> "Defending Civilization: How Our Universities Are Failing America and
> What Can Be Done About It" [.pdf]
>
> http://www.goacta.org/Reports/defciv.pdf


and here i was getting to think that everybody knew and loved the local School of the Americas http://www.soaw.org  for their "anti"terrorist efforts on behalf of the US government in Latin America.  somehow i just don't believe that the answer to academic dissent is more old Euro-centric colonialist education for USA youth.

;



Defending Civilization:
HOW OUR UNIVERSITIES ARE FAILING AMERICA
AND WHAT CAN BE DONE ABOUT IT

At a time of national crisis, I think it is particularly
apparent that we need to encourage the study of our past.
Our children and grandchildren-indeed, all of us-need
to know the ideas and ideals on which our nation has been built.
We need to understand how fortunate we are to live
in freedom. We need to understand that living in liberty
is such a precious thing that generations of men and women
have been willing to sacrifice everything for it.
We need to know, in a war, exactly what is at stake.
- Lynne V. Cheney, October 5, 2001
-
A Project of the Defense of Civilization Fund
American Council of Trustees and Alumni
Jerry L. Martin
Anne D. Neal
November 2001.1
Acknowledgments
This report was prepared by the staff of the American Council of Trustees
and
Alumni, primarily by Anne D. Neal and Jerry L. Martin. Special thanks go to
The Randolph Foundation, the William and Karen Tell Foundation and Jane H.
Fraser for their support of this effort.
The American Council of Trustees and Alumni is an educational nonprofit
based in Washington, D.C. dedicated to academic freedom, quality and
accountability. ACTA has also published Losing America's Memory: Historical
Illiteracy in the 21 st Century (2000); The Shakespeare File: What English
Majors Are Really Studying (1996); and The Intelligent Donor's Guide to College
Giving (1996).
At this critical time in our history, ACTA has launched the Defense of
Civilization Fund. The Fund will be used to support and defend the study of
American history and civics and of Western civilization. The Fund's first
project is this report.
For further information about ACTA and its programs, please contact:
American Council of Trustees and Alumni
1726 M Street, NW, Suite 800
Washington, DC 20036
Telephone: 202-467-6787; 1-888-ALUMNI-8
Facsimile: 202-467-6784
Email: [log in to unmask]
Internet: http://www.goacta.org
In the wake of the September 11 terrorist attacks, Americans
across the country responded with anger, patriotism, and support
of military intervention. The polls have been nearly unanimous-
92% in favor of military force even if casualties occur-
and citizens have rallied behind the President wholeheartedly.
Not so in academe. Even as many institutions enhanced
security and many students exhibited American flags, professors
across the country sponsored teach-ins that typically ranged
from moral equivocation to explicit condemnations of America.
While America's elected officials from both parties and media
commentators from across the spectrum condemned the attacks
and followed the President in calling evil by its rightful name, many
faculty demurred. Some refused to make judgments. Many invoked
tolerance and diversity as antidotes to evil. Some even pointed
accusatory fingers, not at the terrorists, but at America itself.

Defending Civilization:
HOW OUR UNIVERSITIES ARE FAILING AMERICA
AND WHAT CAN BE DONE ABOUT IT

.professors
across the country
sponsored
teach-ins that
typically ranged
from moral
equivocation
to explicit
condemnations
of America.."

[Students and teachers] do not need to be fighting against
fellow-workers under other flags and gods but rather against
their own corporate or government employers." Professional
Staff Congress, City University of New York.

"[T]his war can end only to the extent that we relinquish
our role as world leader, overhaul our lifestyle and achieve
political neutrality." Professor of anthropology, Brown
University School of Medicine.

Rarely did professors publicly mention heroism, rarely did
they discuss the difference between good and evil, the nature of
Western political order or the virtue of a free society. Indeed, the
message of much of academe was clear: BLAME AMERICA
FIRST.

"What happened on September 11 was terrorism, but what
happened during the Gulf War was also terrorism."
Professor of English, Brown University.

"We are complicit." Speaker at Haverford College meeting.

"Anyone who can blow up the Pentagon gets my vote."
Professor of history, University of New Mexico.

"If I were the president, I would first apologize to all the
widows and orphans, the tortured and the impoverished,
and all the millions of other victims of American imperialism."
"[T]here are few if any nations in the world that have
harbored more terrorists than the United States." Journalist
at University of North Carolina teach-in.

"[W]e should be aware that, whatever its proximate cause,
its ultimate cause is the fascism of U.S. foreign policy over
the past many decades." Professor of English, Rutgers
University.

3
Leaders from Both Parties
"In this conflict, there is no neutral ground. If any government
sponsors the outlaws and killers of innocents, they
have become outlaws and murderers, themselves. And they
will take that lonely path at their own peril."
President George W. Bush.

"What happened on Tuesday, September 11th , was not
simply an attack against America. It was a crime against
democracy, and decency. It was a crime against humanity. "
Joint Statement by Senate Majority Leader Tom Daschle and
Minority Leader Trent Lott.

"This was not just an attack on the City of New York or on
the United States of America. It was an attack on the very
idea of a free, inclusive, and civil society. . On one side is
democracy, the rule of law, and respect for human life; on
the other is tyranny, arbitrary executions, and mass murder.
We're right and they're wrong. It's as simple as that." New
York City Mayor Rudolph Giuliani.

Voices on Campus
"[I]magine the real suffering and grief of people in other
countries. The best way to begin a war on terrorism might
be to look in the mirror." Professor of anthropology,
Massachusetts Institute of Technology.

"There is a terrible and understandable desire to find and
punish whoever was responsible for this. But as we think
about it, it's very important for Americans to think about
our own history, what we did in World War II to Japanese
citizens by interning them." Dean of the Woodrow Wilson
School, Princeton University.



2
Indeed, the
message of
much of
academe was
clear: BLAME
AMERICA
FIRST.
Many invoked
tolerance and
diversity as
antidotes to
evil. Some even
pointed
accusatory
fingers, not at
the terrorists,
but at America
itself..its response. Indeed, expressions of pervasive moral relativism
are a staple of academic life in this country and an apparent
symptom of an educational system that has increasingly
suggested that Western civilization is the primary source
of the world's ills-even though it gave us the ideals of
d e m o c r a c y, human rights, individual liberty, and mutual tolerance.
Until the 1960s, colleges typically required students to take
surveys of Western civilization. Since then, those surveys have
been supplanted by a smorgasbord of often narrow and trendy
classes and incoherent requirements that do not convey the
great heritage of human civilization. Accompanying this basic
failure is an atmosphere increasingly unfriendly to the free
exchange of ideas. Students have reported more and more that
they are intimidated by professors and fellow students if they
question "politically correct" ideas or fail to conform to a
particular ideology. In some cases, students have even been subject
to official sanctions for speaking their minds in class. So
pervasive is the climate of intimidation one New York reporter
covering a City University of New York teach-in recounted the
piteous tale of a student who feared retribution. "'My grade
depends on a lot of the professors who spoke,' the student
explained. 'If you voice an opinion of dissent, professors look
down on you.'"

