photographs, negatives, photograph printing plates, blueprints, scrapbooks, photograph albums, speeches, notes, newspaper clippings and magazine articles, maps, digital scans and positive prints from those scans, a CD, and miscellaneous, related publications. Also included are some organizational records of the AARTHA.  Other railroads documented to various degrees in the collection include: Central Michigan Railroad (CM); Detroit, Caro and Sandusky Railroad (DC and S); Detroit, Toledo, and Ironton Railroad; Grand Trunk Railway (GT); Green Bay and Western Railroad; H and E Railroad [probably the Huron and Eastern]; Manistique and Lake Superior Railroad; Michigan Interstate Railway Company; Michigan Northern Railway Company; Mid-Michigan Railroad; New York Central Railroad (NYC) and St. Louis Railroad (SLRR); New York Central State Railroad (NYCS); Norfolk and Western Railway Company; Northwestern Pacific Railroad; Penn Central Railroad; Southern Pacific Transportation Company; Tuscola, Saginaw Bay Railroad (TSBRR); Toledo, Owosso, and Flint Railroad (TOandFRR); Wabash Railroad, and Wisconsin Central Railroad.\u003c/p\u003e","\u003cp\u003eItems of special interest to researchers may include: manifests of the M.V. Viking, February-August 1976, and AARTHA bylaws, meeting minutes, newsletter information, member lists, and other information (Box 1); reorganization information (see Vincent M. Malanaphy folders (Boxes 2, 4), Michigan Interstate Railway Co. and MI Rail System Rationalization Plan information (Box 4), AARR photographs (Boxes 2-3), Pamona Derailment Negatives, undated (Box 5).\u003c/p\u003e","\u003cp\u003ePhotographs, negatives, and history of a plethora of railroad related topics are found throughout the collection. There are three slide boxes and two note card boxes full of slides on railroads (Slide Boxes 1-5).\u003c/p\u003e","\u003cp\u003eBlueprints include line, lever circuit controllers, and station design plans, styling and painting design, system maps, tracks and structures, equipment, station and train car blueprints, and property drawings.\u003c/p\u003e","\u003cp\u003eThe 2016 addition, Boxes 14-16 and Folder #21 (legal-size), 1.5 cubic feet from Don\u0026#x2019;s friend Don Maddock was organized by Maddock into the series of Abandonment Petitions and Michigan Interstate Era. Included are paper documents, scans and positive prints of some of Wilson\u0026#x2019;s negatives, a few other topical files, a CD, and three color photographs. The addition largely documents the reorganization and end of the AARR. Sale papers for the City of Milwaukee are included. Most of the 2019 addition papers are copies. Note: 2016 addition negatives are housed in print file negative preservers, not archival negative sleeves.\u003c/p\u003e","\u003cp\u003eResearchers may be interested in knowing that there are several collections and many publications by and about the Ann Arbor Railroad in the Clarke, as well as other collections and published sources documenting other railroad companies.\u003c/p\u003e","\u003cp\u003eProcessing Note: The collection is organized by size and format, and then in alphabetical and chronological order. A few publications, two general railroad films, and a tote bag were returned to the members of the AARTHA. Some publications (24), both monographs and parts of serials, were cataloged separately and added to the Clarke\u0026#x2019;s collections. Some of the items are quite acidic or fragile, most of which were photocopied and the originals were withdrawn from the collection (.25 cubic ft. total). In a few cases, where entire folders were composed of very fragile tissue paper records or acidic records, the decision was made to leave the materials as they were without copying them. Numerous abbreviations were used by Mr. Wilson within the collection, which were replicated by the processors. Michigan was often abbreviated MI by Mr. Wilson and is used in this finding aid. See the Scope and Contents Note for abbreviations used for names of railroad companies.\u003c/p\u003e"],"scopecontent_tesim":["Collection, collected over time by Don Wilson, some of which he was given by other rail fans. The collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, its reorganization, abandonment, and its ferries. Some ferry information is general such as Twin Screw Specs (Box 5), and there is information specific to the M.V. [Motor Vessel] Viking (originally Ann Arbor No. 7) and the City of Milwaukee. Formats include slides, photographs, negatives, photograph printing plates, blueprints, scrapbooks, photograph albums, speeches, notes, newspaper clippings and magazine articles, maps, digital scans and positive prints from those scans, a CD, and miscellaneous, related publications. Also included are some organizational records of the AARTHA.  Other railroads documented to various degrees in the collection include: Central Michigan Railroad (CM); Detroit, Caro and Sandusky Railroad (DC and S); Detroit, Toledo, and Ironton Railroad; Grand Trunk Railway (GT); Green Bay and Western Railroad; H and E Railroad [probably the Huron and Eastern]; Manistique and Lake Superior Railroad; Michigan Interstate Railway Company; Michigan Northern Railway Company; Mid-Michigan Railroad; New York Central Railroad (NYC) and St. Louis Railroad (SLRR); New York Central State Railroad (NYCS); Norfolk and Western Railway Company; Northwestern Pacific Railroad; Penn Central Railroad; Southern Pacific Transportation Company; Tuscola, Saginaw Bay Railroad (TSBRR); Toledo, Owosso, and Flint Railroad (TOandFRR); Wabash Railroad, and Wisconsin Central Railroad.","Items of special interest to researchers may include: manifests of the M.V. Viking, February-August 1976, and AARTHA bylaws, meeting minutes, newsletter information, member lists, and other information (Box 1); reorganization information (see Vincent M. Malanaphy folders (Boxes 2, 4), Michigan Interstate Railway Co. and MI Rail System Rationalization Plan information (Box 4), AARR photographs (Boxes 2-3), Pamona Derailment Negatives, undated (Box 5).","Photographs, negatives, and history of a plethora of railroad related topics are found throughout the collection. There are three slide boxes and two note card boxes full of slides on railroads (Slide Boxes 1-5).","Blueprints include line, lever circuit controllers, and station design plans, styling and painting design, system maps, tracks and structures, equipment, station and train car blueprints, and property drawings.","The 2016 addition, Boxes 14-16 and Folder #21 (legal-size), 1.5 cubic feet from Don’s friend Don Maddock was organized by Maddock into the series of Abandonment Petitions and Michigan Interstate Era. Included are paper documents, scans and positive prints of some of Wilson’s negatives, a few other topical files, a CD, and three color photographs. The addition largely documents the reorganization and end of the AARR. Sale papers for the City of Milwaukee are included. Most of the 2019 addition papers are copies. Note: 2016 addition negatives are housed in print file negative preservers, not archival negative sleeves.","Researchers may be interested in knowing that there are several collections and many publications by and about the Ann Arbor Railroad in the Clarke, as well as other collections and published sources documenting other railroad companies.","Processing Note: The collection is organized by size and format, and then in alphabetical and chronological order. A few publications, two general railroad films, and a tote bag were returned to the members of the AARTHA. Some publications (24), both monographs and parts of serials, were cataloged separately and added to the Clarke’s collections. Some of the items are quite acidic or fragile, most of which were photocopied and the originals were withdrawn from the collection (.25 cubic ft. total). In a few cases, where entire folders were composed of very fragile tissue paper records or acidic records, the decision was made to leave the materials as they were without copying them. Numerous abbreviations were used by Mr. Wilson within the collection, which were replicated by the processors. Michigan was often abbreviated MI by Mr. Wilson and is used in this finding aid. See the Scope and Contents Note for abbreviations used for names of railroad companies."],"abstract_html_tesm":["\u003cabstract\u003eThe collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, and its ferries in many formats. Also included are some organizational records of the Ann Arbor Railroad Technical and Historical Association (AARTHA).\u003c/abstract\u003e"],"abstract_tesim":["The collection mostly documents Michigan railroads, focusing on the Ann Arbor Railroad Company (AARR), related lines, and its ferries in many formats. Also included are some organizational records of the Ann Arbor Railroad Technical and Historical Association (AARTHA)."],"names_ssim":["Clarke Historical Library , Central Michigan University","Ann Arbor Railroad Company--History.","Ann Arbor Railroad Company--Planning.","Ann Arbor Railroad Technical and Historical Association.","Detroit, Toledo, and Ironton Railroad--History.","Tuscola and Saginaw Bay Railway Company.","American Bureau of Shipping.","Grand Trunk Corporation.","Penn Central Transportation Company.","New York Central Railroad Company.","Manistique and Lake Superior Railroad Company.","Wisconsin Central Railroad Company (1954-1960)","Wabash Railroad.","Michigan Interstate Railroad Company.","Ann Arbor No. 7 (Car ferry)","City of Milwaukee (Car ferry)","ConRail.","Michigan Northern Railway Company.","Norfolk and Western Rialway Company.","United States. Bankruptcy Court (Michigan : Eastern District)","Michigan. Dept. of Transportation.","Michigan. Dept. of Licensing and Regulatory Affairs.","Wilson, Don."],"corpname_ssim":["Clarke Historical Library , Central Michigan University","Ann Arbor Railroad Company--History.","Ann Arbor Railroad Company--Planning.","Ann Arbor Railroad Technical and Historical Association.","Detroit, Toledo, and Ironton Railroad--History.","Tuscola and Saginaw Bay Railway Company.","American Bureau of Shipping.","Grand Trunk Corporation.","Penn Central Transportation Company.","New York Central Railroad Company.","Manistique and Lake Superior Railroad Company.","Wisconsin Central Railroad Company (1954-1960)","Wabash Railroad.","Michigan Interstate Railroad Company.","Ann Arbor No. 7 (Car ferry)","City of Milwaukee (Car ferry)","ConRail.","Michigan Northern Railway Company.","Norfolk and Western Rialway Company.","United States. Bankruptcy Court (Michigan : Eastern District)","Michigan. Dept. of Transportation.","Michigan. Dept. of Licensing and Regulatory Affairs."],"persname_ssim":["Wilson, Don."],"language_ssim":["The material is in  English"],"total_component_count_is":310,"online_item_count_is":0,"component_level_isim":[0],"sort_isi":0,"_root_":"ehll--wilsondoncollectiontwo","timestamp":"2025-02-18T23:25:40.103Z"}]}},"label":"Breadcrumbs"}}},"links":{"self":"https://arclight-demo.projectblacklight.org/catalog/ehll--wilsondoncollectiontwo_al_8ebaf742bbe41bdd8ff59e398e38b1c9a3f197f7"}},{"id":"VAB9025_VAB9025-00102","type":"Event","attributes":{"title":"Checker, Chubby,  undated","breadcrumbs":{"id":"https://arclight-demo.projectblacklight.org/catalog/VAB9025_VAB9025-00102#breadcrumbs","type":"document_value","attributes":{"value":{"ref_ssi":"VAB9025-00102","ref_ssm":["VAB9025-00102","VAB9025-00102"],"id":"VAB9025_VAB9025-00102","title_filing_ssi":"Checker, Chubby,  undated","title_ssm":["Checker, Chubby,  undated"],"title_tesim":["Checker, Chubby,  undated"],"normalized_title_ssm":["Checker, Chubby,  undated"],"text":["Checker, Chubby,  undated","Portia K. Maultsby\n                Collection, 1981-1986","Music Industry Interviews,  1979-1989","2. Interviews by Various Interviewers and Miscellaneous\n                            Recordings,  1979-1989","INT 74","cass 1354","Currently unavailable - Contact AAAMC staff for details"],"component_level_isim":[3],"parent_ssim":["VAB9025","VAB9025-00001","VAB9025-00094"],"parent_ssi":"VAB9025-00094","parent_ids_ssim":["VAB9025","VAB9025_VAB9025-00001","VAB9025_VAB9025-00094"],"parent_unittitles_ssm":["Portia K. Maultsby\n                Collection, 1981-1986","Music Industry Interviews,  1979-1989","2. Interviews by Various Interviewers and Miscellaneous\n                            Recordings,  1979-1989"],"parent_unittitles_tesim":["Portia K. Maultsby\n                Collection, 1981-1986","Music Industry Interviews,  1979-1989","2. Interviews by Various Interviewers and Miscellaneous\n                            Recordings,  1979-1989"],"parent_levels_ssm":["collection","Series","Subseries"],"unitid_ssm":["INT 74","cass 1354"],"repository_ssim":["Indiana University, Archives of African American Music and Culture (AAAMC)"],"collection_ssim":["Portia K. Maultsby\n                Collection, 1981-1986"],"extent_ssm":["1 audiocassette"],"extent_tesim":["1 audiocassette"],"physfacet_tesim":[" + 1 transcript (4 typed\n                                    leaves)"],"creator_ssim":["Gross, Laura"],"has_online_content_ssim":["false"],"child_component_count_isi":0,"level_ssm":["Event"],"level_ssim":["Event"],"sort_isi":106,"parent_access_restrict_tesm":["Reference copies and transcripts for most, but not all, of the audiocassettes in\n                Series G, \"Music Industry Interviews,\" are available for in-house use at the\n                Archives of African American Music and Culture, Indiana