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http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1a02d617b0abbae5d3b9ec0b093de1ac.jpg
a18eed2327729687d9e358d801ebb4f6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
1969 Sit-In Photographs
Description
An account of the resource
Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969.
Creator
An entity primarily responsible for making the resource
Harold Buchanan
Source
A related resource from which the described resource is derived
Harold Buchanan
Date
A point or period of time associated with an event in the lifecycle of the resource
01/09/1969-01/16/1969
Format
The file format, physical medium, or dimensions of the resource
.jpg
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Michael Graves, Don Mizell, and Michael Smith speaking with Deans Robert Barr and Frederick Hargadon during the 1969 sit-in
Source
A related resource from which the described resource is derived
Harold Buchanan
Date
A point or period of time associated with an event in the lifecycle of the resource
01/09/1969-01/16/1969
Format
The file format, physical medium, or dimensions of the resource
.jpg
1969 sit-in
Don Mizell
Frederick Hargadon
Michael Graves
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7aa0bec7e723085cc4d80a6470e677ef.jpg
251382cb794b2eeed2279a5220238c67
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Letter from Michael Hudson to Courtney Smith, 01/14/1969]
Description
An account of the resource
Box 10, Black Crisis January 1969 (13-19)
Creator
An entity primarily responsible for making the resource
Michael Hudson
Date
A point or period of time associated with an event in the lifecycle of the resource
01/14/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Frederick Hargadon
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/210c01ce34c2a6dbc9a0ea85952dc52c.pdf
49b87049f2d67dc4242f47fe4cd76cd0
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Narratives of Black Student Protest at Swarthmore College
Description
An account of the resource
A set of accounts detailing the events of 1969.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Swarthmore College: An Informal History
Creator
An entity primarily responsible for making the resource
Richard Walton
Date
A point or period of time associated with an event in the lifecycle of the resource
1986
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Black Cultural Center
Courtney Smith's death
Faculty
FBI
Frederick Hargadon
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0957f5e48137cbe3a996fa0b50166b88.pdf
78f2b3f24343b06b2c990550d8233237
PDF Text
Text
La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus.
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by PAUL GOOD
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Requiem for
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_y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans;
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TRY NEW.CREAMIERjEU,O PUDOING& PIEFIUING . ..
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�Do you have a "split personality''?
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La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus.
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COLLEGE
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on .... <>ea .... Tho. voice widW> .ho. you c:t.n do n. Solf-cn6de""" is the 1"'"' doubt""mo.er . W..... your child "o.odia piano, Ito< ;. .bo nO>rturing,
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r-ling-b.n!ding up_his b.s< friend: his own .. I(<on·
Piano otudy io de"",~ng. It', an uphill bonk between the notu of music: ."d .Ito< ........,;......... .,.. .Ito< pon of the otoden•• " """.oom< ,his oo...d•. Of <GW'OO be'll wiD. It jUJt taka p>1l<'i«. And, .. ,Ito< ....... ~, hi> .. If~.oll grow . PW.o .....:Iy io ~rding. Not oDly boa .... 01 the <njoymHl' your child .oU F' out 01 m<Hic, but boa .... of ,be •• .,.., i"'povwt' ben.m.: poU<. «"",.n'''''; ..... "'....."''''''' otId .. If<<>nfid.n.c •• Sooncthing ~lo<. t<>o: oomlll .. udies by edua.<o<o haY< showD ,ha, • year'. ",...;..J •...uning an increut • duld'. IQ by .. much
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beli<w ..., nW:< .be 6_ piaD" iD .he world. no. mn.ol quolity ......... from oubtkto bnUion" but oIwoY' beautiful. no. action io inst.an. and ~'" to ",ho.. _ - if ~ q.nm! Gf it. It will oloo last • ~fcti ....... and ""'" IOCD< •
_y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans;
.. 10 poinu. If fOur child ;. hdw«n .....p 01 } and 12, F' him ...1Ud on piano. ~ hope you'll ct- a Baldwin. ~
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YOlive taken
inyoUl' life.
TRY NEW.CREAMIERjEU,O PUDOING& PIEFIUING . ..
AND SMCXlTH THINGS OUT
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�Do you have a "split personality''?
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Narratives of Black Student Protest at Swarthmore College
Description
An account of the resource
A set of accounts detailing the events of 1969.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Requiem for Courtney Smith
Creator
An entity primarily responsible for making the resource
Paul Good
Date
A point or period of time associated with an event in the lifecycle of the resource
05/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Clinton Etheridge
Courtney Smith's death
Diane Batts (Morrow)
Frederick Hargadon
President's Office
SASS
Student Body
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The
C r u c i b l e of Character
A P E R S O N A L A C C O U N T O F S WA R T H M O R E ’ S C R I S I S O F 1 9 6 9 By C l i n t o n E t h e ri d g e ’ 6 9
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hirty-six years ago, at around noon on Jan. 9, 1969, I led a group of black students into the Swarthmore College Admissions Office in Parrish Hall as part of a nonviolent direct action. I was chairman of the Swarthmore Afro-American Students Society (SASS). We were seeking to redress what we felt were legitimate grievances concerning black admissions at Swarthmore. Our action precipitated what came to be known in the history of Swarthmore College as “the crisis.” The Phoenix of January 10, 1969, captured the moment: As Deans Hargadon, Thompson, and Barr headed for lunch at Sharples, members of SASS appeared at the front door of the Admissions Office and motioned to Mrs. Mary W. Dye, Assistant in Admissions, who had just locked the front door, to open it. She informed them that the office was closed for lunch hour and proceeded to the back doors to lock them also. Clinton Etheridge, SASS chairman, walked around to the back doors where he met Dean Hargadon. Dean Hargadon asked him to please let the one remaining candidate for admission out. As Dean Hargadon opened the door for the candidate, Etheridge entered and walked towards the front door and let the remaining members of SASS in.
S WA R T H MO R E C O L L E G E B U L L E T I N
Once we were inside, there was no violence or destruction of property. The deans left on request, and the doors were padlocked. One of the most significant weeks in Swarthmore history was about to begin. When SASS left a week later, all the litter from our occupation and nonviolent direct action was removed. The admissions office was left undamaged and the files untouched. SASS had engaged in a disciplined, dignified, and nonviolent direct action. However, like most of the outside press, the Delaware County Daily Times in their Jan. 10, 1969, edition gave a simplistic, stereotyped view of our action with the screaming headline: “Twenty Militants Seize Offices at Swarthmore.” Little did that newspaper know that one of those “militants” would become chairman of the Maryland Public Utilities Commission (Russell Frisby ’72, who attended Yale Law School). Or that another “militant” would become one of the nation’s top black lawyers (according to Black Enterprise) and a senior partner with the multinational law firm of Holland & Knight (Marilyn Holifield ’69, who attended Harvard
“The ultimate measure of a man is not where he stands in moments of comfort and convenience but where he stands at times of challenge and controversy.”
—Martin Luther King
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Law School and also served on the College’s Board of Managers). Over the years, I’ve come to the conclusion that stereotypes are a substitute for critical thinking about new or challenging aspects of human beings. Stereotypes conceal the complexity of the human condition. Although we may not expect critical thinking and the absence of stereotyping from the outside world and its press, we certainly should expect it from the Swarthmore community. In this connection, the student-run Phoenix performed an invaluable service during the crisis with its balanced, nuanced daily coverage of a complex story, capturing for posterity the most detailed factual record of the events of that momentous week at Swarthmore.
On the surface, the crisis was about black admissions at Swarthmore. However, at a deeper level, it was really about the relationship of Swarthmore College to black America and to the American dream. In the 36 years since, I have thought long and hard about our nonviolent direct action—and what it meant for me, SASS, and Swarthmore. It was a watershed event and defining moment for us all. Crisis is the crucible in which character is tested. In our own small way, members of SASS were trying to do at Swarthmore what Martin Luther King was doing at the national level. Dr. King was striving to make the American dream as relevant and meaningful to black Americans as to white Americans;
ROMARE BEARDEN, THE DOVE (1964); CUT-AND-PASTED PHOTOREPRODUCTIONS AND PAPERS, GOUACHE, PENCIL AND COLORED PENCIL ON CARDBOARD, 13 3/8 X 18 3/4 INCHES; BLANCHETTE ROCKEFELLER FUND (377.1971); THE MUSEUM OF MODERN ART, NEW YORK, N.Y., U.S.A.; DIGITAL IMAGE © THE MUSEUM OF MODERN ART; LICENSED BY SCALA/ART RESOURCE, N.Y.