Students and often professors, especially if they are
untenured, are reluctant to question publicly the dominant
campus ideology. In light of this campus climate, it is not
surprising that often the students who feel free to speak out are
those who oppose the war on terrorism. According to the New
York Times, students at more than 146 campuses in 36 states had
rallied to urge the country to avoid any military response.
It is urgent that students and professors who support the
war against terrorism, as well as those who are opposed, not be
intimidated. If both sides are heard, students and all of us
benefit. Where the faculty is so one-sided that there are no
campus voices to oppose them, visiting speakers should be
brought in so that students will hear both pros and cons.


5

"The ultimate responsibility lies with the rulers of this coun-try,
the capitalist ruling class of this country." Mathematics
instructor at City University of New York teach-in.
"[T]he only way we can put an end to terrorism is to stop
participating in it." Professor Emeritus, MIT.

"[The American flag is] a symbol of terrorism and death and
fear and destruction and oppression." Professor of physics,
University of Massachusetts-Amherst.

"[The terrorist attack] was no more despicable than the
massive acts of terrorism . that the U.S. government has
committed during my lifetime." Professor of journalism,
University of Texas-Austin.

"Why should we support the United States, whose hands in
history are soaked with blood?" Professor of Hawaiian
studies, University of Hawaii.

These are only a few of the more than a hundred statements
documented here. And they are in pointed contrast to America's
reaction in 1941: "Everyone wanted to cooperate and feel like
they were helping the country," said Elmer Cornwell, professor
of political science at Brown University. "When Pearl Harbor
was bombed there was a tremendous swell of patriotism,"
recalled Brown physics professor Leon Cooper, the Thomas J.
Watson Sr. professor of science. "One thing outsiders don't
always understand about the United States is we're a fractious
nation but we come together during times like these."
But, after September 11, it was higher education that did not
understand. Although most faculty presumably share d
America's horror and condemnation of the terrorist attacks,
some did not. And while professors should be passionately
defended in their right to academic freedom, that does not
exempt them from criticism. The fact remains that academe is
the only sector of American society that is distinctly divided in

4
And while
professors
should be
passionately
defended in
their right to
academic
freedom, that
does not exempt
them from
criticism.
.expressions
of pervasive
moral relativism
are a staple of
academic life in
this country..

6

We learn from history what happens when a nation's intellectuals
are unwilling to sustain its civilization. In 1933, the
Oxford Student Union held a famous debate over whether it was
moral for Britons to fight for king and country. After a wide-ranging
discussion in which the leading intellectuals could find
no distinction between British colonialism and world fascism,
the Union resolved that England would "in no circumstances
fight for king and country." As the Wall Street Journal reported:
"Von Ribbentrop sent back the good news to Germany's new
chancellor, Hitler: The West will not fight for its own survival."
We believe that the West will fight for its own survival.

But only if we know what we are fighting for. It has never been more
urgent for education at all levels to pass on to the next generation
the legacy of freedom and democracy. We call upon all colleges
and universities to adopt strong core curricula that include
rigorous, broad-based courses on the great works of Western
civilization as well as courses on American history, America's
Founding documents, and America's continuing struggle to
extend and defend the principles on which it was founded. If
institutions fail to do so, alumni should protest, donors should
fund new programs, and trustees should demand action. What
is not taught will be forgotten, and what is forgotten cannot be
defended. Lynne Cheney has put it best:

At a time of national crisis, .
we need to encourage the study of our past.
Our children and grandchildren-indeed, all of us-need
to know the ideas and ideals on which our nation has been built.
We need to understand how fortunate we are to live
in freedom. We need to understand that living in liberty
is such a precious thing that generations of men and women
have been willing to sacrifice everything for it.
We need to know, in a war, exactly what is at stake.

7

Ironically, instead of ensuring that students understand the
unique contributions of America and Western civilization-the
civilization under attack-universities are rushing to add courses
on Islamic and Asian cultures. UCLA created 50 new courses
in response to the terrorist attacks while other institutions
expanded existing offerings. It is indeed important that
Americans know about the ideas and achievements of all of the
world's cultures. But in the rush to add courses, these institutions
frequently reinforced the mindset that it was America-
and America's failure to understand Islam-that were to blame.
"To say that it is more important now [to study Islam] implies
that the events of Sept. 11 were our fault, that it was our failure
. that led to so many deaths and so much destruction," said the
American Council of Trustees and Alumni's founding chairman
Lynne V. Cheney in a speech on October 5. Instead, said Cheney,
students need to "know the ideas and ideals on which our
nation has been built. . If there were one aspect of schooling
from kindergarten through college to which I would give added
emphasis today, it would be American history."

America's first line of defense is a confident understanding of
how and why this nation was founded, and of the continuing
relevance and urgency of its first principles. It depends on its
intellectuals for passing its heritage on to the next generation. Ye t
America's elite college students are graduating woefully ignorant
of the foundations of Western civilization as well as American history
and its founding.

In a study by the American Council of Trustees and Alumni,
Losing America's Memory: Historical Illiteracy in the 21st Century,
ACTA found that students can now graduate from 100% of the
top 55 colleges without taking a single course in American
history. Of those same institutions, a mere handful-only
three-required a course on the history of Western civilization,
while 78% permitted students to graduate with no history at all.

It is urgent that
students and
professors who
support the war
against terror-ism,
as well as
those who are
opposed, not be
intimidated. If
both sides are
heard, students
and all of us
benefit.
We call upon all
colleges and
universities to
adopt strong
core curricula
that include
rigorous,
broad-based
courses on the
great works of
Western
civilization..Polls
The American Public:

Americans Should Take Military Action Even If Casualties
Occur - 92%
New York Times/CBS Poll, reported in "Poll Finds Support for
War and Fear on Economy," New York Times, Sept. 25, 2001

Harvard Students:
America Should Take Military Action - 69%
America Should Take Military Action Even If Casualties
Occur - 28%
"Students Back Response," Harvard Crimson, Sept. 24, 2001

College Students Generally:
America Should Undertake Air Strikes - 79%
America Should Use Ground Troops - 68%
"New Harvard Poll indicates firm support for war on college
campuses," by Associated Press, Nov. 1, 2001, reporting on
nationwide survey conducted by Institute of Politics at the
Kennedy School of Government


APPENDIX
Public and Campus Responses
In the weeks following the terrorist attacks, there have been literally
hundreds and thousands of reactions. Polls across the
country, coupled with statements from public officials and citizens,
have been remarkably uniform in their condemnation of
the terrorist attacks and support of a military response.

