Advocating for support for student veterans – the American Veterans Committee Scrapbook

While the IU Archives remains closed to the public due to the COVID-19 crisis, I have been digging into the collections available digitally through Archives Online to discover and highlight some of the great artifacts the IU community can explore from the comfort of their homes. I came across a scrapbook put together by a veteran’s group for IU students that was active during and directly following WWII that allowed me a fascinating glimpse into veteran student issues.

The Second World War transformed life at Indiana University in many ways, and these transformations extended into the postwar time as many men came back to attend college and start the next chapter of their lives. Many organizations were established to help veterans make their transformation from soldier to civilian, including a newly formed progressive veterans committee called the American Veterans Committee (AVC), originally formed as an alternative option to what some considered the more conservative veterans groups like the American Legion. The American Veterans Committee, formed at the national level in 1943 and disbanded in 2008, pledged to support veterans of all races and creeds and was notably offering racially integrated committees across the country when other veterans groups were not. Their political agenda included petitioning the local and state government to start or support legislation related to improving veteran support in all facets of life and supporting advocate groups like the NAACP that fought for civil rights and racial equality.

Scrabook page for the 1946-47 school year which includes a resolution concerning AVC policies. The resolution reads: l. As progressive citizens we pledge our active support to any reforms which in our opinion broaden the benefits and security of all people. 2. As progressive citizens we pledge our ative support to help fight bigotry, prejudice, and discrimination against any minority group. 3. As progressive citzens we pledge our active support to fight against all organizations which menace the liberties of the people. 4. We do not identify ourselves with any party, nor do we place ourselves at any point on a political line from left to right. To determine our policy on any issue we will consider that issue and vote our descision in a democratic manner. 5. As student citizens of Indiana University we support the furtherance of academic freedom and building a yet better institution of higher knowledge. We pledge our aid to the University administration to improve in any manner possible the scholastic, and social program of the University.
American Veterans Committee’s Resolution concerning AVC policies for the 1946-1947 school year, AVC Scrapbook, 1946-1949.

The AVC Bloomington chapter offered support to veterans on IU’s campus and in the Bloomington community as a whole. The collection is fully digitized and includes one scrapbook that includes clips of newspaper, photographs, and chapter items from the years 1946-1949, and offers an interesting glimpse of what life was like for veteran students during these years right after WWII.

Black and white photograph of members of the AVC.
American Veterans Committee, from the 1946 Arbutus Yearbook, IU Archives P0034240

Like the national organization, Bloomington’s chapter was committed to supporting all veterans on campus and in the community, regardless of nationality, race, or religion. Their main policies included fighting bigotry, which included a push to bar Bloomington restaurants from discriminating against people of color. They were supporters of the Bloomington NAACP. In 1948, the organization wrote an op-ed to the Indiana Daily Student that outlined their support for national integration of all colleges and to end all college discrimination.

The Bloomington AVC also focused on the financial aspects of IU veterans’ lives. In 1947, the AVC compiled the GI Subsistence Survey that asked 1500 current student veterans about their finances and the support they receive from the government; based on their results, they asked the university and local and national politicians to increase veteran subsistence pay, arguing that veterans were paying more for housing and food than they should be.

Scan of a scrapbook page from the AVC
Results of the AVC’s Subsistence Survey with press clippings, AVC Scrapbook, 1946-1949.

The American Veterans Committee also hosted social and educational events on campus to support their initiatives. In 1947 the group hosted an Autumn Festival informal dance at the Indiana Memorial Union. The AVC also hosted speakers for their members and the general public, including history novelist Howard Fast, sports writer John R. Tunis, and the famed IU professor Dr. Alfred Kinsey right after his release of Sexual Behavior in the Human Male at an AVC meeting in 1948. It was one of the only public lectures he gave on campus after the release of the book.

The scrapbook is a fascinating glimpse into a few of the issues that student veterans faced as they returned from war, adjusted to life back home, attended university, and moved forward in their lives. Aspects of life that affected veterans as they transitioned back into society are deeply compelling to see from the student perspective. Check out the finding aid and the full scrapbook here!

Behind the Curtain (Work from Home Edition): Carrie Schwier, Outreach and Public Services Archivist

Tell us about yourself and your work with the IU Archives (including your role and educational background).  

I have worked at the IU Archives on a full-time basis since 2008, first as the Assistant Archivist and now as the Outreach and Public Services Archivist. I have a B.A. in Art History from Hanover College, and an M.A. in Art History and M.L.S. from Indiana University. In my current role I do a little bit of everything, but my core functions include overseeing public services, outreach initiatives, and instruction.  