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S WA R T H MO R E C O L L E G E B U L L E T I N
SASS was trying to make Swarthmore as relevant and meaningful to black students as to white. Samuel DuBois Cook, the first black professor at Duke University and a Morehouse College classmate of Martin Luther King, said the following about his former classmate: “The social and political philosophy of Dr. King was built on the solid rock of the existential character of the American liberal, humanistic, idealistic, and democratic tradition, with its capacity for growth, renewal, and extension to the world of higher possibilities and more inclusive realities. He believed the resources and potential of that tradition were mighty. He had profound and abiding faith in the creative and redemptive possibilities of the land he loved.” During the 1960s, with the civil rights movement burgeoning and the divisive Vietnam War raging, conservatives such as John Wayne used the injunction: “America—love it or leave it!” More recently, the black conservative talk-show host Ken Hamblin wrote a book called Pick a Better Country. Unlike Wayne and Hamblin, Martin Luther King wanted to make America the best possible version of itself. Professor Cook said, “Dr. King believed that racism was defiling American democracy and keeping it from achieving the ultimate ideal as the grandest form of government ever conceived by the mind of man. Dr. King saw this as the black man’s redemptive mission in America.” At the time of Swarthmore’s crisis, there were conservatives— both white and black—who said that SASS should be grateful for the relatively few black students who had been admitted to the elite inner sanctum of Swarthmore. At some level, these voices were saying: “Pick a better college” or “Swarthmore—love it or leave it!” Instead, like Martin Luther King at the national level, SASS had high expectations of the College, with its strong Quaker heritage of social justice. And in many ways, the efforts of a few have yielded benefits for many. Compared with 1969, today we can see a better version of Swarthmore with, as Cook wrote, its “growth, renewal, and extension to the world of higher possibilities and more inclusive realities.” SASS helped create a climate on campus that embraces greater diversity in the student body, in the faculty, and in academic offerings—including a concentration in black studies. This is the “existential character of the American liberal, humanistic, idealistic, and democratic tradition” in action at Swarthmore. Moreover, the Black Cultural Center, the Gospel Choir, the Sophisticated Gents male a cappella group, and the Sistahs female a cappella group flourish as part of the legacy of SASS. None of these Swarthmore institutions, which enrich contemporary College life, existed before the crisis of January 1969. Swarthmore has come a long way since 1905—a century ago—when it denied admission to a light-skinned black
student whom it had unknowingly accepted. According to the memoirs of Charles Darlington ’15, he learned of the incident from former Dean of Men William “Alee” Alexander. As Darlington recounts: “When he arrived, it was found that he was a Negro boy. His picture was shaded in such a way that this fact had not been obvious. The college was in an embarrassing quandary. No Negroes had ever been admitted. As Alee said, ‘It just wasn’t done.’ After much heart searching by the College administration and probably some members of the Board, the boy and his parents were told that an error had been made. The College was very sorry, but he could not be permitted to enter.” In his Revolt of the College Intellectual, another former dean, Everett Lee Hunt, gives us a peek at Depression-era Swarthmore black admissions: In 1932 a Negro from a Philadelphia high school decided to apply to Swarthmore. He was a prominent athlete; had a good background in classics, his major interest; was president of the student government and popular with his fellows; and except for his color, was a logical candidate for an open scholarship. The admission of colored students had never been approved by the Board of Managers, and so the Admissions Committee referred the application to the Board. After a long discussion it decided by a large majority that Negro students could not yet be admitted to a coeducational college like Swarthmore. Their admission would raise too many problems and create too many difficulties. These 1905 and 1932 admissions incidents are offensive to the sensibilities of most living Swarthmoreans. In 2005, it is difficult to fathom how liberal, well-educated Swarthmore people of good will could make those racist admissions decisions. Sadly, the legacy of slavery and Jim Crow segregation produced a racism that contaminated most whites with a belief, conscious or unconscious, that blacks are inferior or substandard. Subconscious beliefs and attitudes can have a strong hidden influence on behavior. As Malcolm X said toward the end of his life, “The white man is not inherently evil, but America’s racist society influences him to act evilly.” It also offends sensibilities to learn that, as late as 1965, Swarthmore asked prospective white roommates of incoming black freshmen whether they were comfortable rooming with a “Negro.” This policy suggests that, even at the height of the civil rights movement, Swarthmore was more solicitous of the opinions of its white students than its black students— an example of the tacit second-class status of black students back then. (This 1965 skeleton in the College’s racial closet was revealed by Marilyn Allman Maye ’69, in an interview in the May 1994 Bulletin.)
On the surface, the crisis was about black admissions. At a deeper level, it was about the relationship of Swarthmore to black America and the American dream.
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�Thus, when I arrived at Swarthmore in fall 1965, the College was a social organism ripe for reform on black admissions. As Richard Walton put it in Swarthmore College: An Informal History: “It is puzzling that a college founded by Quakers, among the most fervent of the abolitionists and devoted to equality, should have been so slow to admit blacks at all and so slow to admit blacks in significant numbers…. It is generally agreed that Swarthmore had not conducted a vigorous campaign to obtain more black applicants, had not done enough to raise scholarship funds for them.” Part of the puzzle can be explained by the observation that, pre-crisis, black students were “invisible” at Swarthmore, to use Ralph Ellison’s metaphor. As the nameless narrator declares in the prologue of Ellison’s Invisible Man: “I am an invisible man. I am invisible … because people refuse to see me…. When they approach me, they see only my surroundings, themselves, or figments of their imagination— indeed, everything and anything except me.” By the mid-1960s, blacks were “invisible” at Swarthmore because there were so few of us and because it was assumed that we were “just” Swarthmoreans—albeit swarthy Swarthmoreans. The only times black students were not “invisible” were when we sat together in Sharples Dining Hall or when our allblack intramural touch-football team—the Black Grand-Army-ofthe-Crum—went undefeated for the season, even beating the Delta Upsilon team that had some real football players on it. With the perspective of time and the long view of history, the case can be made that the nonviolent direct action SASS took in 1969 pushed Swarthmore to do what was in its enlightened selfinterest in terms of affirmative action and diversity. But this notion was controversial 36 years ago. Was the SASS nonviolent direct action necessary? Yes. At the time, I believed that the SASS nonviolent direct action was necessary, and, 36 years later, I still believe that. As Martin Luther King wrote in Letter From Birmingham Jail: “Nonviolent direct action seeks to create a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored…. Actually, we who engage in nonviolent direct action are not the creators of tensions. We merely bring to the surface the hidden tension that is already alive. We bring it out in the open, where it can be seen and dealt with.” Swarthmore’s crisis brought the hidden tension about black admissions out into the open so the Swarthmore community could see it and deal with it. What was the hidden tension on black admissions that the crisis brought to the surface? In a nutshell, racial insensitivity.
Dr. King was striving to make the American dream as relevant and meaningful to black Americans as to white; SASS was trying to make Swarthmore as relevant and meaningful to black students as to white.
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The genesis of the crisis was a report on black admissions that Dean of Admissions Fred Hargadon prepared for the faculty Admissions Policy Committee (APC) during summer 1968. President Courtney Smith asked Hargadon for the report when it became known that only eight black freshmen would be entering the College in fall 1968 as part of the Class of 1972. (I was one of 19 black freshmen who enrolled in fall 1965 as part of the Class of 1969.) Given Swarthmore’s checkered past and tenuous track record on black admissions, eight black freshmen in 1968 seemed a retreat to tokenism. To SASS, it appeared that blacks were to be further marginalized at Swarthmore, even before we could enter the mainstream. SASS felt it had to sound the alarm. To that end, Don Mizell ’71 and I, as SASS vice chairman and SASS chairman, respectively, wrote a letter to Dean Hargadon, which was published in the Oct. 1, 1968, Phoenix, questioning the College’s commitment to black admissions in light of the small number of black students in the freshman class. On Oct. 10, the APC released Dean Hargadon’s report and also placed it on general reserve in McCabe Library. Dean Hargadon invited all black students to a meeting on Oct. 14 in Bond Hall to discuss the report. We quickly discovered that the report included personal data on individual black students, including SAT scores and grades as well as data from financial aid applications showing family income and parents’ occupations. Although specific black students were not named, nevertheless SASS thought that the publication of personal data on black students—and its placement in McCabe Library—represented an invasion of privacy. Our concern about invasion of privacy was legitimate. Because of the small number of black students on campus—just 47 at that time—SASS believed that individual black students could be identified and potentially embarrassed by the report. Therefore, as SASS chairman, I telephoned Dean Hargadon on the evening of Oct. 10 to request removal of the report from McCabe Library and its reissuance without the personal data. After consulting with the APC, he declined the SASS request. SASS considered this an act of racial insensitivity. It appeared that black students had no right to privacy concerning personal data that a Swarthmore administrator needed to respect. If the College was going to marginalize black students and invade their privacy concerning personal data, we were not going to acquiesce in the process. Therefore, SASS decided to stage a protest and walk out at the Oct. 14 APC meeting on Dean Hargadon’s report. At that Oct. 14 meeting in Bond, I read a SASS statement protesting what we thought was the report’s invasion of privacy and declaring our refusal to cooperate with the APC “until the report is reworked, revised, and rewritten.” Then, 35 of the 45 black
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students present walked out. Subsequently, the APC members and the 10 black students who remained concluded that Dean Hargadon’s report should be removed from McCabe Library because of the personal data it contained. This was done.