A sampling of that response follows.
In contrast has been reaction from the Ivory Tow e r. While there
are no doubt numerous exceptions, a vast number of colleges and
universities-public and private, small and large, from all parts of
the country-have sponsored teach-ins and other fora which have
been distinctly equivocal and divided in their response.

Let us be clear. This is not an argument for limiting free speech
on college campuses. Indeed, the robust exchange of ideas is
essential to a free society. But it is equally important-and never
more so than in these unsettling times-to insist that colleges
and universities transmit our history and heritage to the next
generation. Academic freedom does not mean freedom from
criticism.

Although the following examples, over 100 in number, are not
intended to be exhaustive, they represent a variety of campus
responses-as reported in the media-in the months following
the attacks. Sources are provided in the final pages of the report.

...the robust
exchange of
ideas is essential
to a free
society. But it is
equally important-
and never
more so than in
these unsettling
times-to insist
that colleges
and universities
transmit our
history and heritage
to the next
generation.
Academic freedom
does not
mean freedom
from criticism..

On one side is democracy, the rule of law, and respect for human
life; on the other is tyranny, arbitrary executions, and mass murder.
We're right and they're wrong. It's as simple as that. .
. The era of moral relativism between those who practice or
condone terrorism, and those nations who stand up against it,
must end. Moral relativism does not have a place in this
discussion and debate."
New York City Mayor Rudolph Giuliani, Opening Remarks to
the United Nations General Assembly Special Session on
Terrorism, Oct. 1, 2001, www.nyc.gov.


Public Response
"On September the eleventh, enemies of freedom committed an
act of war against our country. Americans have known wars, but
for the past 136 years, they have been wars on foreign soil,
except for one Sunday in 1941. Americans have known the
casualties of war but not at the center of a great city on a peaceful
morning. Americans have known surprise attacks but never
before on thousands of civilians. All of this was brought upon us
in a single day, and night fell on a different world, a world where
freedom itself was under attack." President George W. Bush,
Speech Before a Joint Session of Congress, Sept. 20, 2001.

"In this conflict, there is no neutral ground. If any government
sponsors the outlaws and killers of innocents, they have become
outlaws and murderers, themselves. And they will take that
lonely path at their own peril." President George W. Bush, The
White House Treaty Room, Oct. 7, 2001.

"What happened on Tuesday, September 11th , was not simply an
attack against America. It was a crime against democracy, and
decency. It was a crime against humanity. . On Wednesday, we
unanimously passed a joint resolution condemning the attacks,
expressing our sympathy for the victims and their families, and
stating our support for the President as Commander-in-Chief."
Joint Statement by Senate Majority Leader Tom Daschle and
Minority Leader Trent Lott, www.senate.gov/leaders/statement.

"This was not just an attack on the City of New York or the
United States of America. It was an attack on the very idea of a
free, inclusive, and civil society.
. Look at that destruction, that massive, senseless, cruel loss of
human life . and then I ask you to look in your hearts and
recognize that there is no room for neutrality on the issue of
terrorism. You're either with civilization or with terrorists.



7. "The ultimate responsibility lies with the rulers of this country,
the capitalist ruling class of this country." Mathematics
instructor at City University of New York teach-in.

8. ".the planes [were] penetrating the towers with a plume of
heat. The Pentagon, a vaginal image from the air, penetrated by
the plane as missile." Professor of linguistics, University of
California-Berkeley.

9. Lehigh University vice provost bans the American flag on the
University bus on the grounds that it is insensitive to foreign
students. After a public outcry, the University retracts the policy.

10. "[I]magine the real suffering and grief of people in other
countries. The best way to begin a war on terrorism might be to
look in the mirror." Professor of anthropology, Massachusetts
Institute of Technology.

11. "We are complicit." Speaker at Haverford College meeting.

12. "There is a terrible and understandable desire to find and
punish whoever was responsible for this. But as we think about
it, it's very important for Americans to think about our own history,
what we did in World War II to Japanese citizens by interning
them." Dean of the Woodrow Wilson School, Princeton
University.

13. "[W]e should be aware that, whatever its proximate cause,
its ultimate cause is the fascism of U.S. foreign policy over the
past many decades." Professor of English, Rutgers University.
14. "Anyone who can blow up the Pentagon gets my vote."
Professor of history, University of New Mexico. The professor
later apologized for making the comment.


Campus Responses
1. "I was cheering when the Pentagon got hit because I know
about the brutality of the military. The American flag is nothing
but a symbol of hate and should be used for toilet paper for all
I care." Freelance writer at Brown University protest.

2. "We offer this teach-in as an alternative to the cries of war and
as an end to the cycle of continued global violence." Professor
of art at University of North Carolina teach-in.

3. " We will tumble from chauvinism into the abyss of recession
and tribalism." Panelist at University of North Carolina teach-in.

4. "[T]his war can end only to the extent that we relinquish our
role as world leader, overhaul our lifestyle and achieve political
neutrality. . Perhaps our best options now are to search for the
origins of this new war, draw strength from understanding our
own weaknesses, and make changes within ourselves and with-in
our relationships to others. Many wonder if we are paying an
accumulated debt for centuries of dominance and intervention
far from home, retribution for our culture of consumption and
exploitation. . We must . re-examine our place in the world,
and begin to imagine a world without superpowers." Professor
of anthropology, Brown University School of Medicine.

5. ".the U.S. was basically using Pakistan the way you use a
condom. That is, you use the condom to avoid getting dirty, but
then you throw the condom away after you've used it and don't
think about it again-well, the condom certainly thinks about
it." Tufts University professor of international relations at Brown
University panel discussion.

6. "What happened on September 11 was terrorism, but what
happened during the Gulf War was also terrorism." Professor of
English, Brown University.

12.the sight of the flag burning would be preferable to me to its
display across America, across the hearts of Americans."
Student at Duke University.

22 . "What the U.S. calls counter- terrorism is terrorism by another
name. Operation Infinite Justice-the Bush administration's
code name for proposed military action against terrorists - is
'cowboy law.'" Professor of linguistics, MIT.

23. "It disturbs me to see all the flags out supporting the
s l a u g h t e r." Student at University of Wisconsin-Milwaukee pro t e s t
.

24. Chairman of the College of Holy Cross Department of
Sociology demands that a secretary remove an American flag
hung in memory of her friend Todd Beamer. She refuses and the
Chairman removes the flag himself. After unfavorable publicity,
the College apologizes but the flag is moved to the Department
of Psychology.

25. ".before you preach at us about the evil terrorists, why
don't you try getting your facts straight and face up to the reality
that our leaders are war criminals just as much as people like
Hitler, Stalin, and other monsters of the 20th century. "
University of Wisconsin-Madison student in a letter- t o - t h e -editor
in the Badger Herald, Sept. 24, 2001.

