{"id":14,"date":"2018-10-19T15:38:11","date_gmt":"2018-10-19T15:38:11","guid":{"rendered":"http:\/\/edblogs.pugetsound.edu\/fa18hist200a\/?page_id=14"},"modified":"2018-11-02T22:01:37","modified_gmt":"2018-11-02T22:01:37","slug":"three-demands","status":"publish","type":"page","link":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/three-demands\/","title":{"rendered":"Three Demands"},"content":{"rendered":"<p><span style=\"font-weight: 400\">In the late 1960s the Vietnam War provoked student protests on university campuses nationwide. These protests exposed a variety of student concerns and provided a major platform for discussion on important issues of the time. Due to the increased media coverage and negative press of the war, citizens, especially students, felt that the government was ignoring their demands for peace, spurring feelings of distrust in the government and other institutions. This led to an emergence of concerns including lack of student involvement on campuses, institutionalized racism, brutality of the Vietnam War, and declination of democratic values. Students of the University of Puget Sound (UPS) protested against the administration for more student involvement in administrative decisions, presenting three demands for the creation of a dean of students, that \u201cthe Board of Trustees will suspend the review procedures, pertaining to the University Council,\u201d and for one third of the trustees to be selected by student body.<\/span><span style=\"font-weight: 400\">\u00a01 Although various universities differed in their specific focus, the student led protests on the University of Puget Sound campus were influenced by and reflect other peaceful students protests for more student involvement around the nation.<\/span><\/p>\n<p><code>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" src=\"https:\/\/embed.coggle.it\/diagram\/W9fDXOfly4KqUN7F\/d02720b185ceff93c12c25fdee6b1c09de9e771a3e545a1d8b4e45062a9a38ef\" width=\"641\" height=\"420\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" scrolling=\"yes\" class=\"iframe-class\"><\/iframe>\n<\/code><\/p>\n<p><span style=\"font-weight: 400\">Both the anti-war movement and UPS student protests endorsed peaceful means to achieve change. In 1969, the UPS student newspaper, <\/span><i><span style=\"font-weight: 400\">The Trail<\/span><\/i><span style=\"font-weight: 400\">, discussed the meeting of 500 to 600 students to vote on the three demands; if the administration&#8217;s response was \u201cinadequate,\u201d then a strike would be held, and another student meeting would take place. 2\u00a0<\/span><span style=\"font-weight: 400\">According to <\/span><i><span style=\"font-weight: 400\">The Trail, <\/span><\/i><span style=\"font-weight: 400\">amidst all this action, the Associative Students of the University of Puget Sound (ASUPS) President, specifically stated that \u201cno violence [was] endorsed, nor anticipated.\u201d<\/span><span style=\"font-weight: 400\">\u00a03 This notion of peaceful protests was prominent across the nation in the anti-war movement. In 1967, the <\/span><i><span style=\"font-weight: 400\">Washington Star<\/span><\/i><span style=\"font-weight: 400\"> published a famous picture of a protester putting flowers in the American soldiers\u2019 rifles, when they were approached during a peaceful rally in the Pentagon.<\/span><span style=\"font-weight: 400\">\u00a04 These movements represented the shift to creating change in a peaceful manner, in contrast to the American government\u2019s engagement in the Vietnam war to stop communism. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Similar to anti-war protesters around the nation who felt that American democratic values were decreasing, UPS students desired a more democratic voice in administrative decisions. Many anti-war protesters believed that the Vietnam war was shattering American democratic values; these included \u201cgoing to war without a formal declaration of war from Congress, presidential secrets and lies, FBI surveillance of peace protesters, and unjust draft deferments for middle and upper-class men who could afford to go to college.\u201d<\/span><span style=\"font-weight: 400\">\u00a05 Citizens began to view the government as corrupt, and desired more voice and power. Similarly, UPS students felt the administration and Board of Trustees contained too much power, and thus they desired more voice on important decisions. Prior to the students\u2019 demands, The Board of Trustees reviewed all proposals of the University Council, which consisted of \u201cstudents, alumni, trustees, faculty, and administrators,\u201d even though the students did not vote for the members of the Board.