How did your work change once everything became remote? Was it a smooth or rough transition?   

During the academic year, the bulk of my time is spent collaborating with teaching faculty to design and implement primary source–based instruction sessions and assignments. The IU Archives regularly serves over 30 separate departments across the University including the School of Art and Design, the Media School, the School of Music, the School of Education, and a wide swath of the College of Arts and Sciences ranging from Art History, to Folklore, to History, to Psychology. Prior to mid-March 2020, this always meant that classes visited the IU Archives for hands-on active learning sessions where students evaluated diaries, student publications, and university records based upon the course learning objectives and then often returned to conduct follow up research. As was the case in all sectors of education, after mid-March this was no longer possible and I had to make the rapid shift to online instruction.  

I can’t say that this shift was incredibly smooth, but it was one that I enjoyed as a new challenge. I’ve been interested in exploring remote or asynchronous instruction as an option to support the increasingly large courses (up to 150 students) that I now work with, but I had never had the time to dedicate to learning new methods and technology. The pandemic forced me and for that I’m thankful! This semester, the instruction sessions I’m doing are all virtual but still feel really interactive. For synchronous (live) sessions I lean on Zoom breakout rooms to facilitate small group discussion, and tools such as Padlet, Google Jamboard, and Google Drive to facilitate student interaction with our collection. For asynchronous sessions I’ve developed a set of Video tutorials using Kaltura to walk student through how to access our collection remotely and lean on LibGuides and Google forms.

How has your work environment changed (ie the view, new “office assistants” such as pets, kids, etc.)?    

Personally, this has been one of my favorite changes. While I enjoy my co-workers, I work in an open office environment that can be distracting when I’m trying to focus on tasks such as writing or planning. While my husband is also working from home, we are privileged to have enough space that we can work from separate parts of the house. Now my main distractions have fur. Our cat Ollie and our 1 year old pup Lucy frequently think they need food, cuddles, and walks (just the dog though on that). Additionally, my home office space has 3 windows which is a wonderful change from the painted concrete block of my workspace in the archives. These are going to be a HUGE asset over the cold dark winter when I usually only see daylight on the weekends. The main downside is that working from home my entire day is spent in front of a screen, whereas when I was back in the office screen time was broken up by helping patrons in our reading room, working with students in the classroom, looking through a collections, or in person meetings.  

What do you think are some of the advantages or silver-linings of working remotely? Disadvantages?  

There are some parts of my job that seem to be working better in a remote environment. For example, undergraduates seem more comfortable reaching out to me after instruction sessions for individualized research consultations. While these were always available in person before, I think the move to holding these over Zoom has actually broken down some barriers. Plus in a remote environment we can share screens to talk through discovery tools, they can easily record the conversation so that they can go back and listen later, etc. I think this is definitely something that will become part of our regular offerings once we return to onsite work full time. I’m also really appreciating the increased opportunities for remote professional development. On the downside, I do really miss the conversations that inevitably happen with colleagues in the hallways between meetings. I feel like those are the times when the best ideas for cross-departmental collaboration happen.  

What are some projects and activities that you were able to focus on that were second thoughts with in-person work?   

As I mentioned above, the move to remote work really forced me to rethink and get creative about the way that I do my work and over the last several months I’ve been forced to dedicate time to my own professional development and learning new things so that I can adapt. I’ve found this to be a fun and energizing challenge. I learned a TON from the Teaching with Primary Sources (TPS) Community through participating in and helping to plan the TPS Community Calls and the TPS Unconference

What has been your favorite remote project to work on?   

My colleague Maureen Maryanski (Lilly Library) and I recently wrapped up a study for Ithaka S+R about Teaching with Primary Sources with the goal of identifying and developing recommendations for supporting this work at the local level. Prior to lockdown, we interviewed 15 instructors at Indiana University who regularly integrate primary sources into their curriculum and over the spring and summer we coded the transcripts and then wrote a report on our findings. The report covers four general themes we identified during the course of the study: The Importance of Teaching with Primary Sources (including educational equity and increased student engagement), Learning to Teach with Primary Sources (including mentorship and learning from librarians and archivists), challenges with Discovery and Access, and Physical Primary Sources and Collaboration (see the full report here). 

What are the aspects of remote work that you hope to carry over to when in-person work returns?   

