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People's History of the United States_ 1492 to Present, A - Zinn, Howard [292]

By Root 14770 0
the defoliants, and the bombings. . . .

I got involved with the women’s movement about a year ago. . . .

At the time of Catonsville, going to jail made sense to me, partially because of the black scene—so many blacks forever filling the jails. . . . I don’t think it’s a valid tactic anymore. . . . I don’t want to see people marching off to jail with smiles on their faces. I just don’t want them going. The Seventies are going to be very difficult, and I don’t want to waste the sisters and brothers we have by marching them off to jail and having mystical experiences or whatever they’re going to have. . . .

The effect of the war and of the bold action of some priests and nuns was to crack the traditional conservatism of the Catholic community. On Moratorium Day 1969, at the Newton College of the Sacred Heart near Boston, a sanctuary of bucolic quiet and political silence, the great front door of the college displayed a huge painted red fist. At Boston College, a Catholic institution, six thousand people gathered that evening in the gymnasium to denounce the war.

Students were heavily involved in the early protests against the war. Students for a Democratic Society (SDS), which began at the University of Michigan, and which issued the Port Huron Statement in 1962, a manifesto for participatory democracy, played an important part in organizing anti-war protest. A survey by the Urban Research Corporation, for the first six months of 1969 only, and for only 232 of the nation’s two thousand institutions of higher education, showed that at least 215,000 students had participated in campus protests, that 3,652 had been arrested, that 956 had been suspended or expelled. Even in the high schools, in the late sixties, there were five hundred underground newspapers. At the Brown University commencement in 1969, two-thirds of the graduating class turned their backs when Henry Kissinger stood up to address them.

The climax of protest came in the spring of 1970 when President Nixon ordered the invasion of Cambodia. At Kent State University in Ohio, on May 4, when students gathered to demonstrate against the war, National Guardsmen fired into the crowd. Four students were killed. One was paralyzed for life. Students at four hundred colleges and universities went on strike in protest. It was the first general student strike in the history of the United States. During that school year of 1969–1970, the FBI listed 1,785 student demonstrations, including the occupation of 313 buildings.

The commencement day ceremonies after the Kent State killings were unlike any the nation had ever seen. From Amherst, Massachusetts, came this newspaper report:

The 100th Commencement of the University of Massachusetts yesterday was a protest, a call for peace.

The roll of the funeral drum set the beat for 2600 young men and women marching “in fear, in despair and in frustration.”

Red fists of protest, white peace symbols, and blue doves were stenciled on black academic gowns, and nearly every other senior wore an armband representing a plea for peace.

Student protests against the ROTC (Reserve Officers Training Program) resulted in the canceling of those programs in over forty colleges and universities. In 1966, 191,749 college students enrolled in ROTC. By 1973, the number was 72,459. The ROTC was depended on to supply half the officers in Vietnam. In September 1973, for the sixth straight month, the ROTC could not fulfill its quota. One army official said: “I just hope we don’t get into another war, because if we do, I doubt we could fight it.”

The publicity given to the student protests created the impression that the opposition to the war came mostly from middle-class intellectuals. When some construction workers in New York attacked student demonstrators, the news was played up in the national media. However, a number of elections in American cities, including those where mostly blue-collar workers lived, showed that antiwar sentiment was strong in the working classes. For instance, in Dearborn, Michigan, an automobile manufacturing town,

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