University. Please refer to\n                the information included under each interview for details. If you would like to\n                access an item without a reference copy and/or transcript, please contact our staff\n                well in advance of your visit for details."],"persname_ssim":["Gross, Laura"],"altformavail_html_tesm":["\u003cp\u003eCurrently unavailable - Contact AAAMC staff for details\u003c/p\u003e"],"altformavail_heading_ssm":["Reference Copies"],"altformavail_tesim":["Currently unavailable - Contact AAAMC staff for details"],"_nest_path_":"/components#0/components#1/components#7","_nest_parent_":"VAB9025_VAB9025-00094","_root_":"VAB9025","timestamp":"2025-02-18T23:02:31.631Z","collection":{"numFound":1,"start":0,"numFoundExact":true,"docs":[{"id":"VAB9025","title_ssm":["Portia K. Maultsby\n                Collection"],"title_tesim":["Portia K. Maultsby\n                Collection"],"ead_ssi":"VAB9025","unitdate_ssm":["1981-1986"],"unitdate_inclusive_ssm":["1981-1986"],"level_ssm":["collection"],"level_ssim":["Collection"],"unitid_ssm":["SC\n                18G"],"text":["SC\n                18G","Portia K. Maultsby\n                Collection, 1981-1986","African American musicians","Rhythm and blues musicians","African American sound recording executives and\n                                producers","Motown Record Corporation","Soul musicians","African American disc jockeys","Interviews (Sound recordings)","Oral histories","Reference copies and transcripts for most, but not all, of the audiocassettes in\n                Series G, \"Music Industry Interviews,\" are available for in-house use at the\n                Archives of African American Music and Culture, Indiana University. Please refer to\n                the information included under each interview for details. If you would like to\n                access an item without a reference copy and/or transcript, please contact our staff\n                well in advance of your visit for details.","Currently organized into one series and the following subseries:  Subseries 1. Interviews by Maultsby, 1979-1989 Subseries 2. Interviews by Various Interviewers and Miscellaneous\n                        Recordings, 1979-1989","Each subseries is arranged alphabetically by interviewee's last name or the title in\n                the case of non-interviews.","Portia K. Maultsby received a Ph.D. degree in Ethnomusicology from the University of\n                Wisconsin--Madison, and is a professor emeritus in the Department of Folklore and\n                Ethnomusicology, the former director of the Archives of African American Music and\n                Culture, and a former adjunct professor of African American and African Diaspora\n                Studies at Indiana University. She teaches historical and theoretical courses on\n                African American music and culture in ethnomusicology. Her research topics have\n                centered on Black religious and popular music and she has lectured and conducted\n                workshops throughout the United States, as well as in England, The Netherlands,\n                Russia, Cuba, Zimbabwe, and Malawi. She is co-editor of  African American Music : An Introduction , (Routledge Press, 2006). She\n                also has served as consulting scholar for PBS, BBC, and NPR productions on African\n                American music. In addition to her scholarly work, Professor Maultsby is a keyboard\n                player and the founding director of the IU Soul Revue, a touring ensemble\n                specializing in the performance of African American popular music.","The collection consists of 168 audiocassette recordings of interviews; complete or\n                partial transcripts are available for many. The bulk of the interviews (138\n                cassettes) were conducted in person by Maultsby between 1981-1986 as part of her\n                research on the Black music industry. The interviews provide an aural documentation\n                of the history and development of rhythm and blues music through the personal\n                narratives of musicians, composers, producers, deejays, and record company\n                executives. In particular, Maultsby's interviews trace the emergence of Black music\n                divisions and the promotion of Black artists by major record labels. Other\n                significant issues emphasized in the discussions are cultural identity, gender,\n                appropriation, aesthetics, and the racially defined politics and marketing practices\n                of the industry. Of equal importance are the stories told by musicians who\n                profoundly shaped the development of rhythm and blues while redefining the direction\n                of American popular music.","All interviews were conducted by Maultsby unless otherwise indicated.","Series G, \"Music Industry Interviews,\"\n                consists of transcripts and audiocassettes of interviews primarily conducted by\n                Portia K. Maultsby between 1981-1986 as part of her research on the Black music\n                industry. The remainder of the series in this collection are still in the process of\n                being accessioned and are unavailable for general research and public\n                use."," Indiana University, Archives of African American Music and Culture (AAAMC) ","Stax Records","Philadelphia International\n                                Records","Maultsby, Portia K.","Alstin, Frank","Bailey, Lee, 1947-","Barnes, John","Barnum, Billie","Barnum, H. B.","Bartholomew, Dave","Bears, Sandra","Bell, Al","Byrd, Bobby, 1934-2007","Clark, Dave, 1942-","Davis, Richard","Fields, Richard \"Dimples\",\n                            1941-2000","Foster, William P. (William\n                            Patrick)","Francis, Panama","Gamble, Kenny","Harris, Bill, 1916-1973","Henderson, Jocko","Higgins, Monk","Holeman, Jerry","Holland, Brian","Johnson, Evelyn","Jones, Shirley (Vocalist)","King, Alonzo","Lanier, Warren","Love, Billye","Love, Darlene","Love, Walt","Maults-By, Carl","McCoy, Sid","McRae, Joyce","Medlin, Joe","Moore, Sam, 1935-","Otis, Johnny, 1921-2012","Ott, Horace","Parker, Deanie","Reed, Tom","Rich, Jai","Rifkind, Jules","Rifkind, Roy","Roberts, Virgil","Roebuck, Richard","Russell, Albert, 1933-","Sanjek, Russell","Shaw, Larry","Silverman, Tom","Simms, Winki","Sims, August","Smith, Frankie","Smith, John","Stevenson, Mickey","Stone, J. B.","Stone, Jesse","Taylor, H. LeBaron, 1935-2000","Thomas, Carla, 1942-","Thomas, Rufus, 1917-2001","Todd, David","Toussaint, Allen","Troutman, Larry, 1944-1999","Vickers, Carle","Ware, George","Waters, Maxine","Westbrooks, Logan H.","White, Granville","Wiggins, Willie","Williams, Deniece","Williams, Jean","Williams, Myrna","Witherspoon, Jimmy","Wonder, Stevie","Young, Earl"," B.R.E.","Stephens, Robert","Unidentified","Gross, Laura","Fox, Jon","Betty, Michael","Hinton, Milt","Mason, Barbara","Materials are in  English."],"unitid_tesim":["SC\n                18G"],"normalized_date_ssm":["1981-1986"],"normalized_title_ssm":["Portia K. Maultsby\n                Collection, 1981-1986"],"collection_title_tesim":["Portia K. Maultsby\n                Collection, 1981-1986"],"collection_ssim":["Portia K. Maultsby\n                Collection, 1981-1986"],"repository_ssm":["Indiana University, Archives of African American Music and Culture (AAAMC)"],"repository_ssim":["Indiana University, Archives of African American Music and Culture (AAAMC)"],"creator_ssm":["Maultsby, Portia K."],"creator_ssim":["Maultsby, Portia K."],"creator_persname_ssim":["Maultsby, Portia K."],"creators_ssim":["Maultsby, Portia K."],"acqinfo_ssim":["Donated by Portia K. Maultsby in 2008."],"access_subjects_ssim":["African American musicians","Rhythm and blues musicians","African American sound recording executives and\n                                producers","Motown Record Corporation","Soul musicians","African American disc jockeys","Interviews (Sound recordings)","Oral histories"],"access_subjects_ssm":["African American musicians","Rhythm and blues musicians","African American sound recording executives and\n                                producers","Motown Record Corporation","Soul musicians","African American disc jockeys","Interviews (Sound recordings)","Oral histories"],"has_online_content_ssim":["false"],"extent_ssm":["169 audiocassettes"],"extent_tesim":["169 audiocassettes"],"physfacet_tesim":[" : analog, stereo + 5 document\n                    cases"],"date_range_isim":[1981,1982,1983,1984,1985,1986],"accessrestrict_html_tesm":["\u003cp\u003eReference copies and transcripts for most, but not all, of the audiocassettes in\n                Series G, \"Music Industry Interviews,\" are available for in-house use at the\n                Archives of African American Music and Culture, Indiana University. Please refer to\n                the information included under each interview for details. If you would like to\n                access an item without a reference copy and/or transcript, please contact our staff\n                well in advance of your visit for details.\u003c/p\u003e"],"accessrestrict_heading_ssm":["Access Restrictions"],"accessrestrict_tesim":["Reference copies and transcripts for most, but not all, of the audiocassettes in\n                Series G, \"Music Industry Interviews,\" are available for in-house use at the\n                Archives of African American Music and Culture, Indiana University. Please refer to\n                the information included under each interview for details. If you would like to\n                access an item without a reference copy and/or transcript, please contact our staff\n                well in advance of your visit for details."],"arrangement_html_tesm":["\u003cp\u003eCurrently organized into one series and the following subseries: \u003clist\u003e\n               \u003citem\u003eSubseries 1. Interviews by Maultsby, 1979-1989\u003c/item\u003e\n               \u003citem\u003eSubseries 2. Interviews by Various Interviewers and Miscellaneous\n                        Recordings, 1979-1989\u003c/item\u003e\n            \u003c/list\u003e\n         \u003c/p\u003e","\u003cp\u003eEach subseries is arranged alphabetically by interviewee's last name or the title in\n                the case of non-interviews.\u003c/p\u003e"],"arrangement_heading_ssm":["Arrangement"],"arrangement_tesim":["Currently organized into one series and the following subseries:  Subseries 1. Interviews by Maultsby, 1979-1989 Subseries 2. Interviews by Various Interviewers and Miscellaneous\n                        Recordings, 1979-1989","Each subseries is arranged alphabetically by interviewee's last name or the title in\n                the case of non-interviews."],"bioghist_html_tesm":["\u003cp\u003ePortia K. Maultsby received a Ph.D. degree in Ethnomusicology from the University of\n                Wisconsin--Madison, and is a professor emeritus in the Department of Folklore and\n                Ethnomusicology, the former director of the Archives of African American Music and\n                Culture, and a former adjunct professor of African American and African Diaspora\n                Studies at Indiana University. She teaches historical and theoretical courses on\n                African American music and culture in ethnomusicology. Her research topics have\n                centered on Black religious and popular music and she has lectured and conducted\n                workshops throughout the United States, as well as in England, The Netherlands,\n                Russia, Cuba, Zimbabwe, and Malawi. She is co-editor of \u003ctitle render=\"italic\"\u003eAfrican American Music : An Introduction\u003c/title\u003e, (Routledge Press, 2006). She\n                also has served as consulting scholar for PBS, BBC, and NPR productions on African\n                American music. In addition to her scholarly work, Professor Maultsby is a keyboard\n                player and the founding director of the IU Soul Revue, a touring ensemble\n                specializing in the performance of African American popular music.