26. "[B]reak the cycle of violence." Pomona College faculty
panel discussing U.S. obligations in the Mideast.

27. "We have to learn to use courage for peace instead of war."
Professor of religious studies, Pomona College.

28. "[The U.S. Government is] the most dangerous global force
[with a] foreign policy . soaked in blood. [War against
Afghanistan is] patriarchal racist violence." Assistant professor
of women's studies, University of British Columbia.

15. "How to organize actions against war." Teach-in
sponsored by Political Science and Geography Departments,
University of North Carolina-Chapel Hill.

16. "Anti-Americanism and anti-war sentiment raged yesterday
during a 'teach-in' at City College of New York. The vast majority
of the students and professors who spoke at the session,
attended by about 200 people, ranted against any American military
action-some of them even blaming the United States for
the World Trade Center disaster."

17. "If I were the president, I would first apologize to all the
widows and orphans, the tortured and the impoverished, and all
the millions of other victims of American imperialism."
"[T]here are few if any nations in the world that have harbored
more terrorists than the United States." Journalist at University
of North Carolina teach-in.

18. ".the actions taken by the terrorists on Tuesday are not
completely unwarranted. We try to forget about the way this
country behaves internationally-that we too often behave as
terrorists." Student at University of Michigan and columnist for
the Michigan Daily.

19. "[We should] build bridges and relationships, not simply
bombs and walls." Speaker at Harvard Law School.

20. The University of Massachusetts grants a permit for a
student rally to protest any use of force in waging the war
against terrorism. The University revokes a permit allowing a
rally in support of America's policy. The students hold the rally
and materials are vandalized with impunity.

21. "The words 'freedom,' 'liberty,' and 'democracy' are great
words. But when they are used by the media to summon a
nationalism so potentially destructive as that being bred now-
14.37. "We would justifiably resent attacks on New York or Boston
in retaliation for those cities 'harboring' IRA terrorists. .
The responsible thing for the President and Congress to do
would be to lower the rhetorical temperature in Washington and
halt the contest to sound more bellicose and patriotic than the
last politician or official.." Visiting associate professor
(research) at the Thomas J. Watson Jr. Institute for International
Studies, Brown University; assistant professor of political
science, University of Massachusetts-Amherst.

38. ". Disparities and injustices are there, all the more intolerable
because they are embedded in some of the most fundamental
aspects of our society and the world we live in. Addressing
these disparities and injustices will not be possible if the world
community continues to block its own progress and destroy its
people in conflicts generated by prejudice and hatred.
In this time of crisis, we have an unusual opportunity to see past
stereotypes, identify and diminish our own prejudices, and experience
a complex world through the sensitivities of others.."
President, to Students, Alumni, Parents and Friends of We s l e y a n .

39. "It's good for the government to know that there are people
who want peace instead of bloodshed. Not all Americans want
revenge." Student, Brown University.

40. "Many terrorists get their start being pushed around by a
bus driver or abused by a police officer just because they are different."
Speaker from Stockholm Environment Institute at
Brown University panel discussion.

41. "[The Pentagon] represents America's impregnable right."
Professor of anthropology, Brown University.

29. "[T]he only way we can put a permanent end to terrorism is
to stop participating in it." Professor Emeritus, MIT.

30. "What do we want? Peace! When do we want it? Now!"
Chant at Harvard rally, Sept. 20, 2001.

31. San Diego State formally accuses an international student of
abusive behavior and warns that "future incidents [will result
in] serious disciplinary sanctions" when the student takes issue
with students who cheer the terrorist attacks.

32. "[I deplore those] who are deploying rhetoric and deploying
troops without thinking before they speak." Harvard lecturer in
history and literature.

33. "An eye for an eye leaves the world blind." Student sign at
Harvard rally, Sept. 20, 2001.

34. "[O]ur security can only come by using our national wealth,
not for guns, planes, and bombs, but for the health and welfare
of our people, and for people suffering in other countries."
Professor Emeritus, Boston University.

35. "A despicable act of mayhem such as those committed in
New York and Washington is a measure of the revulsion that
others feel at our actions that seemingly limit those rights [to
s e l f - determination]. If we perpetuate a cycle of hate and
revenge, this conflict will escalate into a war that our
great-grandchildren will be fighting." Professor of anthropology,
Brown University.

36. "It is from the desperate, angry and bereaved that these suicide
pilots came." Director of the Yale Center for the Study of
Globalization.

16.50. "An eye for an eye makes the world blind." Sign at
University of North Carolina-Chapel Hill.

51. "What you have to look at is the underlying reasons. Poverty
breeds resentment and resentment breeds anger." Ivy League
student.

52. "I consider myself a patriot. I think this country does won-derful
things for its citizens, but we must acknowledge the ter-rible
things it often does to the citizens of other countries."
Brown University student activist.

53. "Our diplomacy is horrible." Professor of psychology, City
College of New York. The professor later told the Chronicle of
Higher Education that his remarks were distorted: "I said U.S.
alliances have shifted. We support one person, and then another,
but the constant is violence. We need to address that and
work for peace."

54. "I'm not sure which is more frightening: the horror that
engulfed New York City or the apocalyptic rhetoric emanating
daily from the White House." Professor of history, Columbia
University.

55. "No matter how desolate the World Trade Center site was,
t h e re was a place even more desolate-Afghanistan."
Unidentified speaker at Haverford College Quaker Meeting.
56. M o re than 100 students protest and demand a fro n t - p a g e
apology and greater Arab and Muslim representation after student
editors at the University of California - B e r k e l e y Daily Californian
publish a cartoon. The cartoon shows two bearded men wearing
turbans and long robes, standing in what appears to be hell
saying: "We made it to paradise! Now we will meet Allah, and be
fed grapes, and be serviced by 70 virgin women, and."

42. "Some 120 students walked out of class and gathered on the
Main Green to protest U.S. military strikes in Afghanistan. At
least two professors dismissed class early to allow students to
attend." Brown University.

43. "One, two, three, four-we don't want a racist war." Chant
at Brown University war protest.

44. "We cannot simply go on with our daily routines as our
country prosecutes an unjust war. Students are walking out in
solidarity with the people of Afghanistan who must now suffer
the double burden of a dictatorial regime and American bombs."
Student, Brown University.

45. "To call this a just war is to ignore the mountain of injustice
it is based on. People are just drunk on the cheap jingoism of the
media and politicians." Student, Brown University.

46. 76 University of California-Berkeley professors joined with
100 other academics in an advertisement in the New York Times,
calling the war unacceptable.

47. "[Students and teachers] do not need to be fighting against
fellow-workers under other flags and gods but rather against
their own corporate or government employers, as we are at
CUNY." Professional Staff Congress, City University of New
York. The Professional Staff Congress is the union that represents
the faculty and staff of the City University of New York.
The City University of New York is the largest public urban university
in the country.