While the IU Archives still isn’t open to the public, most of the full-time staff has been going in once or twice a week for some time in order to help remote researchers and to support instruction. That said I doubt that our staff will be back in the office full-time for some time. Overall I hope that the option of remote work continues to be an option (at least occasionally) even once things return to “normal.”  I find that I’m less distracted at home and that I have more space to think creatively. I also feel like it’s easier to eat healthy when I don’t have to brown-bag it every day, plus at home I have a dog to motivate me to take a walk every day at lunch!  

Outside of work, what are some pastimes that you have started up and are bringing you joy during this time?   

We got our pup Lucy in January right before lockdown and we’ve been spending lots of time with her – we did a remote Zoom training series of classes in March and April (that was a challenge) and we’ve been going on lots of walks and to the dog park. During the warmer months we spent a lot of time gardening and hiking and I now I find myself moving to cooking, puzzles and books. I’ve also been enjoying Zoom cocktail dates with old friends I haven’t seen in person in years because we live all across the country. 

H228 Creating Archival Stories #7

Mary Elizabeth Campbell by Karolina Sroka

Mary Elizabeth Campbell

Devoted, driven, and dauntless. These adjectives describe Mary Elizabeth Campbell’s persona perfectly. She devoted much of her life to make an influential impact on Indiana University. Mary’s driven personality propelled her to publish several original works which includes a popular favorite: Scandal Has Two Faces. Finally, Mary’s dauntless acts throughout her life include serving in World War II, confronting problems that faced professional and educated women, and teaching the first comparative literature course offered at Indiana University. 

Kokomo Tribune

Although Cambridge, Ohio was Mary’s birthplace, she had a connection with Bloomington early on in her life. When she was around thirteen years, Indiana University offered her father a position as a professor. As a result, her whole family moved to Bloomington. Just three years later, her father became a professor at Harvard. Nonetheless, IU remained a short-lived, yet inspiring experience and held a special place in Mary’s heart. In fact, after finishing school from Cambridge Latin School and Radcliffe, Mary became an English instructor at IU in 1927 and rose through the ranks, retiring as Professor Emeritus in 1973. Talk about devotion! Throughout her time as a faculty member, Mary took the time to advance her education at Yale, where she gained her PhD in the year 1938. As seen in the clipping from The Kokomo Tribune,  Mary along with other notable IU faculty members discussed an English literature series called British Men of Letters. Not only did Mary devote her time as an English professor at IU Bloomington, but she also participated in spreading her knowledge to a broader audience. 

Indianapolis Star

Mary made the most use of her time as a professor at Indiana. She always had a passion for writing and took it upon herself to publish something. In the year 1938, the same year she gained her PhD, Mary published her first book named Defoe’s First PoemThis publication focuses on Daniel Defoe, a writer, journalist, pamphleteer, and even spy who was seen as an early and passionate proponent of the English novel. Defoe must have been an inspiration for Mary as they share a passion for English literature and novels, and ultimately helped drive Mary to publish her own works. Actually, in 1943, she published yet another book called Scandal Has Two Faces, which sparked more popularity. This murder mystery came out before academic novels were considered popular, so it intrigued critics and scholars. Set in academia, this novel excited all ages with its clever humor and plot. The fictious story takes place on a college campus, making it even more enticing for students. It allowed them to engage and feel a part of the story. Even in the Hoosier Accent, as seen in the clipping, Mary receives much praise on her novel. This hopefulness ande ncouragement the article displays further fuels Mary’s drive for writing. There was a lot of positive feedback on the novel, and for some time Mary seriously considered writing a sequel to the mystery, but ultimately could not because of unplanned yet critical events. This goes to show how great of an impact Mary made on English literature at Indiana, mainly because of her driven personality.  

Shortly after the publication of her mystery novel Scandal Has Two Faces,  Mary took a year’s leave for the unplanned, yet critical event mentioned earlier. It was to serve and help in World War II. Mary specifically went to serve in Italy. There, she worked with the Overseas Hospital Service of the American Red Cross. In all of the hospital service units located in Italy, the nurses and medical teams worked long hours and their time and effort was very much appreciated. One article stated that many units had “periods when the patient load was heavy” (Merrick 40). Mary’s dauntless acts as a nurse and the whole experience impacted her views and thoughts of women, but specifically the importance of their duties. Thus, after returning to the United States in 1945 and Indiana University for the spring semester, she started to engage in the Indiana University Bulletin called “What Makes an Educated Woman.” As an editor, Mary tackled and addressed problems facing professional woman. What makes this so inspiring and daunting, is the fact that these issues were not relevant yet. Amidst all these events, when Mary was at Indiana University, she taught comparative literature, which was actually the first comparative literature course ever taught at IU. Because “literature was alive and exciting” for her and “she was able to communicate its vitality to her classes,” Mary had an innovative style of teaching (IU Bloomington Faculty Council). All of these daunting acts contribute to the moving life-story of Mary Campbell. 