with respect to its own demands. It appeared there were no effective channels of communication through which SASS could address its concerns about black admissions and black student privacy. With the perspective of time, I see that there were additional complicating factors beyond the failure of communications between SASS and Dean Hargadon. First, before our nonviolent direct action in January 1969, the College had difficulty sorting out the message from the messenger on black admissions. Unlike today, there were no black administrators at Swarthmore and only one black faculty member, the African anthropologist Asmarom Legesse. It is one thing for an adult to receive a message from a kid— particularly one perceived as obstreperous—and another for an adult to receive the same message from another adult who is a respected peer or colleague. Unlike other Swarthmore student groups, SASS had no built-in constituency in the faculty or administration that provided a channel of communication. The problematic Dean Hargadon was the closest person SASS had to an official administration liaison. No one will ever know how the history of the crisis might have been different had black administrators or black professors also been the messengers—or at least the interpreters or translators— of the message SASS was trying to deliver on black admissions. Second—not unlike today—Swarthmore in 1968 to 1969 was basically governed through a Quaker-style process of decision making by consensus. Yet reaching consensus rests on certain key assumptions—primary of which is discussion among and between equals, peers, or colleagues. This process could not work for the black admissions question because consensus would need to have been reached between those in a superior position (Swarthmore administrators) and those in a subordinate position (black students). And asymmetric power relationships, between a superior and a subordinate, tend to be more coercive than consensual. The dearth of black faculty and black administrators at Swarthmore was one factor. The inability to reach a consensus among equals was another factor. But, unfortunately and tragically, the failure of communication between SASS and Dean Hargadon was probably the most important factor in the crisis. When Dean Hargadon wrote his report during summer 1968, he not only included personal data on black students—which were at least factual and objective—he also wrote obiter dictum comments about alleged SASS “militant separatist” inclinations, which were stereotypically inaccurate. Dean Hargadon’s “militant separatist” allegations, which questioned our legitimacy at Swarthmore, did not endear him to some members of SASS. As for the “militant” part of Dean Hargadon’s allegation, I say again that stereotypes conceal the complexity of the human condition; they substitute for critical thinking about
Following this failure of communications between SASS and Dean Hargadon, the College’s designated interlocutor, we were even more concerned about the prospects for black admissions in particular and the status of black students at Swarthmore in general. We just couldn’t stand by and see the situation go from bad to worse. Therefore, SASS formulated four demands, which were sent to the APC on Oct. 16 and published in The Phoenix the same day. The demands were the following:
• Dean Hargadon’s report not be returned to McCabe Library, and SASS and APC rewrite the report for publication • The Swarthmore faculty and administration form a Black Interest Committee to work with SASS • The College recruit a high-level black administrator • The SASS Recruitment Committee work with Dean Hargadon and the APC to enhance black recruitment and admissions
In the mid-1960s, blacks were “invisible” at Swarthmore because there were so few of us. It was assumed that we were “just” Swarthmoreans—albeit swarthy Swarthmoreans.
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Although SASS believed its demands were reasonable, we also thought we were not getting an appropriate response from Dean Hargadon and the APC. Therefore, SASS decided to try to make progress on another front. On Nov. 8, a SASS delegation visited the Student Council meeting to present our case for the council voting to endorse the SASS demands. Student Council voted 10 to 1 with two abstentions to endorse the four demands, an action that prompted an angry letter from Dean Hargadon criticizing the council’s haste and lack of consultation with the APC. After the Nov. 8 Student Council endorsement of the SASS demands, there were several desultory meetings and discussions on black admissions. But no substantive progress was being made. However, probably sensing a deteriorating situation, President Smith began to get involved indirectly and asked for clarification of the SASS demands. Ironically, he did not ask the SASS leadership for this clarification; he went to the Student Council president and to Michael Fields ’69, an “independent” black student —not a member of SASS—who had written an open letter to the College community on Nov. 13 endorsing the SASS demands. This was a tragic situation with almost theater-of-the-absurd overtones. Everybody was clarifying the SASS demands except SASS itself. SASS was ready, willing, and able to discuss its own demands, but no one in power seemed to want to hear what we had to say. The sad irony is that SASS was “invisible” at Swarthmore
�new or challenging aspects of human beings. Instead of grappling with the new and challenging aspects of SASS, as The Phoenix did, Dean Hargadon seemed to act as if we were still in the pre-SASS days at Swarthmore, when blacks were unorganized and “invisible.” Although The Phoenix was able to pierce the veil of the “militant” stereotype and recognize the essence of SASS concealed beneath, Dean Hargadon was not. Given our commitment to nonviolent direct action, the question could have been posed to Dean Hargadon: How “militant” were we in SASS compared with Martin Luther King? As for the “separatist” part of Dean Hargadon’s allegation, I had white roommates at Swarthmore my freshman, sophomore, and junior years. (I roomed alone my senior year in Palmer.) I was a member of Kappa Sigma Pi fraternity during my sophomore year. Moreover, contrary to the stereotype of many SASS members, I was neither “angry” nor “alienated” nor “lonely” at Swarthmore. I enjoyed a wide circle of friends and acquaintances, both black and white. This group included my white roommates and fraternity brothers and my fellow engineering students. At the same time, I was also “comfortable in my own skin” as a black student on a white campus; I took my leadership roles in SASS seriously. I considered myself pro-black and not anti-white, pro-SASS and not anti-Swarthmore. I simply believed circumstances needed to be reformed for the better; I believed Swarthmore needed to live up to the ideals of its Quaker heritage of social justice. I knew Dean Hargadon personally and liked him. He and I would greet each other in Parrish Hall during my freshman and sophomore years and talk about subjects like the novels of James Baldwin. He told me how he grew up in an integrated workingclass suburb of Philadelphia and how he went to Haverford on the GI Bill after serving in the Army as a military policeman. Given those halcyon days, no one could predict that Dean Hargadon and I would be linked as antagonists through the crisis—that he and I would be face-to-face at the admissions office door at high noon on Jan. 9, 1969. Dean Hargadon had a good reputation as an admissions officer and went on to distinguished careers in undergraduate admissions at Stanford and Princeton. After leaving his Swarthmore admissions post, he subsequently served on the College’s Board of Managers for several years. Also between admissions stints at Stanford and Princeton, he served as a senior executive with the College Board in New York for a brief period. However, in the pre-crisis days at Swarthmore, Dean Hargadon apparently was not prepared to accept constructive criticism and input from SASS on black admissions policy. After I graduated in June 1969, I was told that he became more receptive to SASS input. By Christmas 1968, the College had ignored the Oct. 16 SASS demands—and SASS itself. Without con-
sulting us, Dean Hargadon and the APC finished a second report on black admissions on Dec. 18. Apparently, in the view of Dean Hargadon and the APC, SASS had forfeited any consultative role in formulating black admissions policy. Why? Was it because SASS had refused to acquiesce in the invasion of black student privacy through the publication of personal data in the first Hargadon report? Out of this maelstrom came a new set of SASS demands on Dec. 23, 1968. SASS thought that the dean of admissions, in questioning the organization’s legitimacy, was denigrating black students and the black perspective SASS tried to represent at Swarthmore. While Martin Luther King had been striving to make the American dream as relevant and meaningful to black and white, many in SASS viewed black admissions at Swarthmore as a “dream deferred,” using the metaphor of the Langston Hughes poem: What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?* I viewed our new demands as a desperate cry in the wilderness for recognition and respect by an “invisible man.” Thus, in a last-ditch effort to get the attention of the College, I sent the following cover letter, along with a set of “clarified” demands, to President Smith on Dec. 23, 1968: Merry Christmas! Enclosed are the “clarified” SASS demands you requested some time ago. If you fail to issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday, January 7, 1969, the black students and SASS will be forced to do whatever is necessary to obtain acceptance of same. Here is what the new set of demands asked for: • The acceptance and enrollment of 10 to 20 “risk” black students for the next year and the provision of support services for them • A College commitment to enroll 100 black students within three years and 150 black students within six years Please turn to page 84
*From The Collected Poems of Langston Hughes, Vintage Books, New York, © 1995. Reprinted with permission.
Unlike other Swarthmore student groups, SASS had no built-in constituency in the faculty or administration that provided a channel of communication.