48. "[I]ntolerance breeds hate, hate breeds violence and violence
breeds death, destruction and heartache." S t u d e n t ,
University of Oklahoma.

49. "Hate breeds hate." Sign at University of Maryland.
18.62. "[D]emocracies, because they have a sense of self-pride and
moral consciousness, can often act without restraint and be
destructive of the values they are trying to promote. The thinking
is to find the perpetrators and engage in a military response
and feel that that solves something. But there needs to be an
understanding of why this kind of suicidal violence could be
undertaken against our country." Princeton University emeritus
professor at town meeting.

63. "Our grief is not a cry for war." Poster at New York
University.

64. "Recycle plastic, not violence." Poster at Hunter College.

65. "A lot of people are saying we created this monster. What
goes around comes around. People are forgetting about the
past." Student, Hunter College.

66. "There is a lot of skepticism about the administration's policy
of going to war." Professor of communications, New York
University.

67. "[It is] ridiculous for us to go and kill more people because
of what Bin Laden did." Student, Columbia University.
68. "No racist scapegoating, no racist war, we won't take it any-more."
Chanting students, University of Michigan.

69. "For this to turn into an excuse to have a war and kill more
people, it seemed like it would just be too horrible." Student,
Wesleyan University.

70."War Is Also Terrorism." Harvard sign.

57. The UC Berkeley Student Senate adopts a resolution, 11-7,
demanding a front-page apology and diversity training for staff
members. A Student Senate member tells the Contra Costa
Times: "It's not about being offended. It's about the implications
of [running] an inflammatory cartoon at a time when there had
a l ready been more than 1,000 hate crimes against the
communities depicted. Racism is not an American right."
The editorial board issued a statement saying it would not
apologize since the cartoon fell within the realm of fair political
commentary.

58. "[Although the cartoon] did not outright call for violence, it
promoted and perpetuated the same ignorance and intolerance
that has led to the death of many across our nation."
UC Berkeley Student Senate member.

59. UC Berkeley Student Senate proposes raising the school
newspaper's rent after it runs a controversial cartoon.

60. "[T]he United States would have done the right thing [by
not going to war]: responding as a responsible member of the
international community rather than as a vigilante gunslinger in
the old West, riding out to capture the bad guys and bring them
back dead or alive." Faculty forum on alternative to war,
Washington University of St. Louis.

61. "[W]e need to hear more than one perspective on how we
can make the world a safer place. We need to understand the
reasons behind the terrifying hatred directed against the United
States and find ways to act that will not foment more hatred for
generations to come." Professor Emerita of women's studies,
University of Oregon.

"Bombed" at a teach-in entitled: "What is war? What is peace?"
The teach-in then divides into workshops: US Foreign Policy;
Civil Rights in Time of War; Action Through Non-Violence;
How to Organize Actions Against War; The Role of Armed
Resistance; Community, Networking, and Outreach; Vi s u a l
Strategies for Peace During War, and Arguments for Peace.

78. On Oct. 4, at the University of North Carolina-Chapel Hill,
Campus Y, the Division of Student Affairs, and Sangam (South
Asian awareness group), sponsors Arun Ghandi, grandson of
Mahatma Gandhi. Gandhi reiterates what he had written earlier:
"We must acknowledge our role in helping to create monsters
in the world, find ways to contain these monsters without
hurting more innocent people and then redefine our role in the
world."

79. "[I am] wary of wars framed for freedom, which in general
have produced the exact opposite effect. . [D]uring the cold
war, the 'Communist menace' became the basis for hysterical
McCarthyist attacks on civil liberties." Professor of history, Ohio
State University.

80. "[M]any people consider the United States to be a terrorist
state." Professor of psychology, University of Washington.

81. "If Osama Bin Laden is confirmed to be behind the attacks,
the United States should bring him before an international tribunal
on charges of crimes against humanity." Professor,
Stanford University.

82. "These acts of terrorism will not stop as long as we are intervening
in civil wars that are none of our business besides serving
the interests of U.S. corporations." Journalist at University of
North Carolina teach-in.

71. "One, two, three, four-we don't want another war! Five,
six, seven, eight-stop the violence, stop the hate!" Student protestors
in Harvard Square.

72. "To declare war, in this case, is a dangerous use of metaphor-ic
language: it dignifies terrorist acts and implies a war with terrorists
could end with a peace tre a t y. We must resist calls for
revenge or retaliation." Professor of anthropology, MIT.

73. "Students at several colleges walked out of classes and held
protests Monday in response to U.S. military actions in
Afghanistan. The rallies-at Bryn Mawr and Haverford Colleges,
the University of California at Berkeley, and We s l e y a n
University-attracted hundreds of students although many
students did not attend or held counter-protests backing the
government's response to last month's terrorist attacks."

74. "Revenge Is Not Justifiable" and "No Racist War." Signs at
the University of Michigan.

75. "We need to think about what could have produced the frustrations
that caused these crimes. To have that kind of hatred is
a phenomenon we will have to try to understand." Director of
the project on international intelligence at the Woodrow Wilson
School's Center of International Studies, Princeton University.

76. "The question we should explore is not who we should
bomb or where we should bomb, but why we were targeted.
When we have the answer to why, then we will have the ability
to prevent terrorist attacks tomorrow." Speaker at
"Understanding the Attack on America: an Alternate View,"
University of North Carolina-Chapel Hill, Sept. 17, 2001.

77. Professor of art, University of North Carolina-Chapel Hill,
shows a slide show of her artwork, "Places the United States has
would be a good idea." Part-time student, University of
California-Berkeley.

90. ". I would announce that America's global interventions
had come to an end. I would then reduce the military budget by
at least 90 percent and I would use the savings to pay the
reparations to our victims and to increase social services."
Journalist at University of North Carolina teach-in.

91. Florida Gulf Coast Dean of Library Services instructs her
employees to remove stickers saying "Proud to be an American"
on the grounds that they may offend international students.
After public pressure, the president revokes the policy.

92. "The United States policies toward the region, especially over
the past 10 years (have) engendered serious grievances. Our
actions were looking to much of Arab and Muslim public opinion
like a re-edition of 19 t h c e n t u ry imperialism." Professor of
government, University of Te x a s - A u s t i n .

93. "My anger on this day is directed not only at individuals who
engineered the September 11 tragedy but at those who have held
power in the United States and have engineered attacks on
civilians every bit as tragic." "[The terrorist attack] was no more
despicable than the massive acts of terrorism . that the U.S.
government has committed during my lifetime." Professor of
journalism, University of Texas - Austin.

94. "I'll pretend I'm gay. I'm against war. It's scary." Student,
Oxnard College.

95. "How do we appear to them, and what would it be like were
our places in the world reversed?" "Suppose that there existed
today a powerful, unified Arab-Muslim state that stretched from
Algeria to Turkey and Arabia. In those conditions, would not
many Americans steadily grow to loathe that colossus?"
Professor of history, Yale University.