\u003c/p\u003e"],"bioghist_heading_ssm":["Biographical Note"],"bioghist_tesim":["Portia K. Maultsby received a Ph.D. degree in Ethnomusicology from the University of\n                Wisconsin--Madison, and is a professor emeritus in the Department of Folklore and\n                Ethnomusicology, the former director of the Archives of African American Music and\n                Culture, and a former adjunct professor of African American and African Diaspora\n                Studies at Indiana University. She teaches historical and theoretical courses on\n                African American music and culture in ethnomusicology. Her research topics have\n                centered on Black religious and popular music and she has lectured and conducted\n                workshops throughout the United States, as well as in England, The Netherlands,\n                Russia, Cuba, Zimbabwe, and Malawi. She is co-editor of  African American Music : An Introduction , (Routledge Press, 2006). She\n                also has served as consulting scholar for PBS, BBC, and NPR productions on African\n                American music. In addition to her scholarly work, Professor Maultsby is a keyboard\n                player and the founding director of the IU Soul Revue, a touring ensemble\n                specializing in the performance of African American popular music."],"scopecontent_html_tesm":["\u003cp\u003eThe collection consists of 168 audiocassette recordings of interviews; complete or\n                partial transcripts are available for many. The bulk of the interviews (138\n                cassettes) were conducted in person by Maultsby between 1981-1986 as part of her\n                research on the Black music industry. The interviews provide an aural documentation\n                of the history and development of rhythm and blues music through the personal\n                narratives of musicians, composers, producers, deejays, and record company\n                executives. In particular, Maultsby's interviews trace the emergence of Black music\n                divisions and the promotion of Black artists by major record labels. Other\n                significant issues emphasized in the discussions are cultural identity, gender,\n                appropriation, aesthetics, and the racially defined politics and marketing practices\n                of the industry. Of equal importance are the stories told by musicians who\n                profoundly shaped the development of rhythm and blues while redefining the direction\n                of American popular music.\u003c/p\u003e","\u003cp\u003eAll interviews were conducted by Maultsby unless otherwise indicated.\u003c/p\u003e"],"scopecontent_heading_ssm":["Scope and Content"],"scopecontent_tesim":["The collection consists of 168 audiocassette recordings of interviews; complete or\n                partial transcripts are available for many. The bulk of the interviews (138\n                cassettes) were conducted in person by Maultsby between 1981-1986 as part of her\n                research on the Black music industry. The interviews provide an aural documentation\n                of the history and development of rhythm and blues music through the personal\n                narratives of musicians, composers, producers, deejays, and record company\n                executives. In particular, Maultsby's interviews trace the emergence of Black music\n                divisions and the promotion of Black artists by major record labels. Other\n                significant issues emphasized in the discussions are cultural identity, gender,\n                appropriation, aesthetics, and the racially defined politics and marketing practices\n                of the industry. Of equal importance are the stories told by musicians who\n                profoundly shaped the development of rhythm and blues while redefining the direction\n                of American popular music.","All interviews were conducted by Maultsby unless otherwise indicated."],"abstract_html_tesm":["\u003cabstract encodinganalog=\"520\" label=\"Abstract\"\u003eSeries G, \"Music Industry Interviews,\"\n                consists of transcripts and audiocassettes of interviews primarily conducted by\n                Portia K. Maultsby between 1981-1986 as part of her research on the Black music\n                industry. The remainder of the series in this collection are still in the process of\n                being accessioned and are unavailable for general research and public\n                use.\u003c/abstract\u003e"],"abstract_tesim":["Series G, \"Music Industry Interviews,\"\n                consists of transcripts and audiocassettes of interviews primarily conducted by\n                Portia K. Maultsby between 1981-1986 as part of her research on the Black music\n                industry. The remainder of the series in this collection are still in the process of\n                being accessioned and are unavailable for general research and public\n                use."],"names_ssim":[" Indiana University, Archives of African American Music and Culture (AAAMC) ","Stax Records","Philadelphia International\n                                Records","Maultsby, Portia K.","Alstin, Frank","Bailey, Lee, 1947-","Barnes, John","Barnum, Billie","Barnum, H. B.","Bartholomew, Dave","Bears, Sandra","Bell, Al","Byrd, Bobby, 1934-2007","Clark, Dave, 1942-","Davis, Richard","Fields, Richard \"Dimples\",\n                            1941-2000","Foster, William P. (William\n                            Patrick)","Francis, Panama","Gamble, Kenny","Harris, Bill, 1916-1973","Henderson, Jocko","Higgins, Monk","Holeman, Jerry","Holland, Brian","Johnson, Evelyn","Jones, Shirley (Vocalist)","King, Alonzo","Lanier, Warren","Love, Billye","Love, Darlene","Love, Walt","Maults-By, Carl","McCoy, Sid","McRae, Joyce","Medlin, Joe","Moore, Sam, 1935-","Otis, Johnny, 1921-2012","Ott, Horace","Parker, Deanie","Reed, Tom","Rich, Jai","Rifkind, Jules","Rifkind, Roy","Roberts, Virgil","Roebuck, Richard","Russell, Albert, 1933-","Sanjek, Russell","Shaw, Larry","Silverman, Tom","Simms, Winki","Sims, August","Smith, Frankie","Smith, John","Stevenson, Mickey","Stone, J. B.","Stone, Jesse","Taylor, H. LeBaron, 1935-2000","Thomas, Carla, 1942-","Thomas, Rufus, 1917-2001","Todd, David","Toussaint, Allen","Troutman, Larry, 1944-1999","Vickers, Carle","Ware, George","Waters, Maxine","Westbrooks, Logan H.","White, Granville","Wiggins, Willie","Williams, Deniece","Williams, Jean","Williams, Myrna","Witherspoon, Jimmy","Wonder, Stevie","Young, Earl"," B.R.E.","Stephens, Robert","Unidentified","Gross, Laura","Fox, Jon","Betty, Michael","Hinton, Milt","Mason, Barbara"],"corpname_ssim":[" Indiana University, Archives of African American Music and Culture (AAAMC) ","Stax Records","Philadelphia International\n                                Records"],"persname_ssim":["Maultsby, Portia K.","Alstin, Frank","Bailey, Lee, 1947-","Barnes, John","Barnum, Billie","Barnum, H. B.","Bartholomew, Dave","Bears, Sandra","Bell, Al","Byrd, Bobby, 1934-2007","Clark, Dave, 1942-","Davis, Richard","Fields, Richard \"Dimples\",\n                            1941-2000","Foster, William P. (William\n                            Patrick)","Francis, Panama","Gamble, Kenny","Harris, Bill, 1916-1973","Henderson, Jocko","Higgins, Monk","Holeman, Jerry","Holland, Brian","Johnson, Evelyn","Jones, Shirley (Vocalist)","King, Alonzo","Lanier, Warren","Love, Billye","Love, Darlene","Love, Walt","Maults-By, Carl","McCoy, Sid","McRae, Joyce","Medlin, Joe","Moore, Sam, 1935-","Otis, Johnny, 1921-2012","Ott, Horace","Parker, Deanie","Reed, Tom","Rich, Jai","Rifkind, Jules","Rifkind, Roy","Roberts, Virgil","Roebuck, Richard","Russell, Albert, 1933-","Sanjek, Russell","Shaw, Larry","Silverman, Tom","Simms, Winki","Sims, August","Smith, Frankie","Smith, John","Stevenson, Mickey","Stone, J. B.","Stone, Jesse","Taylor, H. LeBaron, 1935-2000","Thomas, Carla, 1942-","Thomas, Rufus, 1917-2001","Todd, David","Toussaint, Allen","Troutman, Larry, 1944-1999","Vickers, Carle","Ware, George","Waters, Maxine","Westbrooks, Logan H.","White, Granville","Wiggins, Willie","Williams, Deniece","Williams, Jean","Williams, Myrna","Witherspoon, Jimmy","Wonder, Stevie","Young, Earl"," B.R.E.","Stephens, Robert","Unidentified","Gross, Laura","Fox, Jon","Betty, Michael","Hinton, Milt","Mason, Barbara"],"language_ssim":["Materials are in  English."],"total_component_count_is":133,"online_item_count_is":0,"component_level_isim":[0],"sort_isi":0,"_root_":"VAB9025","timestamp":"2025-02-18T23:02:31.631Z"}]}},"label":"Breadcrumbs"}}},"links":{"self":"https://arclight-demo.projectblacklight.org/catalog/VAB9025_VAB9025-00102"}},{"id":"umich-wcl-M-2370mac_al_3212819d129d2695f385981d87f6590cb9b5c426","type":"Item","attributes":{"title":"Chemical Warfare Service,   1918 August 14-1918 October 16 .","breadcrumbs":{"id":"https://arclight-demo.projectblacklight.org/catalog/umich-wcl-M-2370mac_al_3212819d129d2695f385981d87f6590cb9b5c426#breadcrumbs","type":"document_value","attributes":{"value":{"ref_ssi":"al_3212819d129d2695f385981d87f6590cb9b5c426","ref_ssm":["al_3212819d129d2695f385981d87f6590cb9b5c426","al_3212819d129d2695f385981d87f6590cb9b5c426"],"id":"umich-wcl-M-2370mac_al_3212819d129d2695f385981d87f6590cb9b5c426","title_filing_ssi":"Chemical Warfare Service,   1918 August 14-1918 October 16 .","title_ssm":["Chemical Warfare Service,   1918 August 14-1918 October 16 ."],"title_tesim":["Chemical Warfare Service,   1918 August 14-1918 October 16 ."],"normalized_title_ssm":["Chemical Warfare Service,   1918 August 14-1918 October 16 ."],"text":["Chemical Warfare Service,   1918 August 14-1918 October 16 .","Douglas MacArthur collection  1885-1983 1917-1919","Papers pertaining to the 42nd (Rainbow) Division","Military documents to the 42nd Division from external military units."],"component_level_isim":[3],"parent_ssim":["umich-wcl-M-2370mac","al_0486ec705f14b82141300eea80836fd2432c2899","al_326b7163fc51c9d8d763f9ec914eb6fe8eb2ead7"],"parent_ssi":"al_326b7163fc51c9d8d763f9ec914eb6fe8eb2ead7","parent_ids_ssim":["umich-wcl-M-2370mac","umich-wcl-M-2370mac_al_0486ec705f14b82141300eea80836fd2432c2899","umich-wcl-M-2370mac_al_326b7163fc51c9d8d763f9ec914eb6fe8eb2ead7"],"parent_unittitles_ssm":["Douglas MacArthur collection  1885-1983 1917-1919","Papers pertaining to the 42nd (Rainbow) Division","Military documents to the 42nd Division from external military units."],"parent_unittitles_tesim":["Douglas MacArthur collection  1885-1983 1917-1919","Papers pertaining to the 42nd (Rainbow) Division","Military documents to the 42nd Division from external military units."],"parent_levels_ssm":["collection","Series","Subseries"],"repository_ssim":["University of Michigan. William L. Clements Library"],"collection_ssim":["Douglas MacArthur collection  1885-1983 1917-1919"],"extent_ssm":["9 Documents"],"extent_tesim":["9 Documents"],"has_online_content_ssim":["false"],"child_component_count_isi":0,"level_ssm":["Item"],"level_ssim":["Item"],"sort_isi":98,"_nest_path_":"/components#1/components#0/components#13","_nest_parent_":"umich-wcl-M-2370mac_al_326b7163fc51c9d8d763f9ec914eb6fe8eb2ead7","_root_":"umich-wcl-M-2370mac","timestamp":"2025-02-18T23:25:17.168Z","collection":{"numFound":1,"start":0,"numFoundExact":true,"docs":[{"id":"umich-wcl-M-2370mac","title_ssm":["Douglas MacArthur collection  1885-1983 1917-1919","MacArthur, Douglas collection"],"title_tesim":["Douglas MacArthur collection  1885-1983 1917-1919","MacArthur, Douglas collection"],"ead_ssi":"umich-wcl-M-2370mac","level_ssm":["collection"],"level_ssim":["Collection"],"unitid_ssm":["wclmss001314"],"text":["wclmss001314","Douglas MacArthur collection  1885-1983 1917-1919","Aisne, Battle of the, France, 1918.","Argonne, Battle of the, 1918.","Chateau-Thierry, Battle of, 1918.","Chemical Warfare.","Chemical Warfare--Safety Measures.","Chemical Weapons.","Communications, Military.","Gases, Asphyxiating and Poisonous--War Use.","Marne, 2nd Battle of the, France, 1918.","Military Assistance, French.","Military Intelligence.","Military Reconnaissance.","Saint-Mihiel (France), Battle of, 1918.","Signals and Signaling.","United States. Army.","United States--History--1913-1921.","World War, 1914-1918.","World War, 1914-1918--Aerial Operations.","World War, 1914-1918--Campaigns-France.","Books.","Diaries.","Diaries.","Letters (correspondence)","Newspapers.","Orders (military records)","Photographs.","The Douglas MacArthur collection has been organized into four series.  Within these series, the papers are separated into distinct sub-series groups. Series I: Correspondence and diaries Sub-series I: Letters and diary to Florence Adams (Box 1) Sub-series II: Letters from Douglas MacArthur to Louise Cromwell (Brooks) MacArthur (Box 1) Sub-series III: Letters from Douglas MacArthur to Hamilton Fish, Jr. (Box 1) Sub-series IV: Miscellaneous letters and documents pertaining to Douglas MacArthur (Box 1) Series II: Papers related to the 42nd (Rainbow) Division Sub-series I: Military documents to the 42nd Division from external military units (Boxes 1-2) Sub-series II: Military documents from the 42nd Division to various military units (Boxes 2-4) Sub-series III: Internal military documents from and to various military units in the 42nd Division. (Box 5) Sub-series IV: Kenneth A. Sutherland Notebook. (Box 6) Series III: Photographs and miscellaneous papers pertaining to Douglas MacArthur Sub-series I: Aerial photographs and negatives, 91st Reconnaissance Squadron. (Box 7) Sub-series II: Miscellaneous photographs and papers. (Box 8) Series IV:  Published works.","Douglas MacArthur","Douglas MacArthur was born on January 26, 1880, the youngest child of (Capt.) Arthur MacArthur (1845-1912) and Mary Pinkney Hardy (1852-1935). His siblings were Arthur (1876-1923), and Malcolm (1878-1883), who died before his seventh birthday. ","Douglas MacArthur graduated from West Texas Military Academy in 1897 as valedictorian and two years later entered West Point.  In 1903 he graduated as First Captain, West Point's highest honor.  In September 1903, he joined the 3rd Battalion Engineers in San Francisco, and almost immediately was sent to Manila, Philippines. The next year he was promoted to First Lieutenant, and in 1906 returned to the United States.  After being made Captain of Engineers at Leavenworth in 1911, MacArthur was assigned to Vera Cruz to report information to the War Department.  While serving as military aide to the Secretary of War in 1916, he conceived the idea of expanding the existing National Guard through volunteer enlistment and turned into combat divisions - an idea that would be used for the formation of the 42nd Division. ","In 1917, MacArthur was appointed Colonel and Chief of Staff of the 42nd (Rainbow) Division.  