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Continued from page 27 • The appointment of a black assistant dean of admissions and a black counselor, subject to SASS review • That Dean Hargadon be replaced by Sept. 1, 1969, “unless present admissions policies change or unless the actions of the current Dean of Admissions change”
If I knew then what I know now, I would have written the cover letter differently. Many times during the last 36 years, I have studied this letter carefully. This was very strong language with which to communicate the essential message of SASS. In “Requiem for Courtney Smith,” Paul Good’s article on the crisis (May 9, 1969, Life), J. Roland Pennock, chairman of the Political Science Department, conveyed the reaction of President Smith: “He was confronted with non-negotiable demands and rhetoric that did great offense to him…. This hurt him bitterly. But he never let himself be moved to anger.” (The Life article was reprinted in the March 1999 Bulletin and is available in the magazine’s Web archives at www.swarthmore.edu/bulletin.) As incredible as it seems now, I and some other black students expected the College to ignore these demands just as it had ignored our demands of Oct. 16. To me, the production of the second black admissions report on Dec. 18, without reference to the SASS demands of Oct. 16, only dramatized how “invisible” we were at Swarthmore. The College had consistently refused to recognize the reality and legitimacy of SASS. We were left to conclude that the system at Swarthmore was unresponsive—and perhaps even hostile—to the SASS perspective on black admissions and our concern about the invasion of black student privacy. By Christmas 1968, it was clear that SASS had to move forward, even at the risk of failure, because of the moral imperative of our cause. If necessary, “we would present our very bodies as a means of laying our case before the conscience of the community,” as Martin Luther King suggested in Letter From Birmingham Jail. I learned of the impact of the cover letter and demands when I returned to Swarthmore from my home in New York City on Dec. 31. That was the day I first met Courtney Smith face-to-face. I went by Parrish Hall to check my mailbox. To my surprise, I found a reproduced copy of the Dec. 23 SASS cover letter and
I was about to be ushered into a private audience with Courtney Smith. As I stepped into his office, I realized there is nothing to be afraid of if you believe the cause for which you stand is right and just.
demands in my mailbox—and learned that it had been placed in the mailbox of every student. President Smith had distributed the SASS cover letter and demands to the whole College community, along with his own response. When I had typed our demands on my mechanical typewriter, I kept only a poor-quality carbon copy. With today’s ubiquitous personal computers, scanners, faxes, and e-mail, it is easy to forget (or not know) how primitive 1969 office technology was by comparison. In those days, students typed papers and letters by typewriter—usually not electrical—with no memory capability. Papers to be reproduced were typically typed on a mimeograph stencil and copies made on an inky mimeograph machine. In 1969, photocopying machines were rare and expensive. Therefore, because the College had multiple clean copies of the Dec. 23 SASS cover letter and demands—and I did not—why not ask the College for extra copies? It was not so simple. When I went to the reproduction office on the first floor of Parrish and asked for extra copies of the SASS package, a tight-jawed, scowling lady told me that she could only release extra copies with the permission of the President’s Office. The next step was to climb the stairs of Parrish Hall to President Smith’s second-floor office. When I walked into the president’s outer office, his secretary immediately recognized me. I politely asked her for extra copies of the SASS package. She quickly retreated into President Smith’s private office while I patiently waited in the antechamber. The secretary returned shortly and informed me that President Smith wished to see me. Courtney Smith was a living legend at Swarthmore—one of the great presidents in College history and the American secretary of the Rhodes Scholarship. To many Swarthmore students, me included, Courtney Smith seemed aloof and patrician—yet quietly charismatic in his Brooks Brothers suits. Although I merely wanted extra copies of the SASS package, I had climbed Mount Olympus and was about to be ushered into a private audience with Courtney Smith. I was psychologically unprepared and a little bit overwhelmed and intimidated. But as I stepped into his private office, I realized there is nothing to be afraid of if you believe the cause for which you stand is right and just. Despite our differences of race, age, and style, President Smith was cordial and gracious to me that day. I reciprocated his cordiality and treated him with the utmost respect and courtesy—even though my Dec. 23 cover letter did not communicate that. In the informal intimacy of his private office, President Smith told me in so many words that he wanted to discuss the SASS demands as two human beings in search of a human solution to a human problem. I very much wanted to do that too. But, at the same time, I was only the chairman of SASS and therefore only a
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�spokesman for the other black students— the “executive of their will.” Without discussing any of the substantive issues of the SASS demands, he and I agreed to a second meeting with a delegation of SASS members on Jan. 6, 1969—the first day of school after Christmas vacation. After 10 minutes, with no further business to conduct, Courtney Smith and I shook hands like gentlemen and parted company. Some may ask why I did not talk with President Smith about the demands. First, as SASS chairman, I took my spokesman role seriously. It was not lip service. I was consultative and collegial; I viewed myself as “first among equals” with respect to the other SASS members and the “executive of their will.” Second, we in SASS valued group solidarity. We were sensitive to the “divide-and-conquer” tactics that had been used all too often in American history to separate blacks from their leaders. It would have been a mistake for me as SASS chairman to negotiate one-on-one with President Smith on Dec. 31 or at any other time or place. Hence, the meeting with a SASS delegation on Jan. 6 was the appropriate next step. Third, I was skeptical whether President Smith had an open mind about the SASS demands—and subsequent information confirmed my skepticism. In the Life article, author Paul Good quoted from a letter President Smith sent Dean Hargadon around the time in question: “I want to underline my dismay at the inappropriateness and lack of justification in SASS’s remarks that concerned you and your work in admissions, including Negro admissions. I count on your knowing that I regard your work at Swarthmore as one of the great strengths of the college.” President Smith’s letter did not surprise me. Regardless of his personal thoughts on the SASS position, politically Courtney Smith had to stand by his admissions dean. The next and last time I met President Smith was Jan. 6, 1969, along with a delegation of 15 SASS members and a handful of other Swarthmore administrators. Compared with the informal intimacy of my Dec. 31 private meeting, the Jan. 6 meeting, although civil, was more formal and tense. SASS restated its demands of Dec. 23. President Smith restated his position from his cover letter of Dec. 31 to the Swarthmore community, which accompanied the public distribution of the SASS demands. President Smith expressed sympathy for the underlying concerns of the SASS demands, which he asked that we recast as proposals. At the same time, he said he could not act unilaterally on the SASS demands even as proposals, because they involved basic policy issues for the Swarthmore faculty and Board of Managers. With the two sides agreeing to disagree, the meeting ended without any substantive progress or resolution. Two days after the Jan. 7 deadline and with no satisfactory response to the demands of Dec. 23, SASS engaged in nonviolent direct action by occupying the Admissions Office. We had crossed the Rubicon, and Swarthmore would never be the same.
Then, time stood still for a week—or so it seemed. As Richard Walton wrote: The SASS sit-in set off a frenzy of meetings by students and faculty. The students, as well as The Phoenix, generally supported SASS’s goals but criticized its tactics. The faculty, often meeting late, night after night, took a similar position. Over a period of several days, the faculty adopted resolutions meeting most of the SASS demands, noting that they were acting not because of duress but because many of the demands were justified. President Smith said it went without saying that he was “prepared to use the full influence and prestige of his office to win Board approval” of the resolutions adopted by the faculty. Despite the inevitable confusion, the situation appeared to be moving toward resolution.”
We had crossed the Rubicon, and Swarthmore would never be the same again. Time stood still for a week—or so it seemed.
During the crisis, Asmarom Legesse, the African anthropologist, was a faculty liaison to SASS. Years later, The Phoenix quoted him as follows on the crisis: “The Admissions Office was boarded up. On one occasion, I had to climb through a window in order to talk to them. It was incredibly intense to be inside—they had developed a degree of maturity and a sense of purpose. There was the kind of vision about what they were doing that I never saw again.” After Swarthmore got over the consternation of the initial “nonnegotiable” SASS demands, the controversial cover letter, and the dramatic occupation of the Admissions Office, the College found us to be basically reasonable and responsible negotiators. Once the negotiations were joined, we constantly appealed to the sense of morality and decency of the faculty and administrators on the other side of the table—and they seemed to respond. At the time, Professor of Anthropology Steve Piker suggested that SASS had effected “a resocialization of the Swarthmore community.” Despite the SASS pre-crisis rhetoric and political language—which we were forced to use as “invisible” men and women—what we wanted was to make the system work better, not break the system. Then, eight days into the SASS nonviolent direct action, President Courtney Smith died suddenly of a heart attack at age 53. Although I did not know him well, our one, short, private meeting on Dec. 31 gave me some sense of Smith as a man. I, like everybody in the Swarthmore community, was shocked and saddened by the news of his unfortunate death on Jan. 16. That same day, SASS ended its action and issued the following statement: In deference to the untimely death of the President, the Swarthmore Afro-American Students’ Society is vacating the Admissions Office. We sincerely believe the death of any human being, whether he be the good President of a college, or a black person trapped in our country’s ghettoes, is a tragedy. At this time we are calling for a moratorium of dia-
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logue, in order that this unfortunate event be given the college’s complete attention. However, we remain strong in our conviction that the legitimate grievances we have voiced to the college remain unresolved and we are dedicated to attaining a satisfactory resolution in the future. The Phoenix weighed in with thoughtful editorial comments: “President Smith’s unexpected death has unfortunately tended to obscure the restraint and rationality of the events which preceded it…. However we strongly believe that every effort should be made to dissociate his death from the preceding events of that week. It was an unforeseeable accident that should not be considered the consequence of any action.” Professor Legesse addressed the question of “violence” a week after the death of President Smith: Senior members of this community have suggested that the actions of SASS were acts of “violence.” I can only understand this indictment as a response to grief…. Can we plausibly admit such guilt and interpret a sit-in and a hunger-strike as acts of violence? Are we to believe that these instruments of peaceful protest are legitimate and “nonviolent” only when we use them to direct attention to grievances elsewhere, but cease to be legitimate when they are directed at our own institution? … We should not forget that black students exhibited extraordinary restraint and discipline during the crisis. It was public knowledge that President Smith was in his last year as Swarthmore’s president. In July 1968, he had announced his intention to leave the College in June 1969, to become president of the Markle Foundation. He had been a trustee of the New