<\/span><span style=\"font-weight: 400\">\u00a06 The students\u2019 second demand would stop the Board from reviewing and potentially vetoing the University Council\u2019s ideas, and the third demand would allow students to vote for one third of the Board.<\/span><span style=\"font-weight: 400\">\u00a07 This would create a more democratic system for the student\u2019s voices to be heard, and not be reviewed by people whom they did not vote for.<\/span><\/p>\n<p><code>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" src=\"\/\/www.thinglink.com\/card\/1112432250328186881\" width=\"649\" height=\"420\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\"><\/iframe>\n<\/code><\/p>\n<p><code>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" src=\"\/\/www.thinglink.com\/card\/1113230645787623425\" width=\"649\" height=\"420\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\"><\/iframe>\n<\/code><\/p>\n<p><span style=\"font-weight: 400\">The UPS community was divided in its response to the students\u2019 threat of a strike, with some alumni and members of the administration criticizing the strategy while others claimed that such radical action was necessary to enact change. The 1970 issue of the Alumnus magazine includes the opinions of seven alumni on the student protest, most of whom appear to approve of the students\u2019 activism but disapprove of the methods of said activism. Dave Hedberg \u201856 sums up this attitude perfectly: \u201cI do not think the administration should bow to student demands&#8230; they should be good listeners, but not when the advice is made in the form of a demand&#8230;. They [the students] need a strong voice, but not in the form of a demand.\u201d Robert Meyers \u201850 takes a slightly more subtle approach, expressing his concern about the consequences of allowing the administration to \u201cproceed down the road of permissiveness.\u201d<\/span><span style=\"font-weight: 400\">\u00a08 Both of these responses imply a resistance to the student\u2019s use of threats while providing support for their desire for institutional change. Conversely, the administration tended to simply downplay the whole episode. In the same magazine article, the president claimed that two of the three demands \u201cwere already under way\u201d and that \u201cthere was little chance\u201d that the third demand would be met. He does not legitimize the methods or even the validity of the student movement as a whole, and his statements can be considered to be in line with the attitude of the Board of Trustees.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Further, the administration deemed the students efforts as \u201cunorganized and biased,\u201d emotionally charged and expressed discomfort with decisions being made by \u201ca minority.\u201d<\/span><span style=\"font-weight: 400\">\u00a09 David E. Miller, a member of the student steering committee, explained that the ASB president, John O\u2019Melveny threatened to resign from his position if the administration did not follow through on the three demands adequately. If the students\u2019 plan was not effective in swaying the administration, according to Miller, O\u2019Melveny stated it would at a minimum be an opportunity for a \u201cgroovy vacation.\u201d However, in \u201cLetters to the Editor\u201d O\u2019Melveny defends the student position by explaining that ASB officers must attend to their moral commitments to \u201cthe betterment of the University community.\u201d 10<\/span><span style=\"font-weight: 400\"> Miller and O&#8217;Melveny\u2019s points of view highlight the divergent perspectives of protests by administrators and students. <\/span><\/p>\n<p><span style=\"font-weight: 400\">The demands for more student involvement of Puget Sound students were similar to those of by other university students, especially Columbia University, however, the differed due to their focused agenda of more student involvement in administrative decisions. Columbia University students broader agenda called attention to a variety of issues including institutionalized racism on campus, the collaboration of the University to the Vietnam war due to its relationship with the Institute for Defense Analysis. The campus protests reflected the nationwide student led anti-war movement called the New Left. The New Left consisted of a coalition of student based organizations that were against racial discrimination, poverty, and the war.