As Commander of the 84th Infantry Brigade, he led his troops during the vitally important Argonne Campaign in the last months of the war.  In 1919, the 42nd Division returned to the United States, and MacArthur accepted an appointment as Superintendent of West Point.  While there, he became permanent Brigadier General.  MacArthur married Louise Cromwell Brooks in 1922, the year he was posted to command the Philippine Division, but they divorced seven years later. In November 1929, MacArthur was promoted to General and chosen as the man to replace General Summerall as the Chief of Staff, U.S. Army.  In 1937, MacArthur married a second time - to Jean Marie Faircloth, and they had a son, Arthur, a year later. ","In December 1941, the Japanese Army attacked and defeated MacArthur's Philippine Army on the Bataan Peninsula.  The following March, MacArthur was ordered from the Philippines to command the Allied troops with Thomas Blamey.  For six months, MacArthur concentrated on the defense of New Guinea, which led to an ambitious counter-attack in January and February 1943.  On the day the Japanese surrendered, MacArthur was appointed Supreme Commander of Allied Powers. ","MacArthur remained in occupied Japan until 1950, orchestrating the reformation of the post-war country.  On the 29th of June, 1950, MacArthur went to South Korea with American forces to assess the situation after North Korea's invasion of South Korea.  This assessment led to Truman's commitment of U.S. troops to a ground war in Korea.  The North Koreans abandoned Seoul on September 28, 1950, after MacArthur's successful military plan to attack through Inchon.  As a result of the success of this campaign, China decided to enter the Korean War.  MacArthur was ordered by the Joint Chiefs of Staff and the Secretary of Defense, in conjunction with a U.N. resolution, to proceed north of the 38th parallel.  Chinese troops attacked, leading to the withdrawal of MacArthur's troops back south of the 38th.  By this time, MacArthur had disobeyed the military order to employ only Korean forces in the frontier provinces.  On the 24th of March, MacArthur issued a lengthy communiqué complaining about the restrictions on his forces and taunted the enemy for their lack of industrial power and inability to maintain even moderate air and naval power. This pronouncement and his previous insubordination caused President Truman to relieve MacArthur of his command. ","In April 1951, General Douglas MacArthur returned to San Francisco to thousands of cheering citizens.  On April 19 he presented his case regarding his relief of command to a joint session of congress.  During his remaining years, MacArthur traveled throughout the United States to make speeches, in which he often denounced communists and socialists, and spoke of corrupt administration and heavy taxation. At the age of 84, on April 5, 1964, Douglas MacArthur died in a hospital in Washington.","The 42nd (Rainbow) Division","The Rainbow Division was created in 1917 as a composite division of members of the Regular Army and the National Guard solely for use in the war in Europe.  The 42nd arrived in Europe in 1917 as the war was entering a new phase: Russia had dropped out of the war, America was joining the war, and Germany was racing to provide tremendous reinforcement before the American forces arrived. ","In February 1918 the 42nd Division, part of the First U.S. Army Corps, was ordered to the Luneville area for a month of training with French units from the 7th French Army Corps.  While there, the Rainbow Division distinguished itself as \"a first class combat Division.\" ","The first assignment for the 42nd was to relieve the 128th French Infantry Division from the Baccarat Sector.  In the war, this was the first time an American Division held a Sector on its own.  The Division successfully held the Baccarat Sector until relief orders were sent on June 16, 1918.  Two weeks later, the 42nd Division went to the front at the Battle of Champagne alongside the 21st French Army Corps.  After an attack by the Germans on the fifteenth of July, the 42nd assisted in the Champagne defense until the end of the battle (July 18).  The Sixth French Army Corps was given the Rainbow Division to pursue the supposedly retreating enemy at the Battle of the Ourcq from July 25-July 27, 1918. From July 28-August 1st, the Allies captured strongpoints of the German position.  August 2-August 3rd, the 42nd Division assisted in pursuing the enemy until relieved by the 4th Regular Division. ","After the Battle of the Ourcq, Douglas MacArthur was given command of the 84th Infantry Brigade (William Hughes, Jr., replaced him as Chief of Staff, 42nd Division).  In September, the Rainbow Division, then under the 4th American Army Corps, was ordered to attack the center of the south side of the San Mihiel Salient and was assigned to the defense of the Essey-Pannes Sector until September 30, when it was relieved by the 89th Division. ","On October 11-12, 1918, the Rainbow Division relieved the 1st Division on the Verdun front.  In order to break the 2nd German line of defense, the hill called The Cote de Chatillon had to be taken.  From October 13-16, Brigadier General Douglas MacArthur commanded the 84th Infantry Division to the successful capture of Hill 288 (a strongly fortified point on the Kreimhilde Stellung), the Tuilerie Ferme, and the Cote de Chatillon (beyond the enemy's strong line of resistance). ","The next attack took place November 1, 1918.  The 42nd Division provided machine gun fire for the advancement of the 2nd and 89th Divisions.  After this victory, and as a result of divisional rivalry (and a difference in opinion as to the exact nature of a memorandum), the 42nd and the 1st Divisions (of the First American Army Corps and the 5th American Army Corps respectively) 'raced' for the glory of partaking in the (potential) final engagement of the war, in Sedan.  On November 6-7, the Rainbow, the 4th French Army, and the 1st and 77th American Divisions, fought south of the Meuse (south of Sedan).  The fighting ended when the enemy requested an armistice on November 9, 1918.  The 42nd Division backed off and was able to claim that the Americans who got closest to Sedan were members of the 166th Infantry of the 83rd Infantry Brigade.  The armistice was signed two days later. ","The 42nd Division remained in France and occupied Germany until May 1, 1919, when the last unit arrived home. Less than two weeks later, the last Brigade was demobilized. ","The MacArthur collection contains 885 letters, documents, photographs, and published works dating from March 23, 1885, to July 5, 1983. The bulk of the material (710 items) consists of military documents and manuscript notes from September 8, 1917 to January 27, 1919.  ","The military materials include general orders, field orders, field messages, memoranda, intelligence, and communications, related to the U.S. 42nd Division (The Rainbow Division), A.E.F., founded in 1917.  The majority of the collection falls during the period of time from late 1917 to early August 1918, when Douglas MacArthur was Chief of Staff for the 42nd Division.  Documents from military units that fought alongside the 42nd Division (both French and American), the U.S. Chemical Warfare, and the Intelligence Divisions -- as well as various German, French, and American communications -- are included.  Organizational documents, such as training schedules, and march tables, are also present.  A considerable number, if not all, of these materials must have been approved or viewed by MacArthur, and many of the items in this collection bear his initials or the initials of his information assistant, William Hughes, Jr.  From early August 1918 until the armistice was signed on November 11, 1918, MacArthur acted as the commanding officer for the 84th Infantry Brigade, and several military orders bear his name. ","Seventy-six letters in the collection (located in Box 1) are either from Douglas MacArthur or pertain in some way to him.  Six of these items, dated 1904, pertain to MacArthur and Florence Adams, whom he met in the Philippines, including a 46-page diary MacArthur wrote to Adams while he was on board a ship from Manila to the United States.  Five letters, dated 1921 and 1925, are written by MacArthur to Louise Brooks who became Mrs. Douglas MacArthur in 1922.  These letters contain both romantic content as well as personal reflections on the events in MacArthur's life at the time.  Also included are nine letters from MacArthur to Hamilton Fish, Jr., dated 1921-1934.  The remainder of the correspondence is a miscellaneous collection of letters written by Douglas MacArthur, Jean MacArthur, Dwight D. Eisenhower, Harry S. Truman, and others.","The Douglas MacArthur collection also contains a notebook kept by Kenneth A. Sutherland, veteran of the 42nd Division, which contains a selection of items related to the Division's post-war activities and reunions; 40 aerial photographs and negatives taken by the 91st Reconnaissance Squadron, October 10, 1918; several photographs of Douglas MacArthur; thirteen published works by or about the General; and other miscellaneous materials.","The Douglas MacArthur collection is made up of military documents related to General Douglas MacArthur and the 42nd (Rainbow) Division during the first World War, and miscellaneous letters, documents, photographs, published works, and one diary illuminating various aspects of the General's public career and personal life.","William L. Clements Library , University of Michigan","United States. Army--Artillery.","United States. Army--Artillery--Drill and Tactics.","United States. Army--Communication Systems.","United States. Army--Drill and Tactics.","United States. Army--Equipment.","United States. Army--Field Service.","United States. Army--History.","United States. Army--Information Services.","United States. Army--Medals, Badges, Decorations, etc.","United States. Army--Organization.","United States. Army--Records and Correspondence.","United States. Army--Safety Measures.","United States. Army--Sanitary Affairs.","United States. Army. Infantry Division, 42nd.","Diedrich, D. N. (Duane Norman)","Brooks, Louise Cromwell.","Fish, Hamilton, 1849-1936.","Adams, Florence.","Eisenhower, Dwight D. (Dwight David), 1890-1969.","Granara, J. Ralph.","Hughes, William.","Hunt, Haroldson L.","Kean, Robert Winthrop.","Luhrs, H. Ernst.","MacArthur, Arthur, 1845-1912.","MacArthur, Douglas, 1880-1964.","MacArthur, Jean Faircloth.","Mark, Clark.","Menoher, Charles Thomas, 1862-1930 ","Rhodes, Weldon E.","Sutherland, Kenneth A.","Truman, Harry S., 1884-1972.","The material is in  English"],"unitid_tesim":["wclmss001314"],"normalized_title_ssm":["Douglas MacArthur collection  1885-1983 1917-1919"],"collection_title_tesim":["Douglas MacArthur collection  1885-1983 1917-1919"],"collection_ssim":["Douglas MacArthur collection  1885-1983 1917-1919"],"repository_ssm":["University of Michigan. William L. Clements Library"],"repository_ssim":["University of Michigan. William L. Clements Library"],"creator_ssm":["Diedrich, D. N. (Duane Norman)"],"creator_ssim":["Diedrich, D. N. (Duane Norman)"],"creator_persname_ssim":["Diedrich, D. N. (Duane Norman)"],"creators_ssim":["Diedrich, D. N. (Duane Norman)"],"acqinfo_ssim":[" Donated by D. N. Diedrich, 1987-2013.   M-2370 et al ."],"access_subjects_ssim":["Aisne, Battle of the, France, 1918.","Argonne, Battle of the, 1918.","Chateau-Thierry, Battle of, 1918.","Chemical Warfare.","Chemical Warfare--Safety Measures.","Chemical Weapons.","Communications, Military.","Gases, Asphyxiating and Poisonous--War Use.","Marne, 2nd Battle of the, France, 1918.","Military Assistance, French.","Military Intelligence.","Military Reconnaissance.","Saint-Mihiel (France), Battle of, 1918.","Signals and Signaling.","United States. Army.","United States--History--1913-1921.","World War, 1914-1918.","World War, 1914-1918--Aerial Operations.","World War, 1914-1918--Campaigns-France.","Books.","Diaries.","Diaries.","Letters (correspondence)","Newspapers.","Orders (military records)","Photographs."],"access_subjects_ssm":["Aisne, Battle of the, France, 1918.","Argonne, Battle of the, 1918.","Chateau-Thierry, Battle of, 1918.","Chemical Warfare.","Chemical Warfare--Safety Measures.","Chemical Weapons.","Communications, Military.","Gases, Asphyxiating and Poisonous--War Use.","Marne, 2nd Battle of the, France, 1918.","Military Assistance, French.","Military Intelligence.","Military Reconnaissance.","Saint-Mihiel (France), Battle of, 1918.","Signals and Signaling.","United States. Army.","United States--History--1913-1921.","World War, 1914-1918.","World War, 1914-1918--Aerial Operations.","World War, 1914-1918--Campaigns-France.","Books.","Diaries.","Diaries.","Letters (correspondence)","Newspapers.","Orders (military records)","Photographs."],"has_online_content_ssim":["false"],"extent_ssm":["885 items"],"extent_tesim":["885 items"],"arrangement_html_tesm":["\u003clist\u003e\n            \u003chead\u003eThe Douglas MacArthur collection has been organized into four series.  Within these series, the papers are separated into distinct sub-series groups.