83. "The parallel to [September 11] is not Pearl Harbor. It is
February 1947, when a new war was declared." "Hunting the
terrorists from their holes [reminds me] of the racial hatred that
has preceded, stoked, and been inflamed by nearly every one of
the 20th century's wars." Professor of anthropology, University
of North Carolina-Chapel Hill.

84. "We're linking the fight against racism against a racist war
a b road." University of Michigan student member of the
Coalition to Defend Affirmative Action and Integration and
Fight for Equality By Any Means Necessary.

85. Penn State University Vice Provost informs a faculty
member that his web page advocating military action against
terrorists is "insensitive and perhaps even intimidating."
"Intimidating" expression is grounds for dismissal at Penn State.
The Penn State President later denies that the use of the term
"intimidating" in any manner chilled the professor's free speech.
86. Duke University shuts down a faculty member website after
he promotes vigorous military action as a response to terrorist
attacks. After public uproar, the University reinstates the
website but insists that the faculty member add a disclaimer that
the views expressed do not reflect the view of the University.
Duke has never before required any such disclaimer.

87. "War created people like Osama bin Laden, and more war
will create more people like him." Oberlin College freshman.

88. "[The American flag is] a symbol of terrorism and death and
fear and destruction and oppression." Professor of physics,
University of Massachusetts-Amherst on Sept. 10.

89. "The media has stirred the country into a froth of hatred and
revenge. All this so-called support for military action has been
completely manufactured. I don't know anyone who thinks it
country's development. . The construction and maintenance of
America depends on the marginalization and exploitation of
those excluded." Group at Amherst College.

102. "I care about the anti-war movement to an extent, but I
don't see how that's gonna stop crazy George Bush from going to
war. He wouldn't even help us out with the energy crisis, so why
would he give a damn about a few sons and daughters of hippies
and Black Panthers protesting?" Student, University of
California-Berkeley.

103. "Contingent Predictions: . Bombing the presumed originator(
s) of Tuesday's attacks and forcing other countries to
choose sides will therefore aggravate the very conditions
American leaders will declare they are preventing. . If so,
democracy (defined as relatively broad and equal citizenship,
binding consultation of citizens, and protection from arbitrary
actions by governmental agents) will decline across the world."
Professor of social science, Columbia University.

104. "We don't feel military action will stop terrorism, but it will
lead to racism and hate." City College of New York sophomore.

105. "The defacto executive branch and the compliant press are
putting the historical spotlight right now on December 7, 1941,
and Pearl Harbor. I think we need to aim that spotlight at
February 27 in 1933 and the Reichstag fire." Panelist at
University of North Carolina teach-in.

106. "American imperialism is responsible for this terrorist
attack." Mathematics instructor at CUNY teach-in.

107. "The United States has to realize that what it's doing with
its foreign policy is just as bad, at least, as what happened last
week [Sept. 11]." Student, Georgetown University School of
Foreign Service.

96. "If one [of the perpetrators] is Osama Bin Laden, send the
international police for him and pick up Henry Kissinger and
Augusto Pinochet on the way home." Professor of anthropology,
University of North Carolina.

97. "The United States is angry because somebody came back
and blew up their World Trade Center. I would be angry, too.
But what made them do that? It is the history of terrorism that
the United States unleashes against native people all over the
world. . Everywhere, the United States has overthrown leftist
government. Everywhere, the United States has overthrown
native governments. Why should we support the United States,
whose hands in history are soaked with blood?" Professor of
Hawaiian studies, University of Hawaii.

98. "We ' re . playing into the hands of our own militarists,
whose interests always lie, I believe, in the exaggeration of
threats, armed responses, and so on. In fact, I would argue that
there is tacit collusion among the militarists of all sides."
Professor of sociology, University of North Carolina.

99. Orange Coast Community College suspends a professor
after several Muslim students complain they were called terrorists
when the professor lectured that silence on crimes against
Christians and Jews in the Middle East was consent to terrorism.

100. Administrator at Central Michigan University tells students
to remove patriotic posters (an American flag, eagle) from their
dormitory on the grounds that they are "offensive."

101."The United States of America is built upon a history of violence
and repression. This began with the genocide of Native
Americans who inhabited this land before the arrival of
European colonizers and it continued as Black people were
brought here as slaves to provide the labor necessary for the

115. At Williams College, a student organizes a public recitation
of the Pledge of Allegiance in honor of a Williams graduate who
died in the September 11 attack. The college president urges the
entire university to attend. Over two hundred students as well as
maintenance and cafeteria staff attend. Only two faculty appear:
the president and head of the Art Department.

108. "It was a two-hour, hard-core America bashing festival. The
terrorist attack on the trade center was referred to by faculty as
'the incident.' Terrorists were described as freedom fighters. One
anthropology professor, M.A. Samad-Matias, framed the atrocity
as an understandable Islamic response to Western imperialism."
"Student government leader Kenneth Williams said African-Americans
should be suspicious of 'rallying around the flag' and
becoming 'tools of the ruling class' in a war." CUNY forum.

109. "[Americans should] bring ourselves and our country to
justice, not just the perpetrators." Professor of linguistics, MIT.

110. "Stop the violence, stop the hate." Chant at the University
of California-Berkeley.

111. "The main issue is racism in general." Student, University
of California-Berkeley.

112. "Just because a grotesque act was committed against this
country, does not mean any response is justified; it does not
grant this country special license to use the sword." Student
columnist, Yale University.

113. "[M]ilitary uniforms were burned in effigy and faculty
members conducted classes outside to protest the war. "
University of California-Berkeley.

114. Johns Hopkins Dean demands a written apology and
removes the director of the Central Asia-Caucasus Institute as
unfit after he supports an aggressive campaign against states that
harbor terrorists and bets "a Koran" that his analysis is correct.
After a public outcry, the dean reverses his decision.