© CAREN ALPERT
AUTHOR’S NOTE
I had prostate surgery in July 2003, which appears to have been successful in dealing with early-stage prostate cancer. I never had surgery or a major illness before, but this illness brought me face to face with my own mortality. Coming at age 55, it made me realize that I am closer to the end than the beginning of my life—and to the “unfinished business” I still need to do. Writing this article was one piece of “unfinished business.” Besides prostate surgery, I’ve come to realize that if you don’t write your own history, someone else will write it for you—and they may or may not get it right. Since 1969, there have been several articles and pieces written about the crisis at Swarthmore— but none by black students directly involved. Although I am not an official SASS historian or a current spokesman for SASS or Swarthmore blacks, past or present, I believe my recollections and viewpoint on the crisis can make a contribution to the historical record. I hope my historical memoir is the beginning, not the end, of a serious new assessment of one of the most significant events in the history of Swarthmore College. I urge others to pick up where I leave off. —Clinton Etheridge ’69
York–based foundation since 1953, the same year he became president of Swarthmore. However, at the time of his death, it was not public knowledge that he had a pre-existing heart condition. In their authorized biography of President Smith (Dignity, Discourse, and Destiny: The Life of Courtney C. Smith, Associated University Presses, 2003) based on records, documents, and archives of the College and the Smith family, authors Darwin Stapleton ’69 and Donna Heckman Stapleton disclose: “A postmortem examination conducted the same day [of Courtney Smith’s death] but never made public showed his heart had suffered a hemorrhage of the right coronary artery, and that he had ‘severe atherosclerosis of both coronary arteries … the caliber of both coronary arteries was considerably reduced in diameter so that only a small probe could be put through them.’” The Stapletons conclude, “Unknown to all, and least of all himself, Smith had been living with serious heart disease for some time.” There was an intense backlash against SASS from outside the College after the death of President Smith. I received hate mail for weeks from many parts of the country. Years later, I came across a quote from Horace that captures how I felt in the aftermath of the crisis: “The man who is tenacious of purpose in a rightful cause is not shaken from his firm resolve by the frenzy of his fellow citizens clamoring for what is wrong.” I cannot speak for any other member of SASS at the time, but I considered myself psychologically prepared to face the consequences of our nonviolent direct action. I believed in our cause so strongly that I was personally prepared, if necessary, to be expelled from Swarthmore, to be beaten by the police, to be killed. Fortunately, none of that happened to me or any other SASS member. But neither I nor anyone else was prepared for the untimely death
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�of President Smith. Although many Swarthmoreans then and since have disagreed with SASS over the use of nonviolent direct action in January 1969, most have agreed with and embraced the changes in black admissions that SASS was seeking. I see this as evidence of the ambivalence of the white moderate that Martin Luther King discusses in Letter From Birmingham Jail: … the white moderate who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I cannot agree with your methods of direct action.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will.
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My decision to become SASS chairman in spring 1968 had been a difficult one. The late Sam Shepherd Jr. ’68 was graduating. Sam was a founding father of SASS and the SASS chairman. I was vice chairman and the logical consensus candidate to take the chairmanship. Yet I was a shy, soft-spoken, ambivalent engineering student. Sam used the Phil Ochs song “When I’m Gone” (from Phil Ochs in Concert) to persuade me to succeed him as SASS chairman. The song, which rhapsodizes on the importance of making your contribution while you are “here,” has two lines that particularly hit home for me: “Won’t be asked to do my share when I’m gone.” “Can’t add my name into the fight when I’m gone.” I agonized over the decision to become SASS chairman, but when I finally made it, I was totally committed—come what may. I came to realize that sometimes you must lead by being led. This was a leadership principle of Martin Luther King and Mahatma Gandhi. In a 1963 article, Dr. King quoted Gandhi: “There go my people, I must catch them, for I am their leader.” This was particularly the case with “Seven Sisters” of SASS, who were frequently the “power behind the throne.” Marilyn Holifield, Marilyn Allman Maye, Aundrea White Kelley ’72, Janette Domingo ’70, and others kept my feet to the fire of “blackness.” During the crisis, Don Mizell was the SASS vice chairman. Don and I worked well together, and we had complementary styles. Don was charismatic, a good public speaker, and more comfortable with the glare of media publicity. Reserved, understated, and unflappable, I somehow projected as SASS chairman what some people described as “strength of character.” This reaction surprised me. In many respects, I was an unlikely leader, yet I was the man history selected for this role. Although Swarthmore generally nurtured me as a critical
The crisis was a defining moment that shaped the rest of my life. Most human beings are given relatively few opportunities to make a difference or a contribution to their world— to leave a legacy.
thinker, the crisis was where my real education came during my college years. To quote Herbert Spencer, the 19th-century British social philosopher and biologist: “The great aim of education is not knowledge but action.” As a reluctant, unlikely leader, I was forced to stretch myself, to grow in ways that I would not otherwise have grown during those years. There were times during the crisis when I had to dig deep down inside myself and pull out qualities I didn’t know I possessed. For example, during my first public presentations during the crisis (to the outside press, Swarthmore faculty, and Swarthmore student body), I had to overcome stage fright. I had no choice; it was a “do-or-die” situation. What propelled me forward, what helped me reinvent myself, was a compelling sense of duty and devotion to the moral imperative of our cause. I could not break faith with the legacy of my forebears and others, like Martin Luther King, who had made so many sacrifices for me, the black race, and America. It was now my turn to stand and deliver—to the best of my ability—at Swarthmore. The crisis was the greatest challenge of my youth and a defining moment that shaped the rest of my life. Most human beings are given relatively few opportunities in their lives to make a significant difference or make a real contribution to their world—to leave a legacy. The crisis was such an opportunity for me. The most important lesson I took from the 1960s and the Swarthmore crisis is that, whether we know it or not, whether we like it or not, America and its black citizens—and Swarthmore and its black students—are, in the words of Martin Luther King, “caught in an inescapable network of mutuality, tied in a single garment of destiny.” We must all strive to validate “the existential character of the American liberal, humanistic, idealistic, and democratic tradition, with its capacity for growth, renewal, and extension to the world of higher possibilities and more inclusive realities.” This is the wellspring of the American dream. Despite the inevitable difficulties and frustrations from the lingering pernicious effects of racism, there is no escaping our mutual destiny. For black and white, there is no viable alternative to the American dream. T
Clinton Etheridge is a vice president of the California Economic Development Lending Initiative, a multibank community development corporation established in 1995 to provide investment capital to small businesses and community organizations throughout the state. Following Swarthmore, Etheridge served in the Peace Corps in West Africa. He received an M.B.A. from Stanford Business School and later worked for Chase Manhattan Bank, the Security Pacific Bank, and Citicorp. Etheridge lives in Oakland with his wife of 30 years, Deidria; they have three adult children. He is an avid jazz enthusiast. ©2005 by the author.
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The
C r u c i b l e of Character
A P E R S O N A L A C C O U N T O F S WA R T H M O R E ’ S C R I S I S O F 1 9 6 9 By C l i n t o n E t h e ri d g e ’ 6 9
T
hirty-six years ago, at around noon on Jan. 9, 1969, I led a group of black students into the Swarthmore College Admissions Office in Parrish Hall as part of a nonviolent direct action. I was chairman of the Swarthmore Afro-American Students Society (SASS). We were seeking to redress what we felt were legitimate grievances concerning black admissions at Swarthmore. Our action precipitated what came to be known in the history of Swarthmore College as “the crisis.” The Phoenix of January 10, 1969, captured the moment: As Deans Hargadon, Thompson, and Barr headed for lunch at Sharples, members of SASS appeared at the front door of the Admissions Office and motioned to Mrs. Mary W. Dye, Assistant in Admissions, who had just locked the front door, to open it. She informed them that the office was closed for lunch hour and proceeded to the back doors to lock them also. Clinton Etheridge, SASS chairman, walked around to the back doors where he met Dean Hargadon. Dean Hargadon asked him to please let the one remaining candidate for admission out. As Dean Hargadon opened the door for the candidate, Etheridge entered and walked towards the front door and let the remaining members of SASS in.
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Once we were inside, there was no violence or destruction of property. The deans left on request, and the doors were padlocked. One of the most significant weeks in Swarthmore history was about to begin. When SASS left a week later, all the litter from our occupation and nonviolent direct action was removed. The admissions office was left undamaged and the files untouched. SASS had engaged in a disciplined, dignified, and nonviolent direct action. However, like most of the outside press, the Delaware County Daily Times in their Jan. 10, 1969, edition gave a simplistic, stereotyped view of our action with the screaming headline: “Twenty Militants Seize Offices at Swarthmore.” Little did that newspaper know that one of those “militants” would become chairman of the Maryland Public Utilities Commission (Russell Frisby ’72, who attended Yale Law School). Or that another “militant” would become one of the nation’s top black lawyers (according to Black Enterprise) and a senior partner with the multinational law firm of Holland & Knight (Marilyn Holifield ’69, who attended Harvard
“The ultimate measure of a man is not where he stands in moments of comfort and convenience but where he stands at times of challenge and controversy.”