\u003c/head\u003e\n            \u003citem\u003eSeries I: Correspondence and diaries\u003clist\u003e\n                  \u003citem\u003eSub-series I: Letters and diary to Florence Adams (Box 1)\u003c/item\u003e\n                  \u003citem\u003eSub-series II: Letters from Douglas MacArthur to Louise Cromwell (Brooks) MacArthur (Box 1)\u003c/item\u003e\n                  \u003citem\u003eSub-series III: Letters from Douglas MacArthur to Hamilton Fish, Jr. (Box 1)\u003c/item\u003e\n                  \u003citem\u003eSub-series IV: Miscellaneous letters and documents pertaining to Douglas MacArthur (Box 1)\u003c/item\u003e\n               \u003c/list\u003e\n            \u003c/item\u003e\n            \u003citem\u003eSeries II: Papers related to the 42nd (Rainbow) Division\u003clist\u003e\n                  \u003citem\u003eSub-series I: Military documents to the 42nd Division from external military units (Boxes 1-2)\u003c/item\u003e\n                  \u003citem\u003eSub-series II: Military documents from the 42nd Division to various military units (Boxes 2-4)\u003c/item\u003e\n                  \u003citem\u003eSub-series III: Internal military documents from and to various military units in the 42nd Division. (Box 5)\u003c/item\u003e\n                  \u003citem\u003eSub-series IV: Kenneth A. Sutherland Notebook. (Box 6)\u003c/item\u003e\n               \u003c/list\u003e\n            \u003c/item\u003e\n            \u003citem\u003eSeries III: Photographs and miscellaneous papers pertaining to Douglas MacArthur\u003clist\u003e\n                  \u003citem\u003eSub-series I: Aerial photographs and negatives, 91st Reconnaissance Squadron. (Box 7)\u003c/item\u003e\n                  \u003citem\u003eSub-series II: Miscellaneous photographs and papers. (Box 8)\u003c/item\u003e\n               \u003c/list\u003e\n            \u003c/item\u003e\n            \u003citem\u003eSeries IV:  Published works.\u003c/item\u003e\n         \u003c/list\u003e"],"arrangement_tesim":["The Douglas MacArthur collection has been organized into four series.  Within these series, the papers are separated into distinct sub-series groups. Series I: Correspondence and diaries Sub-series I: Letters and diary to Florence Adams (Box 1) Sub-series II: Letters from Douglas MacArthur to Louise Cromwell (Brooks) MacArthur (Box 1) Sub-series III: Letters from Douglas MacArthur to Hamilton Fish, Jr. (Box 1) Sub-series IV: Miscellaneous letters and documents pertaining to Douglas MacArthur (Box 1) Series II: Papers related to the 42nd (Rainbow) Division Sub-series I: Military documents to the 42nd Division from external military units (Boxes 1-2) Sub-series II: Military documents from the 42nd Division to various military units (Boxes 2-4) Sub-series III: Internal military documents from and to various military units in the 42nd Division. (Box 5) Sub-series IV: Kenneth A. Sutherland Notebook. (Box 6) Series III: Photographs and miscellaneous papers pertaining to Douglas MacArthur Sub-series I: Aerial photographs and negatives, 91st Reconnaissance Squadron. (Box 7) Sub-series II: Miscellaneous photographs and papers. (Box 8) Series IV:  Published works."],"bioghist_html_tesm":["\u003cp\u003e\n            \u003cemph render=\"underline\"\u003e\n               \u003cemph render=\"underline\"\u003eDouglas MacArthur\u003c/emph\u003e\n            \u003c/emph\u003e\n         \u003c/p\u003e","\u003cp\u003eDouglas MacArthur was born on January 26, 1880, the youngest child of (Capt.) Arthur MacArthur (1845-1912) and Mary Pinkney Hardy (1852-1935). His siblings were Arthur (1876-1923), and Malcolm (1878-1883), who died before his seventh birthday. \u003c/p\u003e","\u003cp\u003eDouglas MacArthur graduated from West Texas Military Academy in 1897 as valedictorian and two years later entered West Point.  In 1903 he graduated as First Captain, West Point's highest honor.  In September 1903, he joined the 3rd Battalion Engineers in San Francisco, and almost immediately was sent to Manila, Philippines. The next year he was promoted to First Lieutenant, and in 1906 returned to the United States.  After being made Captain of Engineers at Leavenworth in 1911, MacArthur was assigned to Vera Cruz to report information to the War Department.  While serving as military aide to the Secretary of War in 1916, he conceived the idea of expanding the existing National Guard through volunteer enlistment and turned into combat divisions - an idea that would be used for the formation of the 42nd Division. \u003c/p\u003e","\u003cp\u003eIn 1917, MacArthur was appointed Colonel and Chief of Staff of the 42nd (Rainbow) Division.  As Commander of the 84th Infantry Brigade, he led his troops during the vitally important Argonne Campaign in the last months of the war.  In 1919, the 42nd Division returned to the United States, and MacArthur accepted an appointment as Superintendent of West Point.  While there, he became permanent Brigadier General.  MacArthur married Louise Cromwell Brooks in 1922, the year he was posted to command the Philippine Division, but they divorced seven years later. In November 1929, MacArthur was promoted to General and chosen as the man to replace General Summerall as the Chief of Staff, U.S. Army.  In 1937, MacArthur married a second time - to Jean Marie Faircloth, and they had a son, Arthur, a year later. \u003c/p\u003e","\u003cp\u003eIn December 1941, the Japanese Army attacked and defeated MacArthur's Philippine Army on the Bataan Peninsula.  The following March, MacArthur was ordered from the Philippines to command the Allied troops with Thomas Blamey.  For six months, MacArthur concentrated on the defense of New Guinea, which led to an ambitious counter-attack in January and February 1943.  On the day the Japanese surrendered, MacArthur was appointed Supreme Commander of Allied Powers. \u003c/p\u003e","\u003cp\u003eMacArthur remained in occupied Japan until 1950, orchestrating the reformation of the post-war country.  On the 29th of June, 1950, MacArthur went to South Korea with American forces to assess the situation after North Korea's invasion of South Korea.  This assessment led to Truman's commitment of U.S. troops to a ground war in Korea.  The North Koreans abandoned Seoul on September 28, 1950, after MacArthur's successful military plan to attack through Inchon.  As a result of the success of this campaign, China decided to enter the Korean War.  MacArthur was ordered by the Joint Chiefs of Staff and the Secretary of Defense, in conjunction with a U.N. resolution, to proceed north of the 38th parallel.  Chinese troops attacked, leading to the withdrawal of MacArthur's troops back south of the 38th.  By this time, MacArthur had disobeyed the military order to employ only Korean forces in the frontier provinces.  On the 24th of March, MacArthur issued a lengthy communiqué complaining about the restrictions on his forces and taunted the enemy for their lack of industrial power and inability to maintain even moderate air and naval power. This pronouncement and his previous insubordination caused President Truman to relieve MacArthur of his command. \u003c/p\u003e","\u003cp\u003eIn April 1951, General Douglas MacArthur returned to San Francisco to thousands of cheering citizens.  On April 19 he presented his case regarding his relief of command to a joint session of congress.  During his remaining years, MacArthur traveled throughout the United States to make speeches, in which he often denounced communists and socialists, and spoke of corrupt administration and heavy taxation. At the age of 84, on April 5, 1964, Douglas MacArthur died in a hospital in Washington.\u003c/p\u003e","\u003cp\u003e\n            \u003cemph render=\"underline\"\u003e\n               \u003cemph render=\"underline\"\u003eThe 42nd (Rainbow) Division\u003c/emph\u003e\n            \u003c/emph\u003e\n         \u003c/p\u003e","\u003cp\u003eThe Rainbow Division was created in 1917 as a composite division of members of the Regular Army and the National Guard solely for use in the war in Europe.  The 42nd arrived in Europe in 1917 as the war was entering a new phase: Russia had dropped out of the war, America was joining the war, and Germany was racing to provide tremendous reinforcement before the American forces arrived. \u003c/p\u003e","\u003cp\u003eIn February 1918 the 42nd Division, part of the First U.S. Army Corps, was ordered to the Luneville area for a month of training with French units from the 7th French Army Corps.  While there, the Rainbow Division distinguished itself as \"a first class combat Division.\" \u003c/p\u003e","\u003cp\u003eThe first assignment for the 42nd was to relieve the 128th French Infantry Division from the Baccarat Sector.  In the war, this was the first time an American Division held a Sector on its own.  The Division successfully held the Baccarat Sector until relief orders were sent on June 16, 1918.  Two weeks later, the 42nd Division went to the front at the Battle of Champagne alongside the 21st French Army Corps.  After an attack by the Germans on the fifteenth of July, the 42nd assisted in the Champagne defense until the end of the battle (July 18).  The Sixth French Army Corps was given the Rainbow Division to pursue the supposedly retreating enemy at the Battle of the Ourcq from July 25-July 27, 1918. From July 28-August 1st, the Allies captured strongpoints of the German position.  August 2-August 3rd, the 42nd Division assisted in pursuing the enemy until relieved by the 4th Regular Division. \u003c/p\u003e","\u003cp\u003eAfter the Battle of the Ourcq, Douglas MacArthur was given command of the 84th Infantry Brigade (William Hughes, Jr., replaced him as Chief of Staff, 42nd Division).  In September, the Rainbow Division, then under the 4th American Army Corps, was ordered to attack the center of the south side of the San Mihiel Salient and was assigned to the defense of the Essey-Pannes Sector until September 30, when it was relieved by the 89th Division. \u003c/p\u003e","\u003cp\u003eOn October 11-12, 1918, the Rainbow Division relieved the 1st Division on the Verdun front.  In order to break the 2nd German line of defense, the hill called The Cote de Chatillon had to be taken.  From October 13-16, Brigadier General Douglas MacArthur commanded the 84th Infantry Division to the successful capture of Hill 288 (a strongly fortified point on the Kreimhilde Stellung), the Tuilerie Ferme, and the Cote de Chatillon (beyond the enemy's strong line of resistance). \u003c/p\u003e","\u003cp\u003eThe next attack took place November 1, 1918.  The 42nd Division provided machine gun fire for the advancement of the 2nd and 89th Divisions.  After this victory, and as a result of divisional rivalry (and a difference in opinion as to the exact nature of a memorandum), the 42nd and the 1st Divisions (of the First American Army Corps and the 5th American Army Corps respectively) 'raced' for the glory of partaking in the (potential) final engagement of the war, in Sedan.  On November 6-7, the Rainbow, the 4th French Army, and the 1st and 77th American Divisions, fought south of the Meuse (south of Sedan).  The fighting ended when the enemy requested an armistice on November 9, 1918.  The 42nd Division backed off and was able to claim that the Americans who got closest to Sedan were members of the 166th Infantry of the 83rd Infantry Brigade.  The armistice was signed two days later. \u003c/p\u003e","\u003cp\u003eThe 42nd Division remained in France and occupied Germany until May 1, 1919, when the last unit arrived home. Less than two weeks later, the last Brigade was demobilized. \u003c/p\u003e"],"bioghist_heading_ssm":["Biography"],"bioghist_tesim":["Douglas MacArthur","Douglas MacArthur was born on January 26, 1880, the youngest child of (Capt.) Arthur MacArthur (1845-1912) and Mary Pinkney Hardy (1852-1935). His siblings were Arthur (1876-1923), and Malcolm (1878-1883), who died before his seventh birthday. ","Douglas MacArthur graduated from West Texas Military Academy in 1897 as valedictorian and two years later entered West Point.  In 1903 he graduated as First Captain, West Point's highest honor.  In September 1903, he joined the 3rd Battalion Engineers in San Francisco, and almost immediately was sent to Manila, Philippines. The next year he was promoted to First Lieutenant, and in 1906 returned to the United States.  After being made Captain of Engineers at Leavenworth in 1911, MacArthur was assigned to Vera Cruz to report information to the War Department.  While serving as military aide to the Secretary of War in 1916, he conceived the idea of expanding the existing National Guard through volunteer enlistment and turned into combat divisions - an idea that would be used for the formation of the 42nd Division. ","In 1917, MacArthur was appointed Colonel and Chief of Staff of the 42nd (Rainbow) Division.  As Commander of the 84th Infantry Brigade, he led his troops during the vitally important Argonne Campaign in the last months of the war.  In 1919, the 42nd Division returned to the United States, and MacArthur accepted an appointment as Superintendent of West Point.  While there, he became permanent Brigadier General.  MacArthur married Louise Cromwell Brooks in 1922, the year he was posted to command the Philippine Division, but they divorced seven years later. In November 1929, MacArthur was promoted to General and chosen as the man to replace General Summerall as the Chief of Staff, U.S. Army.  In 1937, MacArthur married a second time - to Jean Marie Faircloth, and they had a son, Arthur, a year later. ","In December 1941, the Japanese Army attacked and defeated MacArthur's Philippine Army on the Bataan Peninsula.  The following March, MacArthur was ordered from the Philippines to command the Allied troops with Thomas Blamey.  