5 April 2016
3 hours

Continuation Helen Garvy Papers
Archive box 4.
Archive box 4 contains 4 folders.
Folder I. The cover states: SDS / NSA [National Students Association].
This folder deals with reports by the SDS (Students for a Democratic Society) and others on CIA infiltration in the US National Students Association.

Folder II. The cover states: SDS / ERAP [Economic Research and Action Program] / 1964 / PREP [Peace Research and Education Program] / 1964.
Among many other material the folder contains 3 issues (No.2, 3 and 4; January, April and May 1964) of Peace Research and Education Project Newsletter.

Folder III. 
Subfolder 1. The cover states: March on Washington / 1963.
The folder contains several flyers, leaflets and programs dealing with the March on Washington on August 28, 1963, including: The Organizing Manual No.2: Final Plans for the March on Washington for Jobs and Freedom, August 28, 1963 (10 pages, B6 format); The Time is Now: For All Americans Black and White to Join the March on Washington for Jobs And Freedom (1 folded A4; “In their historic non-violent revolt for freedom, the Negro people are demanding the right to decent jobs. […] We call upon you and all other organizations […] to accelerate the dynamic, non-violent thrust of the civil rights revolution by joining the March on Washington for Jobs and Freedom to restore economic freedom to all in this nation and to blot out once and for all the scourge of racial discrimination. The Time Is Now.”); and March on Washington for Jobs and Freedom Bulletin No. 2: Instructions for Participants from the Washington Area. August 20, 1963 (2 pages, B4 format). 
Subfolder 3. The cover states: Civil Rights / 1962-1964.
- “Considerations by Southern White Students of Their Role in the Struggle for Democracy in the South: a Report on the Findings of a Workshop on the Role of the White Student in the Students’ Struggle for Racial Justice”
Pamphlet. Authors: Tim Carr, Robert Kauffman and Blanchard Webes. Publisher: Highlander Folk School. Date: 1961. Format: A5. 12 pages.
The pamphlet is the result of a workshop on the role and responsibilities of white students in the struggle for desegregation and integration. The authors discuss several approaches to help bring to an end racial injustice, notably civil disobedience and passive resistance. Regarding the latter: the success of passive resistance wholly depends on the self-discipline demonstrated by the participants. “Not everyone who wishes to protest actively can be accepted. A group cannot afford to have a member who will blunder at a critical moment. […] Good intentions are not enough for effective action. A person who can be allowed to participate in non-violent action must subordinate himself entirely to the group.” 
The role of white students in all this is to actively promote interracial social contacts, to communicate with public officials to determine their stance on race relations, and to express their views on campus and in student newspapers.

Archive Box 5. The cover states: SDS literature Ca. 1965.
A collection of roughly 60 separately bound articles by SDS members on racial inequality, economic inequality, the labor movement, sex, the “cybernation revolution” and poetry.
- “Will Negroes Use Guns?”
Typescript, carbon copy. Author: Harlon Joye. Publisher: The Liberal Study Group of Students for a Democratic Society. No date [1963]. Format: A4. 6 pages.
Due to the slow pace of change, rising unemployment among blacks, the frustration regarding the “white hypocrisy” and, last but not least, the growing involvement of “lower class Negroes”, the civil rights movement is in serious danger of turning violent.
These trends, Joye claims, “are partly cause and partly effect of a change in the non-violent civil rights movement. […] During the late fifties, upper class and upper middle-class Negroes dominated the civil rights movement. Through the NAACP and the Urban League, they conducted legal battles to expand equality. By 1956, the major part of that battle had been won, but progress was still slow. A middle-class group, primarily preachers and students, gave new impetus to the movement by advocating and practicing non-violent direct action. Their own background precluded such concepts as they saw the philosophy as one which would increase tensions and destroy their gains. Although the NAACP has finally adopted the policy of direct action, it has lost actual leadership to CORE, the Student Non-Violent Coordinating Committee, and the Southern Christian Leadership Conference. The concept of non-violence was framed in religious terms, but it is also probably rooted in a middle-class reluctance to use violence. The students partially removed non-violence from its religious moorings. For the non-violent movement to be successful, it has had to involve more and more adherents in larger and larger demonstrations. […] By enlarging the scope of the movement and by broadening the participation, the leaders have involved many lover class Negroes. […] As a result its goals and leaders will change. […] Moreover, the lower class Negro has neither the middle-class inhibitions nor the logical and moral arguments against the use of violence. They have suffered violence all of their lives.”
The author fears that a sizeable part of the civil rights movement will inevitably break away from the path of nonviolence, radicalize and turn to violence, at first in the form of self-defence, later more openly – something even “Martin Luther King won’t be able to prevent.”

Archive box 6.
Folder III, subfolder 1. The cover states: Peace research.
- “The Peace research Movement”
Typescript, carbon copy. Author: Kenneth Boulding. Date: 1962. Format: A4. 8 pages.
Boulding presents the peace research movement as a kind of interface between the peace movement and general social science research. Its positive motivation, like that of the peace movement, comes from a social concern to see the devastation of war eliminated from man's experience. Its practitioners, however, and its tools and methods come directly from the social sciences. It uses theoretical models drawn from economics, social psychology, sociology, psychology, political science, game theory and operational research. 
Boulding, the most notable peace researcher and co-founder of the Center for Research on Conflict Resolution, is an economist and mainly uses game theory and bargaining models to further the understanding of intentional cooperation. 
So, as he repeats several times, peace researchers are not pacifist activists, they are academics (which is not to say that some peace researchers are not also pacifist activists).
But although peace research is academic and not activist – its basic commitment is to the methods of science, not to any kind of activism – the movement still has “radical implications”. And the most important one is that it seeks to replace peace as it is understood today – an interval between two wars – by “stable peace” or “warlessness” that is to last indefinitely.