Death certificate, which shows Campbell died as a result of lung cancer.

Mary Elizabeth Campbell passed away on February 21, 1985 at the Meadowood Retirement Community in Bloomington, Indiana, as seen on her death certificate. Mary retired as an IU professor after almost fifty years of teaching in 1973. No surprise when she received emeritus status by the university at that time. She never married, but instead lived an unselfish, courageous, and admirable life. Not only did she inspire and impact her own students, but also faculty across IU and the audience who read her publications. This can be seen not only through her connection to IU from an early age, but also her role as a professor, a writer, and a nurse. Mary Campbell’s devoted, driven, and dauntless personality will continue to live on and influence others not only at Indiana University, but across the United States.   

Bibliography 

“Archives Photograph Collection of Mary E. Campbell.” Indiana University Bloomington, webapp1.dlib.indiana.edu/archivesphotos/results/item.do?itemId=P0067323.  

“Daniel Defoe.” Poetry Foundation, Poetry Foundation, www.poetryfoundation.org/poets/daniel-defoe. 

“Indiana Death Certificate for Mary Campbell.” Ancestry.com, www.ancestrylibrary.com/imageviewer/collections/60716/images/44494_351913-00535?treeid=&personid=&hintid=&queryId=88f0b9ea827548f57ffb54872139d3db&usePUB=true&_phsrc=kXW1&_phstart=successSource&usePUBJs=true&pId=2793800.  

“The Indianapolis Star from Indianapolis, Indiana on October 27, 1943 · Page 12.” Newspapers.com, The Indianapolis Star, www.newspapers.com/newspage/104924129/.  

IU Bloomington Faculty Council. “Memorial Resolution Professor Emeritus Mary Elizabeth Campbell.” Bloomington Faculty Council Minutes, 24 Sept. 1985, webapp1.dlib.indiana.edu/bfc/view?docId=B06-1986.  

“The Kokomo Tribune 6 Mar 1957, Page 11.” Newspapers.com, The Kokomo Tribune, www.newspapers.com/image/2451840/?image=2451840.  

Merrick, Ben A. “The 56th Evacuation Hospital (Baylor Unit) Overseas in World War II.” 

Taylor & Francis, 28 Jan. 2018, www.tandfonline.com/doi/abs/10.1080/08998280.1992.11929794.

  

H228: Creating Archival Stories #6

Charles Herbert Broshar by Cullen Kane

Charles Herbert Broshar

As soon as new students step on to Indiana University’s Bloomington campus, they are officially christened as Hoosiers. This name unites every single person who attends our diverse school under a common title, and with that title comes a network of past and present Hoosiers ready and willing to support each other. As Hoosiers, we have a duty to reflect on our university’s history and to remember the individuals who helped shape Indiana University into the institution it is today. The Covid-19 pandemic is shaping, and will continue to shape, our university, and during these unprecedented times, many Indiana University students contemplated taking a semester or year off, either for safety reasons or to delay schooling for a time in order to hopefully see the world return to some form of normalcy before going back to the college experience. Nearly eighty years ago, students also had the choice of returning to school or taking time off, but for those students, the choice was not a simple matter of finding a part-time job or some other way to pass the time. No, for them it was a matter of life and death, a matter of continuing their education at IU or risking their lives by enlisting to fight in the second World War.  

USS Griffin

One such student faced with this decision was Charles Herbert Broshar, a native Hoosier born and raised in Lebanon, Indiana. He started college at Indiana University and began working toward a business degree for a few years. However, seeing that the entrance of the United States into World War II was inevitable and fast approaching, Broshar, like many others, decided to enlist. On November 1, 1941, Broshar officially became a cadet in the United States Navy Reserve, serving as a storekeeper rank third-class. As storekeeper, his duties would have included purchasing and procuring the proper supplies for the ship and making orders for new shipments. Storekeeper duties also included the issuing of equipment, tools, and other consumable items to the men. On November 14th of that same year, Broshar was called to active duty as a crew member on the USS Griffin. The USS Griffin was a submarine tender, a type of ship that is tasked with keeping submarines stocked with food, torpedoes, fuel, and other supplies. Some submarine tenders, the USS Griffin among them, were also equipped with workshops to repair the submarines. After it was successfully converted into a submarine tender, the USS Griffin conducted a quick shakedown or test cruise off the East coast then headed to Newfoundland with a small sub squadron of submarines. While in Newfoundland, the ship was recalled to Newport, Rhode Island.  