For six months, MacArthur concentrated on the defense of New Guinea, which led to an ambitious counter-attack in January and February 1943.  On the day the Japanese surrendered, MacArthur was appointed Supreme Commander of Allied Powers. ","MacArthur remained in occupied Japan until 1950, orchestrating the reformation of the post-war country.  On the 29th of June, 1950, MacArthur went to South Korea with American forces to assess the situation after North Korea's invasion of South Korea.  This assessment led to Truman's commitment of U.S. troops to a ground war in Korea.  The North Koreans abandoned Seoul on September 28, 1950, after MacArthur's successful military plan to attack through Inchon.  As a result of the success of this campaign, China decided to enter the Korean War.  MacArthur was ordered by the Joint Chiefs of Staff and the Secretary of Defense, in conjunction with a U.N. resolution, to proceed north of the 38th parallel.  Chinese troops attacked, leading to the withdrawal of MacArthur's troops back south of the 38th.  By this time, MacArthur had disobeyed the military order to employ only Korean forces in the frontier provinces.  On the 24th of March, MacArthur issued a lengthy communiqué complaining about the restrictions on his forces and taunted the enemy for their lack of industrial power and inability to maintain even moderate air and naval power. This pronouncement and his previous insubordination caused President Truman to relieve MacArthur of his command. ","In April 1951, General Douglas MacArthur returned to San Francisco to thousands of cheering citizens.  On April 19 he presented his case regarding his relief of command to a joint session of congress.  During his remaining years, MacArthur traveled throughout the United States to make speeches, in which he often denounced communists and socialists, and spoke of corrupt administration and heavy taxation. At the age of 84, on April 5, 1964, Douglas MacArthur died in a hospital in Washington.","The 42nd (Rainbow) Division","The Rainbow Division was created in 1917 as a composite division of members of the Regular Army and the National Guard solely for use in the war in Europe.  The 42nd arrived in Europe in 1917 as the war was entering a new phase: Russia had dropped out of the war, America was joining the war, and Germany was racing to provide tremendous reinforcement before the American forces arrived. ","In February 1918 the 42nd Division, part of the First U.S. Army Corps, was ordered to the Luneville area for a month of training with French units from the 7th French Army Corps.  While there, the Rainbow Division distinguished itself as \"a first class combat Division.\" ","The first assignment for the 42nd was to relieve the 128th French Infantry Division from the Baccarat Sector.  In the war, this was the first time an American Division held a Sector on its own.  The Division successfully held the Baccarat Sector until relief orders were sent on June 16, 1918.  Two weeks later, the 42nd Division went to the front at the Battle of Champagne alongside the 21st French Army Corps.  After an attack by the Germans on the fifteenth of July, the 42nd assisted in the Champagne defense until the end of the battle (July 18).  The Sixth French Army Corps was given the Rainbow Division to pursue the supposedly retreating enemy at the Battle of the Ourcq from July 25-July 27, 1918. From July 28-August 1st, the Allies captured strongpoints of the German position.  August 2-August 3rd, the 42nd Division assisted in pursuing the enemy until relieved by the 4th Regular Division. ","After the Battle of the Ourcq, Douglas MacArthur was given command of the 84th Infantry Brigade (William Hughes, Jr., replaced him as Chief of Staff, 42nd Division).  In September, the Rainbow Division, then under the 4th American Army Corps, was ordered to attack the center of the south side of the San Mihiel Salient and was assigned to the defense of the Essey-Pannes Sector until September 30, when it was relieved by the 89th Division. ","On October 11-12, 1918, the Rainbow Division relieved the 1st Division on the Verdun front.  In order to break the 2nd German line of defense, the hill called The Cote de Chatillon had to be taken.  From October 13-16, Brigadier General Douglas MacArthur commanded the 84th Infantry Division to the successful capture of Hill 288 (a strongly fortified point on the Kreimhilde Stellung), the Tuilerie Ferme, and the Cote de Chatillon (beyond the enemy's strong line of resistance). ","The next attack took place November 1, 1918.  The 42nd Division provided machine gun fire for the advancement of the 2nd and 89th Divisions.  After this victory, and as a result of divisional rivalry (and a difference in opinion as to the exact nature of a memorandum), the 42nd and the 1st Divisions (of the First American Army Corps and the 5th American Army Corps respectively) 'raced' for the glory of partaking in the (potential) final engagement of the war, in Sedan.  On November 6-7, the Rainbow, the 4th French Army, and the 1st and 77th American Divisions, fought south of the Meuse (south of Sedan).  The fighting ended when the enemy requested an armistice on November 9, 1918.  The 42nd Division backed off and was able to claim that the Americans who got closest to Sedan were members of the 166th Infantry of the 83rd Infantry Brigade.  The armistice was signed two days later. ","The 42nd Division remained in France and occupied Germany until May 1, 1919, when the last unit arrived home. Less than two weeks later, the last Brigade was demobilized. "],"scopecontent_html_tesm":["\u003cp\u003eThe MacArthur collection contains 885 letters, documents, photographs, and published works dating from March 23, 1885, to July 5, 1983. The bulk of the material (710 items) consists of military documents and manuscript notes from September 8, 1917 to January 27, 1919.  \u003c/p\u003e","\u003cp\u003eThe military materials include general orders, field orders, field messages, memoranda, intelligence, and communications, related to the U.S. 42nd Division (The Rainbow Division), A.E.F., founded in 1917.  The majority of the collection falls during the period of time from late 1917 to early August 1918, when Douglas MacArthur was Chief of Staff for the 42nd Division.  Documents from military units that fought alongside the 42nd Division (both French and American), the U.S. Chemical Warfare, and the Intelligence Divisions -- as well as various German, French, and American communications -- are included.  Organizational documents, such as training schedules, and march tables, are also present.  A considerable number, if not all, of these materials must have been approved or viewed by MacArthur, and many of the items in this collection bear his initials or the initials of his information assistant, William Hughes, Jr.  From early August 1918 until the armistice was signed on November 11, 1918, MacArthur acted as the commanding officer for the 84th Infantry Brigade, and several military orders bear his name. \u003c/p\u003e","\u003cp\u003eSeventy-six letters in the collection (located in Box 1) are either from Douglas MacArthur or pertain in some way to him.  Six of these items, dated 1904, pertain to MacArthur and Florence Adams, whom he met in the Philippines, including a 46-page diary MacArthur wrote to Adams while he was on board a ship from Manila to the United States.  Five letters, dated 1921 and 1925, are written by MacArthur to Louise Brooks who became Mrs. Douglas MacArthur in 1922.  These letters contain both romantic content as well as personal reflections on the events in MacArthur's life at the time.  Also included are nine letters from MacArthur to Hamilton Fish, Jr., dated 1921-1934.  The remainder of the correspondence is a miscellaneous collection of letters written by Douglas MacArthur, Jean MacArthur, Dwight D. Eisenhower, Harry S. Truman, and others.\u003c/p\u003e","\u003cp\u003eThe Douglas MacArthur collection also contains a notebook kept by Kenneth A. Sutherland, veteran of the 42nd Division, which contains a selection of items related to the Division's post-war activities and reunions; 40 aerial photographs and negatives taken by the 91st Reconnaissance Squadron, October 10, 1918; several photographs of Douglas MacArthur; thirteen published works by or about the General; and other miscellaneous materials.\u003c/p\u003e"],"scopecontent_tesim":["The MacArthur collection contains 885 letters, documents, photographs, and published works dating from March 23, 1885, to July 5, 1983. The bulk of the material (710 items) consists of military documents and manuscript notes from September 8, 1917 to January 27, 1919.  ","The military materials include general orders, field orders, field messages, memoranda, intelligence, and communications, related to the U.S. 42nd Division (The Rainbow Division), A.E.F., founded in 1917.  The majority of the collection falls during the period of time from late 1917 to early August 1918, when Douglas MacArthur was Chief of Staff for the 42nd Division.  Documents from military units that fought alongside the 42nd Division (both French and American), the U.S. Chemical Warfare, and the Intelligence Divisions -- as well as various German, French, and American communications -- are included.  Organizational documents, such as training schedules, and march tables, are also present.  A considerable number, if not all, of these materials must have been approved or viewed by MacArthur, and many of the items in this collection bear his initials or the initials of his information assistant, William Hughes, Jr.  From early August 1918 until the armistice was signed on November 11, 1918, MacArthur acted as the commanding officer for the 84th Infantry Brigade, and several military orders bear his name. ","Seventy-six letters in the collection (located in Box 1) are either from Douglas MacArthur or pertain in some way to him.  Six of these items, dated 1904, pertain to MacArthur and Florence Adams, whom he met in the Philippines, including a 46-page diary MacArthur wrote to Adams while he was on board a ship from Manila to the United States.  Five letters, dated 1921 and 1925, are written by MacArthur to Louise Brooks who became Mrs. Douglas MacArthur in 1922.  These letters contain both romantic content as well as personal reflections on the events in MacArthur's life at the time.  Also included are nine letters from MacArthur to Hamilton Fish, Jr., dated 1921-1934.  The remainder of the correspondence is a miscellaneous collection of letters written by Douglas MacArthur, Jean MacArthur, Dwight D. Eisenhower, Harry S. Truman, and others.","The Douglas MacArthur collection also contains a notebook kept by Kenneth A. Sutherland, veteran of the 42nd Division, which contains a selection of items related to the Division's post-war activities and reunions; 40 aerial photographs and negatives taken by the 91st Reconnaissance Squadron, October 10, 1918; several photographs of Douglas MacArthur; thirteen published works by or about the General; and other miscellaneous materials."],"abstract_html_tesm":["\u003cabstract\u003eThe Douglas MacArthur collection is made up of military documents related to General Douglas MacArthur and the 42nd (Rainbow) Division during the first World War, and miscellaneous letters, documents, photographs, published works, and one diary illuminating various aspects of the General's public career and personal life.