—Martin Luther King
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Law School and also served on the College’s Board of Managers). Over the years, I’ve come to the conclusion that stereotypes are a substitute for critical thinking about new or challenging aspects of human beings. Stereotypes conceal the complexity of the human condition. Although we may not expect critical thinking and the absence of stereotyping from the outside world and its press, we certainly should expect it from the Swarthmore community. In this connection, the student-run Phoenix performed an invaluable service during the crisis with its balanced, nuanced daily coverage of a complex story, capturing for posterity the most detailed factual record of the events of that momentous week at Swarthmore.
On the surface, the crisis was about black admissions at Swarthmore. However, at a deeper level, it was really about the relationship of Swarthmore College to black America and to the American dream. In the 36 years since, I have thought long and hard about our nonviolent direct action—and what it meant for me, SASS, and Swarthmore. It was a watershed event and defining moment for us all. Crisis is the crucible in which character is tested. In our own small way, members of SASS were trying to do at Swarthmore what Martin Luther King was doing at the national level. Dr. King was striving to make the American dream as relevant and meaningful to black Americans as to white Americans;
ROMARE BEARDEN, THE DOVE (1964); CUT-AND-PASTED PHOTOREPRODUCTIONS AND PAPERS, GOUACHE, PENCIL AND COLORED PENCIL ON CARDBOARD, 13 3/8 X 18 3/4 INCHES; BLANCHETTE ROCKEFELLER FUND (377.1971); THE MUSEUM OF MODERN ART, NEW YORK, N.Y., U.S.A.; DIGITAL IMAGE © THE MUSEUM OF MODERN ART; LICENSED BY SCALA/ART RESOURCE, N.Y.
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SASS was trying to make Swarthmore as relevant and meaningful to black students as to white. Samuel DuBois Cook, the first black professor at Duke University and a Morehouse College classmate of Martin Luther King, said the following about his former classmate: “The social and political philosophy of Dr. King was built on the solid rock of the existential character of the American liberal, humanistic, idealistic, and democratic tradition, with its capacity for growth, renewal, and extension to the world of higher possibilities and more inclusive realities. He believed the resources and potential of that tradition were mighty. He had profound and abiding faith in the creative and redemptive possibilities of the land he loved.” During the 1960s, with the civil rights movement burgeoning and the divisive Vietnam War raging, conservatives such as John Wayne used the injunction: “America—love it or leave it!” More recently, the black conservative talk-show host Ken Hamblin wrote a book called Pick a Better Country. Unlike Wayne and Hamblin, Martin Luther King wanted to make America the best possible version of itself. Professor Cook said, “Dr. King believed that racism was defiling American democracy and keeping it from achieving the ultimate ideal as the grandest form of government ever conceived by the mind of man. Dr. King saw this as the black man’s redemptive mission in America.” At the time of Swarthmore’s crisis, there were conservatives— both white and black—who said that SASS should be grateful for the relatively few black students who had been admitted to the elite inner sanctum of Swarthmore. At some level, these voices were saying: “Pick a better college” or “Swarthmore—love it or leave it!” Instead, like Martin Luther King at the national level, SASS had high expectations of the College, with its strong Quaker heritage of social justice. And in many ways, the efforts of a few have yielded benefits for many. Compared with 1969, today we can see a better version of Swarthmore with, as Cook wrote, its “growth, renewal, and extension to the world of higher possibilities and more inclusive realities.” SASS helped create a climate on campus that embraces greater diversity in the student body, in the faculty, and in academic offerings—including a concentration in black studies. This is the “existential character of the American liberal, humanistic, idealistic, and democratic tradition” in action at Swarthmore. Moreover, the Black Cultural Center, the Gospel Choir, the Sophisticated Gents male a cappella group, and the Sistahs female a cappella group flourish as part of the legacy of SASS. None of these Swarthmore institutions, which enrich contemporary College life, existed before the crisis of January 1969. Swarthmore has come a long way since 1905—a century ago—when it denied admission to a light-skinned black
student whom it had unknowingly accepted. According to the memoirs of Charles Darlington ’15, he learned of the incident from former Dean of Men William “Alee” Alexander. As Darlington recounts: “When he arrived, it was found that he was a Negro boy. His picture was shaded in such a way that this fact had not been obvious. The college was in an embarrassing quandary. No Negroes had ever been admitted. As Alee said, ‘It just wasn’t done.’ After much heart searching by the College administration and probably some members of the Board, the boy and his parents were told that an error had been made. The College was very sorry, but he could not be permitted to enter.” In his Revolt of the College Intellectual, another former dean, Everett Lee Hunt, gives us a peek at Depression-era Swarthmore black admissions: In 1932 a Negro from a Philadelphia high school decided to apply to Swarthmore. He was a prominent athlete; had a good background in classics, his major interest; was president of the student government and popular with his fellows; and except for his color, was a logical candidate for an open scholarship. The admission of colored students had never been approved by the Board of Managers, and so the Admissions Committee referred the application to the Board. After a long discussion it decided by a large majority that Negro students could not yet be admitted to a coeducational college like Swarthmore. Their admission would raise too many problems and create too many difficulties. These 1905 and 1932 admissions incidents are offensive to the sensibilities of most living Swarthmoreans. In 2005, it is difficult to fathom how liberal, well-educated Swarthmore people of good will could make those racist admissions decisions. Sadly, the legacy of slavery and Jim Crow segregation produced a racism that contaminated most whites with a belief, conscious or unconscious, that blacks are inferior or substandard. Subconscious beliefs and attitudes can have a strong hidden influence on behavior. As Malcolm X said toward the end of his life, “The white man is not inherently evil, but America’s racist society influences him to act evilly.” It also offends sensibilities to learn that, as late as 1965, Swarthmore asked prospective white roommates of incoming black freshmen whether they were comfortable rooming with a “Negro.” This policy suggests that, even at the height of the civil rights movement, Swarthmore was more solicitous of the opinions of its white students than its black students— an example of the tacit second-class status of black students back then. (This 1965 skeleton in the College’s racial closet was revealed by Marilyn Allman Maye ’69, in an interview in the May 1994 Bulletin.)
On the surface, the crisis was about black admissions. At a deeper level, it was about the relationship of Swarthmore to black America and the American dream.
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�Thus, when I arrived at Swarthmore in fall 1965, the College was a social organism ripe for reform on black admissions. As Richard Walton put it in Swarthmore College: An Informal History: “It is puzzling that a college founded by Quakers, among the most fervent of the abolitionists and devoted to equality, should have been so slow to admit blacks at all and so slow to admit blacks in significant numbers…. It is generally agreed that Swarthmore had not conducted a vigorous campaign to obtain more black applicants, had not done enough to raise scholarship funds for them.” Part of the puzzle can be explained by the observation that, pre-crisis, black students were “invisible” at Swarthmore, to use Ralph Ellison’s metaphor. As the nameless narrator declares in the prologue of Ellison’s Invisible Man: “I am an invisible man. I am invisible … because people refuse to see me…. When they approach me, they see only my surroundings, themselves, or figments of their imagination— indeed, everything and anything except me.” By the mid-1960s, blacks were “invisible” at Swarthmore because there were so few of us and because it was assumed that we were “just” Swarthmoreans—albeit swarthy Swarthmoreans. The only times black students were not “invisible” were when we sat together in Sharples Dining Hall or when our allblack intramural touch-football team—the Black Grand-Army-ofthe-Crum—went undefeated for the season, even beating the Delta Upsilon team that had some real football players on it. With the perspective of time and the long view of history, the case can be made that the nonviolent direct action SASS took in 1969 pushed Swarthmore to do what was in its enlightened selfinterest in terms of affirmative action and diversity. But this notion was controversial 36 years ago. Was the SASS nonviolent direct action necessary? Yes. At the time, I believed that the SASS nonviolent direct action was necessary, and, 36 years later, I still believe that. As Martin Luther King wrote in Letter From Birmingham Jail: “Nonviolent direct action seeks to create a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored…. Actually, we who engage in nonviolent direct action are not the creators of tensions. We merely bring to the surface the hidden tension that is already alive. We bring it out in the open, where it can be seen and dealt with.” Swarthmore’s crisis brought the hidden tension about black admissions out into the open so the Swarthmore community could see it and deal with it. What was the hidden tension on black admissions that the crisis brought to the surface? In a nutshell, racial insensitivity.
Dr. King was striving to make the American dream as relevant and meaningful to black Americans as to white; SASS was trying to make Swarthmore as relevant and meaningful to black students as to white.