<\/span><span style=\"font-weight: 400\">\u00a011 These student lead organization were so frightening to university administrations that university had to set up means to contain the damage that they could do. An example of this was the University of California banned student political debate or discussion regarding the war.<\/span><span style=\"font-weight: 400\">\u00a012 Puget Sound also had to take measures in order to keep their campus controlled by creating a system for when the police would be called to campus if an uprising were to become unmanageable.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Of the three demands, the first two were met and established by the University and the third was voted down by the Board. Although not all the demands were met, this was a win for the UPS students and the threatened strike did not come to pass. The UPS student movement reflected other student and anti-war protests occurring around the nation, in their values and means of change. Puget sound students today can thank the students of the 1960s for all their hard work.<\/span><\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li><span style=\"font-weight: 400\">\u201cMass Student Assembly Shows Unity, Concern\u201d\u00a0<\/span><i><span style=\"font-weight: 400\">Puget Sound Trail<\/span><\/i><span style=\"font-weight: 400\">\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/span><\/li>\n<li>\u201cStudents Await University Response\u201d\u00a0<i><span style=\"font-weight: 400\">Puget Sound Trail<\/span><\/i><span style=\"font-weight: 400\">\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/span><\/li>\n<li>\u201cStudents Await University Response\u201d\u00a0<i><span style=\"font-weight: 400\">Puget Sound Trail<\/span><\/i><span style=\"font-weight: 400\">\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/span><\/li>\n<li>Jennifer Keene, Saul Cornell, and Edward O\u2019Donnell,<i>\u00a0Visions of America: A History of the United States<\/i>\u00a0(Boston: Pearson Education, 2015), 782.<\/li>\n<li>Jennifer Keene, Saul Cornell, and Edward O\u2019Donnell,<i>\u00a0Visions of America: A History of the United States<\/i>\u00a0(Boston: Pearson Education, 2015), 800.<\/li>\n<li>\u201cAdministration Statement\u201d\u00a0<i>Puget Sound Trail<\/i>\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/li>\n<li>\u201cAdministration Statement\u201d\u00a0<i><span style=\"font-weight: 400\">Puget Sound Trail<\/span><\/i><span style=\"font-weight: 400\">\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/span><\/li>\n<li>Donald A. Jaenicke, \u201cThe student trustee: Confrontation crisis or opportunity?\u201d\u00a0<i><span style=\"font-weight: 400\">Alumnus<\/span><\/i><span style=\"font-weight: 400\">\u00a0(Winter 1970) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library, 10-13.<\/span><\/li>\n<li>David E. Miller, \u201cTo Whom It May Concern\/Addenda V\u201d (Nov 19, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library<\/li>\n<li>\u201cLetters to the Editor\u201d\u00a0<i>Puget Sound Trail<\/i>\u00a0(Nov 21, 1969) in University of Puget Sound\u2019s Archives and Special Collections, Collins Memorial Library, 3.<\/li>\n<li>Jennifer Keene, Saul Cornell, and Edward O\u2019Donnell,<i>\u00a0Visions of America: A History of the United States<\/i>\u00a0(Boston: Pearson Education, 2015), 832.<\/li>\n<li>Jennifer Keene, Saul Cornell, and Edward O\u2019Donnell,<i>\u00a0Visions of America: A History of the United States<\/i>\u00a0(Boston: Pearson Education, 2015), 832.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>In the late 1960s the Vietnam War provoked student protests on university campuses nationwide. These protests exposed a variety of student concerns and provided a major platform for discussion on important issues of the time. Due to the increased media coverage and negative press of the war, citizens, especially students, felt that the government was &hellip; <a href=\"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/three-demands\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Three Demands<\/span><\/a><\/p>\n","protected":false},"author":1006,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-14","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/pages\/14","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/users\/1006"}],"replies":[{"embeddable":true,"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/comments?post=14"}],"version-history":[{"count":12,"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/pages\/14\/revisions"}],"predecessor-version":[{"id":117,"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/pages\/14\/revisions\/117"}],"wp:attachment":[{"href":"https:\/\/edblogs.pugetsound.edu\/fa18hist200a\/wp-json\/wp\/v2\/media?parent=14"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}