 "Towers of Intellect," by James Bowman, Wall Street Journal,
Oct. 5, 2001; "Wing With No Prayer," by Andrew Sullivan at
www.andrewsullivan.com, Oct. 4, 2001
14. "Code Red Herring," Washington Bulletin: National Review's
Internet Update for October 1, 2001
15. "Taxpayers Forced to Subsidize Lunacy," by John Hood, The
(Jacksonville, NC) Daily News, Sept. 28, 2001
16. "CCNY Bashes America - Students, Profs Blame Attacks on US,"
New York Post, Oct. 3, 2001
17. "America's Enemies Rally at UNC-Chapel Hill,"
FrontPageMagazine.com, Sept. 21, 2001; "The New Anti-Americanism
of the Academic Left" by Candace de Russy and
Winfield Myers, FrontPageMagazine.com, Sept. 28, 2001; Young
America's Foundation Press Release, "'Blame America First' Fad
Prominent on Campus," Oct. 3, 2001
18. Young America's Foundation Press Release, "'Blame America
First' Fad Prominent on Campus," Oct. 3, 2001
19. Id.
20. Foundation for Individual Rights in Education website,
www.thefire.org, FIRE and the aftermath of September 11
21. Young America's Foundation Press Release, "'Blame America
First' Fad Prominent on Campus," Oct. 3, 2001
22. "Students Rally for Peace on McDermott Court," MIT News
Office, Sept. 20, 2001
23. Young America's Foundation Press Release, "'Blame America
First' Fad Prominent on Campus," Oct. 3, 2001
24. Foundation for Individual Rights in Education website,
www.thefire.org; "Campuses See a Downside to Unity," by David
Abel, Boston Globe, Oct. 6, 2001
31