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The genesis of the crisis was a report on black admissions that Dean of Admissions Fred Hargadon prepared for the faculty Admissions Policy Committee (APC) during summer 1968. President Courtney Smith asked Hargadon for the report when it became known that only eight black freshmen would be entering the College in fall 1968 as part of the Class of 1972. (I was one of 19 black freshmen who enrolled in fall 1965 as part of the Class of 1969.) Given Swarthmore’s checkered past and tenuous track record on black admissions, eight black freshmen in 1968 seemed a retreat to tokenism. To SASS, it appeared that blacks were to be further marginalized at Swarthmore, even before we could enter the mainstream. SASS felt it had to sound the alarm. To that end, Don Mizell ’71 and I, as SASS vice chairman and SASS chairman, respectively, wrote a letter to Dean Hargadon, which was published in the Oct. 1, 1968, Phoenix, questioning the College’s commitment to black admissions in light of the small number of black students in the freshman class. On Oct. 10, the APC released Dean Hargadon’s report and also placed it on general reserve in McCabe Library. Dean Hargadon invited all black students to a meeting on Oct. 14 in Bond Hall to discuss the report. We quickly discovered that the report included personal data on individual black students, including SAT scores and grades as well as data from financial aid applications showing family income and parents’ occupations. Although specific black students were not named, nevertheless SASS thought that the publication of personal data on black students—and its placement in McCabe Library—represented an invasion of privacy. Our concern about invasion of privacy was legitimate. Because of the small number of black students on campus—just 47 at that time—SASS believed that individual black students could be identified and potentially embarrassed by the report. Therefore, as SASS chairman, I telephoned Dean Hargadon on the evening of Oct. 10 to request removal of the report from McCabe Library and its reissuance without the personal data. After consulting with the APC, he declined the SASS request. SASS considered this an act of racial insensitivity. It appeared that black students had no right to privacy concerning personal data that a Swarthmore administrator needed to respect. If the College was going to marginalize black students and invade their privacy concerning personal data, we were not going to acquiesce in the process. Therefore, SASS decided to stage a protest and walk out at the Oct. 14 APC meeting on Dean Hargadon’s report. At that Oct. 14 meeting in Bond, I read a SASS statement protesting what we thought was the report’s invasion of privacy and declaring our refusal to cooperate with the APC “until the report is reworked, revised, and rewritten.” Then, 35 of the 45 black
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students present walked out. Subsequently, the APC members and the 10 black students who remained concluded that Dean Hargadon’s report should be removed from McCabe Library because of the personal data it contained. This was done.
with respect to its own demands. It appeared there were no effective channels of communication through which SASS could address its concerns about black admissions and black student privacy. With the perspective of time, I see that there were additional complicating factors beyond the failure of communications between SASS and Dean Hargadon. First, before our nonviolent direct action in January 1969, the College had difficulty sorting out the message from the messenger on black admissions. Unlike today, there were no black administrators at Swarthmore and only one black faculty member, the African anthropologist Asmarom Legesse. It is one thing for an adult to receive a message from a kid— particularly one perceived as obstreperous—and another for an adult to receive the same message from another adult who is a respected peer or colleague. Unlike other Swarthmore student groups, SASS had no built-in constituency in the faculty or administration that provided a channel of communication. The problematic Dean Hargadon was the closest person SASS had to an official administration liaison. No one will ever know how the history of the crisis might have been different had black administrators or black professors also been the messengers—or at least the interpreters or translators— of the message SASS was trying to deliver on black admissions. Second—not unlike today—Swarthmore in 1968 to 1969 was basically governed through a Quaker-style process of decision making by consensus. Yet reaching consensus rests on certain key assumptions—primary of which is discussion among and between equals, peers, or colleagues. This process could not work for the black admissions question because consensus would need to have been reached between those in a superior position (Swarthmore administrators) and those in a subordinate position (black students). And asymmetric power relationships, between a superior and a subordinate, tend to be more coercive than consensual. The dearth of black faculty and black administrators at Swarthmore was one factor. The inability to reach a consensus among equals was another factor. But, unfortunately and tragically, the failure of communication between SASS and Dean Hargadon was probably the most important factor in the crisis. When Dean Hargadon wrote his report during summer 1968, he not only included personal data on black students—which were at least factual and objective—he also wrote obiter dictum comments about alleged SASS “militant separatist” inclinations, which were stereotypically inaccurate. Dean Hargadon’s “militant separatist” allegations, which questioned our legitimacy at Swarthmore, did not endear him to some members of SASS. As for the “militant” part of Dean Hargadon’s allegation, I say again that stereotypes conceal the complexity of the human condition; they substitute for critical thinking about
Following this failure of communications between SASS and Dean Hargadon, the College’s designated interlocutor, we were even more concerned about the prospects for black admissions in particular and the status of black students at Swarthmore in general. We just couldn’t stand by and see the situation go from bad to worse. Therefore, SASS formulated four demands, which were sent to the APC on Oct. 16 and published in The Phoenix the same day. The demands were the following:
• Dean Hargadon’s report not be returned to McCabe Library, and SASS and APC rewrite the report for publication • The Swarthmore faculty and administration form a Black Interest Committee to work with SASS • The College recruit a high-level black administrator • The SASS Recruitment Committee work with Dean Hargadon and the APC to enhance black recruitment and admissions
In the mid-1960s, blacks were “invisible” at Swarthmore because there were so few of us. It was assumed that we were “just” Swarthmoreans—albeit swarthy Swarthmoreans.
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Although SASS believed its demands were reasonable, we also thought we were not getting an appropriate response from Dean Hargadon and the APC. Therefore, SASS decided to try to make progress on another front. On Nov. 8, a SASS delegation visited the Student Council meeting to present our case for the council voting to endorse the SASS demands. Student Council voted 10 to 1 with two abstentions to endorse the four demands, an action that prompted an angry letter from Dean Hargadon criticizing the council’s haste and lack of consultation with the APC. After the Nov. 8 Student Council endorsement of the SASS demands, there were several desultory meetings and discussions on black admissions. But no substantive progress was being made. However, probably sensing a deteriorating situation, President Smith began to get involved indirectly and asked for clarification of the SASS demands. Ironically, he did not ask the SASS leadership for this clarification; he went to the Student Council president and to Michael Fields ’69, an “independent” black student —not a member of SASS—who had written an open letter to the College community on Nov. 13 endorsing the SASS demands. This was a tragic situation with almost theater-of-the-absurd overtones. Everybody was clarifying the SASS demands except SASS itself. SASS was ready, willing, and able to discuss its own demands, but no one in power seemed to want to hear what we had to say. The sad irony is that SASS was “invisible” at Swarthmore
�new or challenging aspects of human beings. Instead of grappling with the new and challenging aspects of SASS, as The Phoenix did, Dean Hargadon seemed to act as if we were still in the pre-SASS days at Swarthmore, when blacks were unorganized and “invisible.” Although The Phoenix was able to pierce the veil of the “militant” stereotype and recognize the essence of SASS concealed beneath, Dean Hargadon was not. Given our commitment to nonviolent direct action, the question could have been posed to Dean Hargadon: How “militant” were we in SASS compared with Martin Luther King? As for the “separatist” part of Dean Hargadon’s allegation, I had white roommates at Swarthmore my freshman, sophomore, and junior years. (I roomed alone my senior year in Palmer.) I was a member of Kappa Sigma Pi fraternity during my sophomore year. Moreover, contrary to the stereotype of many SASS members, I was neither “angry” nor “alienated” nor “lonely” at Swarthmore. I enjoyed a wide circle of friends and acquaintances, both black and white. This group included my white roommates and fraternity brothers and my fellow engineering students. At the same time, I was also “comfortable in my own skin” as a black student on a white campus; I took my leadership roles in SASS seriously. I considered myself pro-black and not anti-white, pro-SASS and not anti-Swarthmore. I simply believed circumstances needed to be reformed for the better; I believed Swarthmore needed to live up to the ideals of its Quaker heritage of social justice. I knew Dean Hargadon personally and liked him. He and I would greet each other in Parrish Hall during my freshman and sophomore years and talk about subjects like the novels of James Baldwin. He told me how he grew up in an integrated workingclass suburb of Philadelphia and how he went to Haverford on the GI Bill after serving in the Army as a military policeman. Given those halcyon days, no one could predict that Dean Hargadon and I would be linked as antagonists through the crisis—that he and I would be face-to-face at the admissions office door at high noon on Jan. 9, 1969. Dean Hargadon had a good reputation as an admissions officer and went on to distinguished careers in undergraduate admissions at Stanford and Princeton. After leaving his Swarthmore admissions post, he subsequently served on the College’s Board of Managers for several years. Also between admissions stints at Stanford and Princeton, he served as a senior executive with the College Board in New York for a brief period. However, in the pre-crisis days at Swarthmore, Dean Hargadon apparently was not prepared to accept constructive criticism and input from SASS on black admissions policy. After I graduated in June 1969, I was told that he became more receptive to SASS input. By Christmas 1968, the College had ignored the Oct. 16 SASS demands—and SASS itself. Without con-
sulting us, Dean Hargadon and the APC finished a second report on black admissions on Dec. 18. Apparently, in the view of Dean Hargadon and the APC, SASS had forfeited any consultative role in formulating black admissions policy. Why? Was it because SASS had refused to acquiesce in the invasion of black student privacy through the publication of personal data in the first Hargadon report? Out of this maelstrom came a new set of SASS demands on Dec. 23, 1968. SASS thought that the dean of admissions, in questioning the organization’s legitimacy, was denigrating black students and the black perspective SASS tried to represent at Swarthmore. While Martin Luther King had been striving to make the American dream as relevant and meaningful to black and white, many in SASS viewed black admissions at Swarthmore as a “dream deferred,” using the metaphor of the Langston Hughes poem: What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?* I viewed our new demands as a desperate cry in the wilderness for recognition and respect by an “invisible man.” Thus, in a last-ditch effort to get the attention of the College, I sent the following cover letter, along with a set of “clarified” demands, to President Smith on Dec. 23, 1968: Merry Christmas! Enclosed are the “clarified” SASS demands you requested some time ago. If you fail to issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday, January 7, 1969, the black students and SASS will be forced to do whatever is necessary to obtain acceptance of same. Here is what the new set of demands asked for: • The acceptance and enrollment of 10 to 20 “risk” black students for the next year and the provision of support services for them • A College commitment to enroll 100 black students within three years and 150 black students within six years Please turn to page 84
*From The Collected Poems of Langston Hughes, Vintage Books, New York, © 1995. Reprinted with permission.
