In this week’s installment of our ongoing series bringing you the history of Princeton University and its faculty, students, and alumni, opponents and supporters of Richard Nixon clash, an undergraduate riot shocks the nation, and more.
April 24, 1974—Students from the Attica Brigade in favor of Richard Nixon’s impeachment burn him in effigy in front of Blair Arch while supporters of Nixon throw water from the top of the arch to attempt to stop the protest.
Bumper stickers advocating the impeachment of Richard Nixon, ca. 1973-1974. American Civil Liberties Union Records (MC001), Box 2035, Folder 3.
In this week’s installment of our ongoing series bringing you the history of Princeton University and its faculty, students, and alumni, the debate team takes up women’s suffrage, a letter defends Russell Crowe’s behavior on campus, and more.
In this week’s installment of our ongoing series bringing you the history of Princeton University and its faculty, students, and alumni, a professor starts a controversial contraceptive hotline, the campus agrees on a method for resisting the British crown, and more.
February 13, 1967—Vassar’s debate team argues the merits of coeducation in Whig Hall. Vassar’s team, arguing that Princeton should educate women, wins by a vote of 36-11. Both single-gender schools will ultimately become fully coeducational in the same year (1969).
A member of the Vassar debate team makes her argument in Whig Hall, February 13, 1969. Photo from the Daily Princetonian.
In this week’s installment of our ongoing series bringing you the history of Princeton University and its faculty, students, and alumni, the debate team wins its argument over football with Harvard, a yearbook cover change draws complaint, and more.
December 12, 1896—First Lady Frances Fulsom Cleveland draws student notice as she shops for a house in Princeton for her family to move into after Grover Cleveland finishes his presidency.
For people of European descent carving out space for themselves in the present borders of the United States in the 18th and 19th centuries, there was a major barrier: people already lived there. The nation did not regard this as an insurmountable hurdle, however. America tried a variety of things as it expanded westward: driving Native Americans across continually shifting borders, attempting to assimilate them into a dominant white culture, and employing a variety of approaches in between. As the United States consumed more and more territory occupied by American Indians who attempted to maintain ownership, conflicts worsened. In the late 19th century, a crisis point had been reached. In 1890 and 1891, the Lakota Sioux fought a losing battle over treaty violations and land use with the United States Army. The Ghost Dance War resulted in the deaths of dozens of combatants on both sides and hundreds of Lakota Sioux civilians during its best-known battle, the Wounded Knee Massacre. During this period, Native Americans came under particular scrutiny.
At the College of New Jersey (Princeton), opinions were mixed about this so-called “Indian Problem.” A few weeks after the Ghost Dance War ended, students debated what should be done. One claimed “that though the good Indian was not the dead Indian, yet the good Indian had not yet been found.” Samuel Semple of the Class of 1891, who was selected as the winner of the debate’s $1,000 prize, argued that the only thing to do was to adopt Richard Pratt’s program of forced assimilation, removing Native American children from their homes and sending them to boarding schools. Pratt later famously summed up his program’s rationale in this way: “All the Indian there is in the race should be dead. Kill the Indian in him, and save the man.”
Cliosophic Society Archives (AC016), Box 84, Folder 31.