\u003c/abstract\u003e"],"abstract_tesim":["The Douglas MacArthur collection is made up of military documents related to General Douglas MacArthur and the 42nd (Rainbow) Division during the first World War, and miscellaneous letters, documents, photographs, published works, and one diary illuminating various aspects of the General's public career and personal life."],"names_ssim":["William L. Clements Library , University of Michigan","United States. Army--Artillery.","United States. Army--Artillery--Drill and Tactics.","United States. Army--Communication Systems.","United States. Army--Drill and Tactics.","United States. Army--Equipment.","United States. Army--Field Service.","United States. Army--History.","United States. Army--Information Services.","United States. Army--Medals, Badges, Decorations, etc.","United States. Army--Organization.","United States. Army--Records and Correspondence.","United States. Army--Safety Measures.","United States. Army--Sanitary Affairs.","United States. Army. Infantry Division, 42nd.","Diedrich, D. N. (Duane Norman)","Brooks, Louise Cromwell.","Fish, Hamilton, 1849-1936.","Adams, Florence.","Eisenhower, Dwight D. (Dwight David), 1890-1969.","Granara, J. Ralph.","Hughes, William.","Hunt, Haroldson L.","Kean, Robert Winthrop.","Luhrs, H. Ernst.","MacArthur, Arthur, 1845-1912.","MacArthur, Douglas, 1880-1964.","MacArthur, Jean Faircloth.","Mark, Clark.","Menoher, Charles Thomas, 1862-1930 ","Rhodes, Weldon E.","Sutherland, Kenneth A.","Truman, Harry S., 1884-1972."],"corpname_ssim":["William L. Clements Library , University of Michigan","United States. Army--Artillery.","United States. Army--Artillery--Drill and Tactics.","United States. Army--Communication Systems.","United States. Army--Drill and Tactics.","United States. Army--Equipment.","United States. Army--Field Service.","United States. Army--History.","United States. Army--Information Services.","United States. Army--Medals, Badges, Decorations, etc.","United States. Army--Organization.","United States. Army--Records and Correspondence.","United States. Army--Safety Measures.","United States. Army--Sanitary Affairs.","United States. Army. Infantry Division, 42nd."],"persname_ssim":["Diedrich, D. N. (Duane Norman)","Brooks, Louise Cromwell.","Fish, Hamilton, 1849-1936.","Adams, Florence.","Eisenhower, Dwight D. (Dwight David), 1890-1969.","Granara, J. Ralph.","Hughes, William.","Hunt, Haroldson L.","Kean, Robert Winthrop.","Luhrs, H. Ernst.","MacArthur, Arthur, 1845-1912.","MacArthur, Douglas, 1880-1964.","MacArthur, Jean Faircloth.","Mark, Clark.","Menoher, Charles Thomas, 1862-1930 ","Rhodes, Weldon E.","Sutherland, Kenneth A.","Truman, Harry S., 1884-1972."],"language_ssim":["The material is in  English"],"descrules_ssm":["Finding aid prepared using Describing Archives: A Content Standard (DACS)"],"total_component_count_is":154,"online_item_count_is":0,"component_level_isim":[0],"sort_isi":0,"_root_":"umich-wcl-M-2370mac","timestamp":"2025-02-18T23:25:17.168Z"}]}},"label":"Breadcrumbs"}}},"links":{"self":"https://arclight-demo.projectblacklight.org/catalog/umich-wcl-M-2370mac_al_3212819d129d2695f385981d87f6590cb9b5c426"}},{"id":"m0292-xml_aspace_ref226_3wz","type":"File","attributes":{"title":"Chinese and Siamese Art belonging to Miss Alice Boney, 1958","breadcrumbs":{"id":"https://arclight-demo.projectblacklight.org/catalog/m0292-xml_aspace_ref226_3wz#breadcrumbs","type":"document_value","attributes":{"value":{"ref_ssi":"aspace_ref226_3wz","ref_ssm":["aspace_ref226_3wz","aspace_ref226_3wz"],"id":"m0292-xml_aspace_ref226_3wz","title_filing_ssi":"Chinese and Siamese Art belonging to Miss Alice Boney","title_ssm":["Chinese and Siamese Art belonging to Miss Alice Boney"],"title_tesim":["Chinese and Siamese Art belonging to Miss Alice Boney"],"unitdate_inclusive_ssm":["1958"],"normalized_date_ssm":["1958"],"normalized_title_ssm":["Chinese and Siamese Art belonging to Miss Alice Boney, 1958"],"text":["Chinese and Siamese Art belonging to Miss Alice Boney, 1958","Clarke Family Papers, 1904-1968","PAMPHLETS","box 14","folder 11"],"component_level_isim":[2],"parent_ssim":["m0292-xml","aspace_ref215_1ba"],"parent_ssi":"aspace_ref215_1ba","parent_ids_ssim":["m0292-xml","m0292-xml_aspace_ref215_1ba"],"parent_unittitles_ssm":["Clarke Family Papers, 1904-1968","PAMPHLETS"],"parent_unittitles_tesim":["Clarke Family Papers, 1904-1968","PAMPHLETS"],"parent_levels_ssm":["collection","File"],"repository_ssim":["Stanford University Libraries. Special Collections and University Archives"],"collection_ssim":["Clarke Family Papers, 1904-1968"],"has_online_content_ssim":["false"],"child_component_count_isi":0,"level_ssm":["File"],"level_ssim":["File"],"sort_isi":212,"parent_access_restrict_tesm":["None."],"parent_access_terms_tesm":["Property rights reside with the repository. Literary rights reside with the creators of the documents or their heirs. To obtain permission to publish or reproduce, please contact the Public Services Librarian of the Dept. of Special Collections."],"containers_ssim":["box 14","folder 11"],"_nest_path_":"/components#8/components#10","_nest_parent_":"m0292-xml_aspace_ref215_1ba","_root_":"m0292-xml","timestamp":"2025-02-18T23:07:35.736Z","collection":{"numFound":1,"start":0,"numFoundExact":true,"docs":[{"id":"m0292-xml","title_ssm":["Clarke Family Papers"],"title_tesim":["Clarke Family Papers"],"ead_ssi":"m0292.xml","unitdate_ssm":["1904-1968"],"unitdate_inclusive_ssm":["1904-1968"],"level_ssm":["collection"],"level_ssim":["Collection"],"unitid_ssm":["M0292"],"text":["M0292","Clarke Family Papers, 1904-1968","None.","1. Palmer, J.P.:  Jade  Spring Books; London, 1967.","2.  The Encyclopedia Sinica  Couling, Samuel Kelly \u0026 Walsh; Shanghai, 1917.","3. Thiel, albert W.R.:  Chinese Pottery and Stoneware  Thos. nelson \u0026 Sons; N.Y., N.D.","4. Goette, John:  Jade Lore  Kelly \u0026 Walsh; Shanghai, 1936.","5. Forsyth, Robb. Coventry:  Shanting, The Sacred Province of China  Christian Literature Society; Shanghai, 1912","6. Graham, Dorothy:  Through the moon Door  J. H. Sears \u0026 Co.; N.Y., 1926.","7. Brandt, J.:  Introduction to Literary Chinese  North China Union Language School; Peking, 1927.","8. Weale, B.L. Putnam:  The Vanished Empire  Macmillan \u0026 Co.; London, 1926.","9. Jennu, Delia:  Letter from Peking  Oxford UP; London, 1967.","10. Busheel, Stephen W.:  Chinese [UNK]  V. I Eyre \u0026 Spottiswoode; London, 1909.","11. Smith, Arthur H.:  Chinese Characteristics  3rd ed. Fleming H. Revell Co.; n.y., 1894.","12. Grubb, Norman P.:  C.T.Studd,  Cricketer \u0026 Pioneer  Religious Tract Society; London, 1933.","13. Martin, W.A.P.:  The Siege in Peking  Oliphant Anderson \u0026 Ferrier; Edinburgh, 1900.","14. Lymn, Jermyn Chi-Hung:  Social Life of The Chinese in Peking  China Booksellers; Peking, 1928.","15. Strong, [UNK] [UNK]:  a Sketch of Chinese Cuts \u0026 Crafts  China Bhsellers; Peking, 1926.","The daughter of Dr. Charles Fletcher Johnson and Agnes Elliott Johnson, Ruth Clarke was born on April 2, 1890 in Wei Hsien, Shantung, China where she quickly mastered Mandarin Chinese. She was educated at Miss Jewell's School in Shanghai which was also attended by Miss Pearl Buck. After visiting her Uncle Hosmer Johnson in Washington D.C., Ruth entered and graduated from Wilson College (Chambersburg, Pa.) in 1912. She then returned to Shanghai to accept a teaching position at Miss Jewell's.","In 1916 Ruth Johnson accepted a new position in the Peking American School. It was there that she met J. Eric G. Clarke whom she married on June 21, 1916 in Tsinanfu, Shantung. The Rev. W. P. Chalfant officiated. Kathleen Clarke, Margaret Emma Johnson, Gerald Clarke and Hosmer F. Johnson were members of the wedding party Dating from this ceremony, the couple often signed their combined correspondence Rutheric. Following a brief honeymoon in Tai Shan, the couple returned to Peking where they resided for the next 16 years. During this period Mrs. Clarke made several trips to the United States where she exhibited many of the fabulous Oriental art treasures she had collected throughout her stay in China.","Soon after the couple moved to Shanghai the threat of war between Japan and China became reality. Overnight, internment camps were set up for aliens like the Clarkes. Their homes were occupied by Japanese soldiers as soon as they were evacuated by the local Occupation authorities. From April 10, 1943 until a few weeks following the Japanese surrender to MacArthur on August 14, 1945, the Clarkes were confined at Lung Hwa Camp near Peking.","Among the nearly 1800 interns at Lung Hwa were men and women from all professions and backgrounds. Although spirits were high during the first season at the camp, morale worsened during the winter--food became scarce and poorer in quality and the stoves which the Japanese installed on each floor of the ten dormitories were never lit. The cubicles they occupied were 4`8 by 22' long. Despite the difficult conditions they encountered at the camp, the Clarkes and their fellow inmates managed to maintain a high level of personal development which is reflected in the many activities enjoyed at the camp: lectures, plays, musical productions and many other kinds of intellectual stimulation. One of the most amusing highlights of their stay was the development of a game called Dictionary Please. Because of their limited reading material, the Clarkes designed a game which relied only upon the dictionary they brought with them and their active imaginations. The game was so successful that it became a partial livelihood following their return to America in 1946.","Residing in Portland, Oregon, Mr. and Mrs. Clarke remained active socially and intellectually. Mrs. Clarke served as president of Zonta International and the Lewis and Clarke's Women's League. Mrs. Clarke now resides in Mountain View, California.","Gift of Ruth Elliott Johnson Clarke.","Correspondence, photographs (of China), books and pamphlets about Chinese art, etc.","Property rights reside with the repository. Literary rights reside with the creators of the documents or their heirs. To obtain permission to publish or reproduce, please contact the Public Services Librarian of the Dept. of Special Collections.","Department of Special Collections and University Archives","Clarke family","English"],"unitid_tesim":["M0292"],"normalized_date_ssm":["1904-1968"],"normalized_title_ssm":["Clarke Family Papers, 1904-1968"],"collection_title_tesim":["Clarke Family Papers, 1904-1968"],"collection_ssim":["Clarke Family Papers, 1904-1968"],"repository_ssm":["Stanford University Libraries. Special Collections and University Archives"],"repository_ssim":["Stanford University Libraries. Special Collections and University Archives"],"creator_ssm":["Clarke family"],"creator_ssim":["Clarke family"],"creator_famname_ssim":["Clarke family"],"creators_ssim":["Clarke family"],"access_terms_ssm":["Property rights reside with the repository. Literary rights reside with the creators of the documents or their heirs. To obtain permission to publish or reproduce, please contact the Public Services Librarian of the Dept. of Special Collections."],"has_online_content_ssim":["false"],"extent_ssm":["10 Linear Feet ca. 10 linear ft."],"extent_tesim":["10 Linear Feet ca. 10 linear ft."],"date_range_isim":[1904,1905,1906,1907,1908,1909,1910,1911,1912,1913,1914,1915,1916,1917,1918,1919,1920,1921,1922,1923,1924,1925,1926,1927,1928,1929,1930,1931,1932,1933,1934,1935,1936,1937,1938,1939,1940,1941,1942,1943,1944,1945,1946,1947,1948,1949,1950,1951,1952,1953,1954,1955,1956,1957,1958,1959,1960,1961,1962,1963,1964,1965,1966,1967,1968],"accessrestrict_html_tesm":["\u003cp\u003eNone.\u003c/p\u003e"],"accessrestrict_heading_ssm":["Access Restrictions"],"accessrestrict_tesim":["None."],"bibliography_html_tesm":["\u003cbibref\u003e1. Palmer, J.P.: \u003cemph render=\"italic\"\u003eJade \u003c/emph\u003eSpring Books; London, 1967.\u003c/bibref\u003e","\u003cbibref\u003e2. \u003cemph render=\"italic\"\u003eThe Encyclopedia Sinica \u003c/emph\u003eCouling, Samuel Kelly \u0026amp; Walsh; Shanghai, 1917.\u003c/bibref\u003e","\u003cbibref\u003e3. Thiel, albert W.R.: \u003cemph render=\"italic\"\u003eChinese Pottery and Stoneware \u003c/emph\u003eThos. nelson \u0026amp; Sons; N.Y., N.D.\u003c/bibref\u003e","\u003cbibref\u003e4. Goette, John: \u003cemph render=\"italic\"\u003eJade Lore \u003c/emph\u003eKelly \u0026amp; Walsh; Shanghai, 1936.\u003c/bibref\u003e","\u003cbibref\u003e5. Forsyth, Robb. Coventry: \u003cemph render=\"italic\"\u003eShanting, The Sacred Province of China \u003c/emph\u003eChristian Literature Society; Shanghai, 1912\u003c/bibref\u003e","\u003cbibref\u003e6. Graham, Dorothy: \u003cemph render=\"italic\"\u003eThrough the moon Door \u003c/emph\u003eJ. H. Sears \u0026amp; Co.; N.Y., 1926.\u003c/bibref\u003e","\u003cbibref\u003e7. Brandt, J.: \u003cemph render=\"italic\"\u003eIntroduction to Literary Chinese \u003c/emph\u003eNorth China Union Language School; Peking, 1927.\u003c/bibref\u003e","\u003cbibref\u003e8. Weale, B.L. Putnam: \u003cemph render=\"italic\"\u003eThe Vanished Empire \u003c/emph\u003eMacmillan \u0026amp; Co.; London, 1926.\u003c/bibref\u003e","\u003cbibref\u003e9. Jennu, Delia: \u003cemph render=\"italic\"\u003eLetter from Peking \u003c/emph\u003eOxford UP; London, 1967.\u003c/bibref\u003e","\u003cbibref\u003e10. Busheel, Stephen W.: \u003cemph render=\"italic\"\u003eChinese [UNK] \u003c/emph\u003eV. I Eyre \u0026amp; Spottiswoode; London, 1909.\u003c/bibref\u003e","\u003cbibref\u003e11. Smith, Arthur H.: \u003cemph render=\"italic\"\u003eChinese Characteristics \u003c/emph\u003e3rd ed. Fleming H. Revell Co.; n.y., 1894.\u003c/bibref\u003e","\u003cbibref\u003e12. Grubb, Norman P.: \u003cemph render=\"italic\"\u003eC.T.Studd, \u003c/emph\u003e\u003cemph render=\"italic\"\u003eCricketer \u0026amp; Pioneer \u003c/emph\u003eReligious Tract Society; London, 1933.\u003c/bibref\u003e","\u003cbibref\u003e13. Martin, W.A.P.: \u003cemph render=\"italic\"\u003eThe Siege in Peking \u003c/emph\u003eOliphant Anderson \u0026amp; Ferrier; Edinburgh, 1900.\u003c/bibref\u003e","\u003cbibref\u003e14. Lymn, Jermyn Chi-Hung: \u003cemph render=\"italic\"\u003eSocial Life of The Chinese in Peking \u003c/emph\u003eChina Booksellers; Peking, 1928.\u003c/bibref\u003e","\u003cbibref\u003e15. Strong, [UNK] [UNK]: \u003cemph render=\"italic\"\u003ea Sketch of Chinese Cuts \u0026amp; Crafts \u003c/emph\u003eChina Bhsellers; Peking, 1926.\u003c/bibref\u003e"],"bibliography_heading_ssm":["Reference Materials"],"bibliography_tesim":["1. Palmer, J.P.:  Jade  Spring Books; London, 1967.","2.  The Encyclopedia Sinica  Couling, Samuel Kelly \u0026 Walsh; Shanghai, 1917.","3. Thiel, albert W.R.:  Chinese Pottery and Stoneware  Thos. nelson \u0026 Sons; N.Y., N.D.","4. Goette, John:  Jade Lore  Kelly \u0026 Walsh; Shanghai, 1936.","5. Forsyth, Robb. Coventry:  Shanting, The Sacred Province of China  Christian Literature Society; Shanghai, 1912","6. Graham, Dorothy:  Through the moon Door  J. H. Sears \u0026 Co.; N.Y., 1926.","7. Brandt, J.:  Introduction to Literary Chinese  North China Union Language School; Peking, 1927.","8. Weale, B.L. Putnam:  The Vanished Empire  Macmillan \u0026 Co.; London, 1926.","9. Jennu, Delia:  Letter from Peking  Oxford UP; London, 1967.","10. Busheel, Stephen W.:  Chinese [UNK]  V. I Eyre \u0026 Spottiswoode; London, 1909.","11. Smith, Arthur H.:  Chinese Characteristics  3rd ed. Fleming H. Revell Co.; n.y., 1894.","12. Grubb, Norman P.:  C.T.Studd,  Cricketer \u0026 Pioneer  Religious Tract Society; London, 1933.","13. Martin, W.A.P.:  The Siege in Peking  Oliphant Anderson \u0026 Ferrier; Edinburgh, 1900.","14. Lymn, Jermyn Chi-Hung:  Social Life of The Chinese in Peking  China Booksellers; Peking, 1928.","15. Strong, [UNK] [UNK]:  a Sketch of Chinese Cuts \u0026 Crafts  China Bhsellers; Peking, 1926."],"bioghist_html_tesm":["\u003cp\u003eThe daughter of Dr. Charles Fletcher Johnson and Agnes Elliott Johnson, Ruth Clarke was born on April 2, 1890 in Wei Hsien, Shantung, China where she quickly mastered Mandarin Chinese. She was educated at Miss Jewell's School in Shanghai which was also attended by Miss Pearl Buck. After visiting her Uncle Hosmer Johnson in Washington D.C., Ruth entered and graduated from Wilson College (Chambersburg, Pa.) in 1912. She then returned to Shanghai to accept a teaching position at Miss Jewell's.