USS Griffin with submarines

This Atlantic-based ship was ordered into new waters when, on December 7th, 1941, after Japan infamously attacked the United States at Pearl Harbor, the USS Griffin was assigned to the Pacific Fleet. This attack officially brought the US out of isolationism and into the war, and Broshar’s assignment to the Pacific Fleet right after the Pearl Harbor tragedy must have made the war feel very real. The USS Griffin, with Broshar aboard, then departed for Brisbane, Australia on February 14, 1942 and arrived at her destination two months later on April 15, 1942. In Brisbane, the crew of the USS Griffin repaired and restocked submarines that were used to disrupt Japanese shipments. As the submarines were disrupting shipments from below the surface, the rest of the Pacific Fleet was busy preparing for the first Pacific offensives above the surface.  

After approximately nine months of supplying, repairing, and escorting submarines around Oceania, the USS Griffin arrived back in the United States on January 20, 1943, and on February 4, 1943, Broshar finally made it back to Indiana after being away from home for two years. Broshar made the most of his brief eleven day leave by marrying his college sweetheart Marjorie Ann Bicknell on February 10, 1943 at First Christian Church in Sullivan, Indiana. He returned to San Francisco on February 14th to rejoin the crew of the USS Griffin, and Marjorie followed him out west several days later in order to spend a few precious weeks with her new husband before he headed out to sea again. After leaving San Francisco, Broshar and the USS Griffin headed back to Australia and rejoined their submarine squadron before sailing closer to Japanese shipping lanes at Mios Woendi, New Guinea where they repaired many different crafts. They stayed in New Guinea until February 1st, 1945, at which point they headed to Subic Bay, Leyte, Philippines, where they set up the first submarine repair facility in the Philippines. The submarines that Broshar and the USS Griffin supported basically destroyed the Japanese merchant ships and were instrumental in the success of the Pacific Offensive. After the official Japanese surrender aboard the USS Missouri on September 2nd, 1945, the USS Griffin departed the Pacific and started its return to San Francisco, where it arrived on September 20, 1945. Broshar eventually found his way back to Indiana University where he completed his school and earned a bachelor’s degree in business on February 2nd, 1946. 

Charles Broshar made a choice to serve his country when it needed him most. This act of selflessness is an example to us and future generations of Hoosiers. I am proud to call Charles Herbert Broshar a fellow Hoosier, and it is people like him, people who are willing to risk life and limb for the good of others, who have brought glory to old IU.  

Bibliography 

Chen, C. Peter. “[Photo] Submarine Tender USS Griffin with Unidentified Submarines (Possibly USS Piranha, USS Lionfish, USS Moray, USS Devilfish, or USS Hacklebak), Midway Atoll, 26 Aug-1 Sep 1945.” WW2DB, ww2db.com/image.php?image_id=16856.  

Griffin, www.history.navy.mil/research/histories/ship-histories/danfs/g/griffin.html.  

“Indiana University.” “Charles Herbert Broshar”, webapp1.dlib.indiana.edu/archivesphotos/results/item.do?itemId=P0067284.  

“NavSource Online: Service Ship Photo Archive.” Submarine Tender Photo Index (AS), www.navsource.org/archives/09/36/3613.htm.  

H228: Creating Archival Stories #5

We continue to share some of the student work from a recent course collaboration! This semester, University Archives Director Dina Kellams worked with Ron Osgood’s Honors H228: Creating Archival Stories course. For one of their assignments, students were asked to select an IU affiliate from the Archives War Service Register records and dig into their story. Due to COVID, students were not able to visit the Archives so all research was done online, largely through free or subscription services available to them through IU Libraries, and the students did a marvelous job. Hope you enjoy these samples of student work and the stories they discovered!

Frank Elliott by Sam Jones

Junior Frank Elliott, Class of 1931, pictured with the rest of the Rushville High School varsity basektball team (1930). His section reads: Frank Elliott ’31, Forward: “Frank was a constant scoring threat to every team the Lions came up against this season. He is one of the best forwards in this locality and the next year should be one of the best in the state. He also has a ‘dead eye’ for foul shots.”