Campus Responses-Sources
1. Speaker at Open Mic sponsored by Not Another Victim
Anywhere. "Students, profs walk out of class to protest air
strikes," by Andy Golodny, Brown Daily Herald, Oct. 10, 2001
2. "Forum Denounces Military Retaliation," by Brook Corwin, The
Daily Tar Heel, Sept. 18, 2001
3. Id.
4. "Terror War against the Superpower," by Kevin Lourie, Op-ed
distributed by the Brown University News Service, Sept. 25,
2001
5. "Panel: Historical Mistreatment of Pakistan, Afghanistan May Hurt
US," by Anthony Bongiorni, B rown Daily Herald, Sept. 28, 2001
6. "Students, profs walk out of class to protest air strikes," by
Andy Golodny, Brown Daily Herald, Oct. 10, 2001
7. "CUNY Chancellor, Trustees Denounce Professors Who
Criticized U.S. Policy After Attacks," by Robin Wilson, Chronicle
of Higher Education, Oct. 5, 2001
8. "Towers of Intellect," by James Bowman, Wall Street Journal,
Oct. 5, 2001
9. "Flags-on-Buses Flap Is Glimpse into Academia's Values," spe-cial
by Charles D. Snelling, The (Allentown, PA) Morning Call,
Sept. 22, 2001
10. "Students Rally for Peace on McDermott Court," MIT News
Office, Sept. 20, 2001
11. "Campus Culture Wars Flare Anew Over Tenor of Debate After
the Attacks," by Anemona Hartocollis, New York Times, Sept. 30,
2001
12. "University Community Tries to Understand, Cope with Tr a g e d y, "
posted Sept. 11, 2001, w w w. p r i n c e t o n . e d u / w e b a n n o u n
c e m e n t
30.39. "Amid Concern Over Threat of War, Students Scrawl Worries
Across Main Green Display," by Andy Golodny, Brown Daily
Herald, Sept. 18, 2001
40. "Panel: Historical Mistreatment of Pakistan, Afghanistan May
Hurt US," by Anthony Bongiorni, Brown Daily Herald, Sept. 28,
2001
41. "Brown Profs See Need for Restraint in US Response," by
Bethany Rallis, Brown Daily Herald, Sept. 17, 2001
42. "Students, Profs walk out of class to protest air strikes," by
Andy Golodny, Brown Daily Herald, Oct. 10, 2001
43. Id.
44. Id.
45. Id.
46. "UC Berkeley's Anti-War Stance Likely to Persist with Conflict,"
by Steve Sexton and Eddy Ramirez, The Daily Californian, Sept.
18, 2001; "Tu rning On and Tuning Out," Fro n t P a g e M a g a z i n e . c
o m ,
Sept. 27, 2001, quoting The Daily Californian
47. Excerpts from statement of Professional Staff Congress, City
University of New York, quoted by Universal Press Syndicated
columnist John Leo in "Good sense and nonsense vie for
campus supremacy," Oct. 8, 2001
48. "Pacifists ill-breeding scorns actual people," National Post, Oct.
4, 2001
49. Id.
50. "Forum Denounces Military Retaliation," by Brook Corwin, The
Daily Tar Heel, Sept. 18, 2001
51. "Pacifists ill-breeding scorns actual people," National Post,
Oct. 4, 2001
52. Reader Comments to Gabe Part 2, posted Oct. 10, 2001 by a
"student activist," Brown Daily Herald website
33
25. Letter-to-the-Editor, Badger Herald, Sept. 24, 2001, cited in
Young America's Foundation, Press Release, "'Blame America
First' Fad Prominent on Campus," Oct. 3, 2001
26. "Professors Discuss US Obligations in Mid-East," by Laurel
Bellante in The Student Life, Pomona College, Oct. 12, 2001
27. Id.
28. "Free Speech Protects All Speech," by Wendy McElroy,
www.foxnews.com, Oct. 16, 2001
29. "Chomsky Discusses Terrorism," by Maral Shamloo, The
(Massachusetts Institute of Technology) Tech, Oct. 19, 2001
30. "Peace rally draws few students," Harvard University Gazette,
Sept. 27, 2001
31. "Student: Attack Praised," (San Diego State University) Daily
Aztec, Oct. 17, 2001; Foundation for Individual Rights in
Education website, www.thefire.org
32. "Peace rally draws few students," Harvard University Gazette,
Sept. 27, 2001
33. Photo, Harvard University Gazette, Sept. 20, 2001
34. "Towers of Intellect," by James Bowman, Wall Street Journal,
Oct. 5, 2001
35. "Understanding Osama Bin Laden," by William O. Beeman, Op-ed
distributed by the Brown University News Service, Sept. 13,
2001
36. "Range of Professors on Panel Not Diverse Enough," by
Professor Donald Kagan, Yale Daily News, Sept. 18, 2001
37. "Fear Itself-Why Retaliation Doesn't Work," by Neta Crawford,
Op-ed distributed by the Brown University News Service, Sept.
24, 2001
38. News and Announcements for the Greater Wesleyan
Community, Wesleyan website, Sept. 14, 2001
32.67. Id.
68. "Students Rally Against New War - Peaceful Confrontation
Encouraged at U-M," by Shantee Woodards and Santiago
Esparza, The Detroit News, Sept. 21, 2001
69. "After the Attack: The Campuses," Los Angeles Times, Sept. 21,
2001
70. Id.
71. Id.
72. "Students Rally for Peace on McDermott Court," MIT News
Service, Sept. 20, 2001
73. "Students Protest and Show Support for U.S. Military Strikes in
Afghanistan," by Dana Mulhauser, Chronicle of Higher Education,
Oct. 9, 2001
74. "Students Rally Against New War," The Detroit News, Sept. 21,
2001
75. "University Community Tries to Understand, Cope with Tr a g e d y, "
posted Oct. 11, 2001, w w w. p r i n c e t o n . e d u / w e b a n n o u n c
e m e n t
76. "Forum Denounces Military Retaliation," by Brook Corwin, The
Daily Tar Heel, Sept. 18, 2001; "The New Anti-Americanism of
the Academic Left" by Candace de Russy and Winfield Myers,
FrontPageMagazine.com, Sept. 28, 2001
77. "Taxpayers Forced to Subsidize Lunacy," by John Hood, The
(Jacksonville, NC) Daily News, Sept. 28, 2001
78. Id.
79. "Towers of Intellect," by James Bowman, Wall Street Journal,
Oct. 5, 2001
80. Id.
35
53. "CUNY Chancellor, Trustees Denounce Professors Who
Criticized U.S. Policy After Attacks," Chronicle of Higher
Education, Oct. 5, 2001
54. "Maddening Deeds at U.S. Universities," by William J. Bennett,"
Boston Globe, Nov. 4, 2001
55. "Campus Culture Wars Flare Anew Over Tenor of Debate After
the Attacks," by Anemona Hartocollis, New York Times, Sept. 30,
2001
56. "Cartoon in Berkeley Paper Sparks Protests and Campus
Debate," Chronicle of Higher Education, Today's News, Sept. 20,
2001
57. "UC Berkeley Paper Came Under Fire for Printing a Cartoon
that Some Considered Racist," by Tom Lochner, Contra Costa
Times, Oct. 14, 2001
58. Id.
59. TRB from Washington, by Peter Beinart, The New Republic, Oct.
22, 2001
60. "Faculty Forum Addresses Alternatives to War," by Allison
Barrett, (Washington University of St. Louis) Student Life, Oct.
19, 2001
61. "Faculty Group to Conduct Teach-In," by Greg Bolt, The
(Eugene, OR) Register-Guard, Oct. 2, 2001, citing statement
adopted by steering committee of the University of Oregon
Concerned Faculty for Peace and Justice
62. "University Community Tries to Understand, Cope with Tr a g e d y, "
posted Oct. 11, 2001, w w w. p r i n c e t o n . e d u / w e b a n n o u n c
e m e n t
63. "War Talk Stirs Up College Campuses," by Joanne Wasserman,
New York Daily News, Sept. 21, 2001
64. Id.
65. Id.
66. Id.
34.94. "After the Attack: The Campuses," Los Angeles Times, Sept. 25,
2001
95. "Campus Culture Wars Flare Anew Over Tenor of Debate after
Attacks," New York Times, Sept. 30, 2001, quoting Professor
Kennedy at a campus forum; "CUNY Chief Repudiates Forum
Remarks," by Anemona Hartocollis, New York Times, Oct. 4,
2001
96. "America's Enemies Rally at UNC-Chapel Hill,"
FrontPageMagazine.com, Sept. 21, 2001
97. Quoted in the Honolulu Star-Bulletin and cited in
[log in to unmask], Oct. 24, 2001
98. "America's Enemies Rally at UNC-Chapel Hill,"
FrontPageMagazine.com, Sept. 21, 2001
99. TRB from Washington, by Peter Beinart, The New Republic, Oct.
22, 2001; Foundation for Individual Rights in Education
website, www.thefire.org
100. Id.
101. Posted on a website called Daily Jolt and cited in
[log in to unmask], Oct. 24, 2001
102. "Racial Justice - Behind Today's Campus Anti-War Activism," by
Russell Morse, Pacific News Service, Oct. 16, 2001,
www.alternet.org/wiretapmag/story
103. "A Columbia Professor's Dire Predictions about Terrorist
Attack," The word.hunter.cuny/edu/news/terror (listserv)
104. "CCNY Bashes America - Students, Profs Blame Attacks on US,"
New York Post, Oct. 3, 2001
105. "America's Enemies Rally at UNC-Chapel Hill,"
FrontPageMagazine.com, Sept. 21, 2001
106. "CCNY Bashes America - Students, Profs Blame Attacks on US,"
New York Post, Oct. 3, 2001
37
81. "Turning On and Tuning Out," FrontPageMagazine.com, Sept.
27, 2001, citing San Jose Mercury News
82. "Forum Denounces Military Retaliation," by Brook Corwin, The
Daily Tar Heel, Sept. 18, 2001; "The New Anti-Americanism of
the Academic Left," by Candace de Russy and Winfield Myers,
FrontPageMagazine.com, Sept. 28, 2001
83. "Towers of Intellect," Wall Street Journal, Oct. 5, 2001
84. "Protesters Rally to Stop War," by Karen Schwartz, The Michigan
Daily, Sept. 21, 2001
85. TRB from Washington, by Peter Beinart, The New Republic, Oct.
22, 2001; Foundation for Individual Rights in Education website,
www.thefire.org
86. Foundation for Individual Rights in Education website,
www.thefire.org
87. "Student Activists Call for Peace, Not Retaliation," by Sabrina
Eaton, The Cleveland Plain Dealer, Sept. 21, 2001
88. "Towers of Intellect," by James Bowman, Wall Street Journal,
Oct. 5, 2001
89. "New Generation Confronts Notions of War and Peace as Their
World Changes," New York Times, Sept. 21, 2001
90. "America's Enemies Rally at UNC-Chapel Hill,"
FrontPageMagazine.com, Sept. 21, 2001
91. Foundation for Individual Rights In Education website,
www.thefire.org
92. "Turning On and Tuning Out," by Jennifer Kabbany,
FrontPageMagazine.com, Sept. 27, 2001
93. "Code Red Herring," Washington Bulletin: National Review's
Internet Update for October 1, 2001; "Towers of Intellect," Wall
Street Journal, Oct. 5, 2001
36.107. "On Campuses Across U.S., Students Hold Rallies for Peace,
Drawing Mixed Responses," Chronicle of Higher Education, Sept.
21, 2001
108. "CUNY Vows Crackdown on Anti-US Hatefest," by Andrea
Peyser, New York Post, Oct. 4, 2001; "CCNY Bashes America -
Students, Profs Blame Attacks on US," New York Post, Oct. 3,
2001
109. Young America's Foundation Press Release, "'Blame America
First' Fad Prominent," Oct. 3, 2001
110. "Racial Justice - Behind Today's Campus Anti-War Activism," by
Russell Morse, Pacific News Service, Oct. 16, 2001,
www.alternet.org/wiretapmag/story
111. Id.
112. "U.S. Must Not Continue Cycle of Violence," by Senwung Luk,
Yale Herald, Sept. 14, 2001
113. "Turning On and Tuning Out," FrontPageMagazine.com, Sept.
27, 2001, quoting The Daily Californian
114. TRB from Washington, by Peter Beinart, The New Republic, Oct.
22, 2001; Foundation for Individual Rights in Education
website, www.thefire.org
115. "Maddening Deeds at U.S. Universities," by William J. Bennett,
Boston Globe, Nov. 4, 2001, citing Commentary Magazine
38