\u003c/p\u003e\n","\u003cp\u003eIn 1916 Ruth Johnson accepted a new position in the Peking American School. It was there that she met J. Eric G. Clarke whom she married on June 21, 1916 in Tsinanfu, Shantung. The Rev. W. P. Chalfant officiated. Kathleen Clarke, Margaret Emma Johnson, Gerald Clarke and Hosmer F. Johnson were members of the wedding party Dating from this ceremony, the couple often signed their combined correspondence Rutheric. Following a brief honeymoon in Tai Shan, the couple returned to Peking where they resided for the next 16 years. During this period Mrs. Clarke made several trips to the United States where she exhibited many of the fabulous Oriental art treasures she had collected throughout her stay in China.\u003c/p\u003e\n","\u003cp\u003eSoon after the couple moved to Shanghai the threat of war between Japan and China became reality. Overnight, internment camps were set up for aliens like the Clarkes. Their homes were occupied by Japanese soldiers as soon as they were evacuated by the local Occupation authorities. From April 10, 1943 until a few weeks following the Japanese surrender to MacArthur on August 14, 1945, the Clarkes were confined at Lung Hwa Camp near Peking.\u003c/p\u003e\n","\u003cp\u003eAmong the nearly 1800 interns at Lung Hwa were men and women from all professions and backgrounds. Although spirits were high during the first season at the camp, morale worsened during the winter--food became scarce and poorer in quality and the stoves which the Japanese installed on each floor of the ten dormitories were never lit. The cubicles they occupied were 4`8 by 22' long. Despite the difficult conditions they encountered at the camp, the Clarkes and their fellow inmates managed to maintain a high level of personal development which is reflected in the many activities enjoyed at the camp: lectures, plays, musical productions and many other kinds of intellectual stimulation. One of the most amusing highlights of their stay was the development of a game called Dictionary Please. Because of their limited reading material, the Clarkes designed a game which relied only upon the dictionary they brought with them and their active imaginations. The game was so successful that it became a partial livelihood following their return to America in 1946.\u003c/p\u003e\n","\u003cp\u003eResiding in Portland, Oregon, Mr. and Mrs. Clarke remained active socially and intellectually. Mrs. Clarke served as president of Zonta International and the Lewis and Clarke's Women's League. Mrs. Clarke now resides in Mountain View, California.\u003c/p\u003e"],"bioghist_heading_ssm":["Biographical Note"],"bioghist_tesim":["The daughter of Dr. Charles Fletcher Johnson and Agnes Elliott Johnson, Ruth Clarke was born on April 2, 1890 in Wei Hsien, Shantung, China where she quickly mastered Mandarin Chinese. She was educated at Miss Jewell's School in Shanghai which was also attended by Miss Pearl Buck. After visiting her Uncle Hosmer Johnson in Washington D.C., Ruth entered and graduated from Wilson College (Chambersburg, Pa.) in 1912. She then returned to Shanghai to accept a teaching position at Miss Jewell's.","In 1916 Ruth Johnson accepted a new position in the Peking American School. It was there that she met J. Eric G. Clarke whom she married on June 21, 1916 in Tsinanfu, Shantung. The Rev. W. P. Chalfant officiated. Kathleen Clarke, Margaret Emma Johnson, Gerald Clarke and Hosmer F. Johnson were members of the wedding party Dating from this ceremony, the couple often signed their combined correspondence Rutheric. Following a brief honeymoon in Tai Shan, the couple returned to Peking where they resided for the next 16 years. During this period Mrs. Clarke made several trips to the United States where she exhibited many of the fabulous Oriental art treasures she had collected throughout her stay in China.","Soon after the couple moved to Shanghai the threat of war between Japan and China became reality. Overnight, internment camps were set up for aliens like the Clarkes. Their homes were occupied by Japanese soldiers as soon as they were evacuated by the local Occupation authorities. From April 10, 1943 until a few weeks following the Japanese surrender to MacArthur on August 14, 1945, the Clarkes were confined at Lung Hwa Camp near Peking.","Among the nearly 1800 interns at Lung Hwa were men and women from all professions and backgrounds. Although spirits were high during the first season at the camp, morale worsened during the winter--food became scarce and poorer in quality and the stoves which the Japanese installed on each floor of the ten dormitories were never lit. The cubicles they occupied were 4`8 by 22' long. Despite the difficult conditions they encountered at the camp, the Clarkes and their fellow inmates managed to maintain a high level of personal development which is reflected in the many activities enjoyed at the camp: lectures, plays, musical productions and many other kinds of intellectual stimulation. One of the most amusing highlights of their stay was the development of a game called Dictionary Please. Because of their limited reading material, the Clarkes designed a game which relied only upon the dictionary they brought with them and their active imaginations. The game was so successful that it became a partial livelihood following their return to America in 1946.","Residing in Portland, Oregon, Mr. and Mrs. Clarke remained active socially and intellectually. Mrs. Clarke served as president of Zonta International and the Lewis and Clarke's Women's League. Mrs. Clarke now resides in Mountain View, California."],"custodhist_html_tesm":["\u003cp\u003eGift of Ruth Elliott Johnson Clarke.\u003c/p\u003e"],"custodhist_heading_ssm":["Provenance"],"custodhist_tesim":["Gift of Ruth Elliott Johnson Clarke."],"prefercite_html_tesm":["\u003cp\u003e[Identification of item] Clarke Family Papers, M0292, Dept. of Special Collections, Stanford University Libraries, Stanford, Calif.\u003c/p\u003e"],"prefercite_tesim":["[Identification of item] Clarke Family Papers, M0292, Dept. of Special Collections, Stanford University Libraries, Stanford, Calif."],"scopecontent_html_tesm":["\u003cp\u003eCorrespondence, photographs (of China), books and pamphlets about Chinese art, etc.\u003c/p\u003e"],"scopecontent_heading_ssm":["Scope and Content"],"scopecontent_tesim":["Correspondence, photographs (of China), books and pamphlets about Chinese art, etc."],"userestrict_html_tesm":["\u003cp\u003eProperty rights reside with the repository. Literary rights reside with the creators of the documents or their heirs. To obtain permission to publish or reproduce, please contact the Public Services Librarian of the Dept. of Special Collections.\u003c/p\u003e"],"userestrict_heading_ssm":["Publication Rights"],"userestrict_tesim":["Property rights reside with the repository. Literary rights reside with the creators of the documents or their heirs. To obtain permission to publish or reproduce, please contact the Public Services Librarian of the Dept. of Special Collections."],"names_ssim":["Department of Special Collections and University Archives","Clarke family"],"corpname_ssim":["Department of Special Collections and University Archives"],"names_coll_ssim":["Clarke family"],"famname_ssim":["Clarke family"],"language_ssim":["English"],"total_component_count_is":348,"online_item_count_is":0,"component_level_isim":[0],"sort_isi":0,"_root_":"m0292-xml","timestamp":"2025-02-18T23:07:35.736Z"}]}},"label":"Breadcrumbs"}}},"links":{"self":"https://arclight-demo.projectblacklight.org/catalog/m0292-xml_aspace_ref226_3wz"}},{"id":"reimagining_aspace_bfd612018373ea2248bc00a5264368a1","type":"File","attributes":{"title":"Chinn, Nancy, 2016-03-22","breadcrumbs":{"id":"https://arclight-demo.projectblacklight.org/catalog/reimagining_aspace_bfd612018373ea2248bc00a5264368a1#breadcrumbs","type":"document_value","attributes":{"value":{"ref_ssi":"aspace_bfd612018373ea2248bc00a5264368a1","ref_ssm":["aspace_bfd612018373ea2248bc00a5264368a1","aspace_bfd612018373ea2248bc00a5264368a1"],"id":"reimagining_aspace_bfd612018373ea2248bc00a5264368a1","title_filing_ssi":"Chinn, Nancy","title_ssm":["Chinn, Nancy"],"title_tesim":["Chinn, Nancy"],"unitdate_inclusive_ssm":["2016-03-22"],"normalized_date_ssm":["2016-03-22"],"normalized_title_ssm":["Chinn, Nancy, 2016-03-22"],"text":["Chinn, Nancy, 2016-03-22","Re-Imagining Collection, 1993-2016","Oral History Interviews, 2015-2016","76"],"component_level_isim":[2],"parent_ssim":["reimagining","aspace_f08d141f66b3e7894d65cdf5c3b4efc6"],"parent_ssi":"aspace_f08d141f66b3e7894d65cdf5c3b4efc6","parent_ids_ssim":["reimagining","reimagining_aspace_f08d141f66b3e7894d65cdf5c3b4efc6"],"parent_unittitles_ssm":["Re-Imagining Collection, 1993-2016","Oral History Interviews, 2015-2016"],"parent_unittitles_tesim":["Re-Imagining Collection, 1993-2016","Oral History Interviews, 2015-2016"],"parent_levels_ssm":["collection","Series"],"unitid_ssm":["76"],"repository_ssim":["David M. 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Evans, Marylee Fithian, Mary Gates, Marchelle\n        Hallman, Susan Hames, Robin Henry, Maren Hinderlie, José Hobday, Mary E. Hunt, Pamela Carter\n        Joern, Sally Howell Johnson, Katie Johnson, Barbara Anne Keely, Betty Kersting, Judith Allen\n        Kim, Annie Wu King, Rebecca Lynn Kiser, Mary Kuhns, Pui-lan Kwok, Barbara Lund, Barbara K.\n        Lundblad, Mary Ann Weese Lundy, Katherine Austin Mahle, Eily Marlow, Joan M. Martin, Mary\n        Kaye Medinger, Joyce Ann Mercer, Virginia R. Mollenkott, Melanie S. Morrison, Susan\n        Morrison, Mary Clark Moschella, Vivian Jenkins Nelsen, Randy Nelson, Christie Neuger, John\n        Niles, Manley Olson, Ofelia Ortega, Doris Pagelkopf, Rebecca Todd Peters, Virginia Pharr,\n        Joy Mincey Powell, Mary Preus, Anne Primavesi, Bernice Johnson Reagon, Jo Ringgenberg, Mary\n        Kay Sauter, Jeanyne B. Slettom, Jerie Smith, Joyce D. Sohl, Hilda Spann, Allison Stokes,\n        John Strausz-Clement, Judith Strausz-Clement, Sue Swanson, Hal Taussig, Margaret Thomas,\n        Rebecca Tollefson, Carmen Valenzuela, Johanna W.H. Van Wijk-Bos, Emily Wigger, Delores S.\n        Williams, Eugenia Williams, Lois Wilson, and Miriam Therese Winter.\u003c/p\u003e"],"scopecontent_heading_ssm":["Collection Overview"],"scopecontent_tesim":["Re-Imagining is an ecumenical, radical, Christian movement focused on creating ways of\n        understanding Womanist, Feminist, Mujerista, and Asian Feminist theologies, and opening\n        spaces for dialogue with the church, diverse religious communities, and the world.\n        Eighty-two audio files comprise an oral history project by Sherry E. Jordon with 72\n        participants in the Re-Imagining conferences, including the first gathering in 1993,\n        Re-Imagining: A Global Theological Conference By Women: For Men and Women. 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Van Wijk-Bos, Emily Wigger, Delores S.\n        Williams, Eugenia Williams, Lois Wilson, and Miriam Therese Winter."],"userestrict_html_tesm":["\u003cp\u003eThe copyright interests in this collection have not been transferred to Duke University.\n        For more information, consult the copyright section of the Regulations and Procedures of the\n        David M. Rubenstein Rare Book \u0026amp; Manuscript Library.\u003c/p\u003e"],"userestrict_heading_ssm":["Use Restrictions"],"userestrict_tesim":["The copyright interests in this collection have not been transferred to Duke University.\n        For more information, consult the copyright section of the Regulations and Procedures of the\n        David M. 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Additionally, 127 mp3 files and 79 audiocassettes comprising Re-Imagining\n        conference sessions and rituals from gatherings in 1993, 1994, 1995, 1996, 1998, and 2000,\n        as well as three linear feet of papers documenting Jordon's work with\n        Re-Imagining.\u003c/abstract\u003e"],"abstract_tesim":["Re-Imagining is an ecumenical, radical,\n        Christian movement focused on creating ways of understanding Womanist, Feminist, Mujerista,\n        and Asian Feminist theologies, and opening spaces for dialogue with the church, diverse\n        religious communities, and the world. Eighty-two audio files comprise an oral history\n        project by Sherry E. Jordon with 73 participants in the Re-Imagining conferences, including\n        the first gathering in 1993, Re-Imagining: A Global Theological Conference By Women: For Men\n        and Women. 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