Who was Frank Vernon Elliott? And how did he go from a small town in Indiana to ending up in England just years after graduating college? Born in about 1914, Frank Elliott was raised Rushville, Indiana, by his parents Mr. and Mrs. William Elliott. Rushville is a small city in rural Indiana about 1-hour east of Indianapolis. Coming from a small area of only about 5,000 residents, Frank Elliott made the most of opportunities to get involved in anything he could at a young age. In his high school days, he participated in many different extracurriculars, including Rushville High School’s varsity basketball team, football team, and agricultural club. He came from a family of two older brothers who previously dominated the sports scene at Rushville High School, however, Frank was arguably the best talent the school had seen. After graduating from Rushville High School in 1931, he took time off from school before later enrolling at Indiana university in the year 1937. 

Text, letter

Description automatically generated
Newsclipping from the Carthage Citizen, May 4, 1945.

Frank Elliott enrolled at Indiana University Bloomington to continue his studies with a focus in business. He matriculated September 9th of 1937 and received his Bachelor of Science in Business on June 2nd of 1941. With World War II beginning in the year 1939, it is certain that times were tough, confusing, and stressful for the student population of college students across the nation. The war very well influenced the future generation of college grads, giving opportunities to enlist in the military and make a difference in the war efforts. Frank Elliott was one of these students who had to make tough decisions on how to proceed with his future after graduation. According to his hometown newspaper, the Carthage Citizen, after graduating from Indiana University, Frank Elliott worked as a “paper drying and trimming machine operator for the Container Corporation of America.” After his time in the workforce, Frank ultimately made the decision to  enlist in the military in the beginning of 1943. 

Robert E. Janes (left) and Frank Vernon Elliott (right) inspecting ammunition for a fighter plane, circa 1942.

Elliott enlisted in the military in the midst of WWII. Military records show that he was an ordnance flight chief in Col. Kyle L. Riddle’s 479th fighter group of the 2nd air division. Known as “Riddle’s Raiders,” the group commanded its first combat mission in England in May 1944. Riddle’s Raiders were a part of the Eighth Air Force (Air Forces Strategic) (8 AF) and served as the center point of America’s heavy bomber force, a key group in the Allies war efforts at the time. Elliot’s role in the squadron was to conduct regular inspections of both ammunition and bombs for P-51 Mustang fighter planes. In addition to this role, Sgt. Frank Elliott also performed weekly checkups of firearms, tactical weapons, and various supplies belonging to enlisted soldiers and officers. His air force squadron, stationed across the Atlantic Ocean in England, was commended for the part it played in making it possible for the destruction of 43 enemy aircraft and the damaging of 23 others on a German-held airdrome. Sgt. Elliott’s flight group also played a role in both the Normandy invasion, the Allied operation that launched the successful invasion of German-occupied Western Europe, in June 1944, as well as the Battle of the Bulge, the last major German offensive campaign on the Western Front during World War II, from December 1944 to January 1945.  

Text, letter

Description automatically generated
Newsclipping from the Rushville Republican newspaper, July 14, 1944.

To add to his resume of serving in key battles for the Allied forces, Sgt. Frank Elliott earned recognition through multiple awards and medals. According to the Rushville Republican Newspaper issued in 1944, he was “awarded the Good Conduct medal for fidelity and faithful performance of duty at his Eighth AAF Fighter station in England”. In addition to this award, it was reported that he wore the E-A-ME ribbon alongside five bronze battle stars. 

When reflecting on one’s life from the past, many of their achievements, accolades, information, and overall acknowledgement of success can be absent. Through using the IU libraries and archives, what was thought to be lost information about Elliott turned out to be impactful knowledge and insight about his time both in school and in the armed services. Frank Vernon Elliot, once a buried name in the IU registrar’s list from the early 1900s, is now a recognized name for his achievement in high school and college as well as his selfless dedication to the military in World War II. 

Bibliography 

479 Flying Training Groupwww.cnic.navy.mil/regions/cnrse/installations/nas_pensacola/about/tenant_commands/air_force/479_FTG.html

Ancestry Library Edition. ancestrylibrary.proquest.com/. 

“Archives Online at Indiana University.” Indiana University War Service Register, 1920-1946, webapp1.dlib.indiana.edu/findingaids/view?doc.view=entire_text&docId=InU-Ar-VAD4127. 

“Historical Newspapers from 1700s-2000s.” Newspapers.com, newscomwc.newspapers.com/. 

Hoosier State Chronicles: Indianas Digital Historic … newspapers.library.in.gov/. 

“Indiana University.” Media Collections Online, media.dlib.indiana.edu/. 

The Golden Book, goldenbook.iu.edu/.