Unlike other Swarthmore student groups, SASS had no built-in constituency in the faculty or administration that provided a channel of communication.
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The
C r u c i b l e of Character
Continued from page 27 • The appointment of a black assistant dean of admissions and a black counselor, subject to SASS review • That Dean Hargadon be replaced by Sept. 1, 1969, “unless present admissions policies change or unless the actions of the current Dean of Admissions change”
If I knew then what I know now, I would have written the cover letter differently. Many times during the last 36 years, I have studied this letter carefully. This was very strong language with which to communicate the essential message of SASS. In “Requiem for Courtney Smith,” Paul Good’s article on the crisis (May 9, 1969, Life), J. Roland Pennock, chairman of the Political Science Department, conveyed the reaction of President Smith: “He was confronted with non-negotiable demands and rhetoric that did great offense to him…. This hurt him bitterly. But he never let himself be moved to anger.” (The Life article was reprinted in the March 1999 Bulletin and is available in the magazine’s Web archives at www.swarthmore.edu/bulletin.) As incredible as it seems now, I and some other black students expected the College to ignore these demands just as it had ignored our demands of Oct. 16. To me, the production of the second black admissions report on Dec. 18, without reference to the SASS demands of Oct. 16, only dramatized how “invisible” we were at Swarthmore. The College had consistently refused to recognize the reality and legitimacy of SASS. We were left to conclude that the system at Swarthmore was unresponsive—and perhaps even hostile—to the SASS perspective on black admissions and our concern about the invasion of black student privacy. By Christmas 1968, it was clear that SASS had to move forward, even at the risk of failure, because of the moral imperative of our cause. If necessary, “we would present our very bodies as a means of laying our case before the conscience of the community,” as Martin Luther King suggested in Letter From Birmingham Jail. I learned of the impact of the cover letter and demands when I returned to Swarthmore from my home in New York City on Dec. 31. That was the day I first met Courtney Smith face-to-face. I went by Parrish Hall to check my mailbox. To my surprise, I found a reproduced copy of the Dec. 23 SASS cover letter and
I was about to be ushered into a private audience with Courtney Smith. As I stepped into his office, I realized there is nothing to be afraid of if you believe the cause for which you stand is right and just.
demands in my mailbox—and learned that it had been placed in the mailbox of every student. President Smith had distributed the SASS cover letter and demands to the whole College community, along with his own response. When I had typed our demands on my mechanical typewriter, I kept only a poor-quality carbon copy. With today’s ubiquitous personal computers, scanners, faxes, and e-mail, it is easy to forget (or not know) how primitive 1969 office technology was by comparison. In those days, students typed papers and letters by typewriter—usually not electrical—with no memory capability. Papers to be reproduced were typically typed on a mimeograph stencil and copies made on an inky mimeograph machine. In 1969, photocopying machines were rare and expensive. Therefore, because the College had multiple clean copies of the Dec. 23 SASS cover letter and demands—and I did not—why not ask the College for extra copies? It was not so simple. When I went to the reproduction office on the first floor of Parrish and asked for extra copies of the SASS package, a tight-jawed, scowling lady told me that she could only release extra copies with the permission of the President’s Office. The next step was to climb the stairs of Parrish Hall to President Smith’s second-floor office. When I walked into the president’s outer office, his secretary immediately recognized me. I politely asked her for extra copies of the SASS package. She quickly retreated into President Smith’s private office while I patiently waited in the antechamber. The secretary returned shortly and informed me that President Smith wished to see me. Courtney Smith was a living legend at Swarthmore—one of the great presidents in College history and the American secretary of the Rhodes Scholarship. To many Swarthmore students, me included, Courtney Smith seemed aloof and patrician—yet quietly charismatic in his Brooks Brothers suits. Although I merely wanted extra copies of the SASS package, I had climbed Mount Olympus and was about to be ushered into a private audience with Courtney Smith. I was psychologically unprepared and a little bit overwhelmed and intimidated. But as I stepped into his private office, I realized there is nothing to be afraid of if you believe the cause for which you stand is right and just. Despite our differences of race, age, and style, President Smith was cordial and gracious to me that day. I reciprocated his cordiality and treated him with the utmost respect and courtesy—even though my Dec. 23 cover letter did not communicate that. In the informal intimacy of his private office, President Smith told me in so many words that he wanted to discuss the SASS demands as two human beings in search of a human solution to a human problem. I very much wanted to do that too. But, at the same time, I was only the chairman of SASS and therefore only a
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�spokesman for the other black students— the “executive of their will.” Without discussing any of the substantive issues of the SASS demands, he and I agreed to a second meeting with a delegation of SASS members on Jan. 6, 1969—the first day of school after Christmas vacation. After 10 minutes, with no further business to conduct, Courtney Smith and I shook hands like gentlemen and parted company. Some may ask why I did not talk with President Smith about the demands. First, as SASS chairman, I took my spokesman role seriously. It was not lip service. I was consultative and collegial; I viewed myself as “first among equals” with respect to the other SASS members and the “executive of their will.” Second, we in SASS valued group solidarity. We were sensitive to the “divide-and-conquer” tactics that had been used all too often in American history to separate blacks from their leaders. It would have been a mistake for me as SASS chairman to negotiate one-on-one with President Smith on Dec. 31 or at any other time or place. Hence, the meeting with a SASS delegation on Jan. 6 was the appropriate next step. Third, I was skeptical whether President Smith had an open mind about the SASS demands—and subsequent information confirmed my skepticism. In the Life article, author Paul Good quoted from a letter President Smith sent Dean Hargadon around the time in question: “I want to underline my dismay at the inappropriateness and lack of justification in SASS’s remarks that concerned you and your work in admissions, including Negro admissions. I count on your knowing that I regard your work at Swarthmore as one of the great strengths of the college.” President Smith’s letter did not surprise me. Regardless of his personal thoughts on the SASS position, politically Courtney Smith had to stand by his admissions dean. The next and last time I met President Smith was Jan. 6, 1969, along with a delegation of 15 SASS members and a handful of other Swarthmore administrators. Compared with the informal intimacy of my Dec. 31 private meeting, the Jan. 6 meeting, although civil, was more formal and tense. SASS restated its demands of Dec. 23. President Smith restated his position from his cover letter of Dec. 31 to the Swarthmore community, which accompanied the public distribution of the SASS demands. President Smith expressed sympathy for the underlying concerns of the SASS demands, which he asked that we recast as proposals. At the same time, he said he could not act unilaterally on the SASS demands even as proposals, because they involved basic policy issues for the Swarthmore faculty and Board of Managers. With the two sides agreeing to disagree, the meeting ended without any substantive progress or resolution. Two days after the Jan. 7 deadline and with no satisfactory response to the demands of Dec. 23, SASS engaged in nonviolent direct action by occupying the Admissions Office. We had crossed the Rubicon, and Swarthmore would never be the same.
Then, time stood still for a week—or so it seemed. As Richard Walton wrote: The SASS sit-in set off a frenzy of meetings by students and faculty. The students, as well as The Phoenix, generally supported SASS’s goals but criticized its tactics. The faculty, often meeting late, night after night, took a similar position. Over a period of several days, the faculty adopted resolutions meeting most of the SASS demands, noting that they were acting not because of duress but because many of the demands were justified. President Smith said it went without saying that he was “prepared to use the full influence and prestige of his office to win Board approval” of the resolutions adopted by the faculty. Despite the inevitable confusion, the situation appeared to be moving toward resolution.”
We had crossed the Rubicon, and Swarthmore would never be the same again. Time stood still for a week—or so it seemed.
During the crisis, Asmarom Legesse, the African anthropologist, was a faculty liaison to SASS. Years later, The Phoenix quoted him as follows on the crisis: “The Admissions Office was boarded up. On one occasion, I had to climb through a window in order to talk to them. It was incredibly intense to be inside—they had developed a degree of maturity and a sense of purpose. There was the kind of vision about what they were doing that I never saw again.” After Swarthmore got over the consternation of the initial “nonnegotiable” SASS demands, the controversial cover letter, and the dramatic occupation of the Admissions Office, the College found us to be basically reasonable and responsible negotiators. Once the negotiations were joined, we constantly appealed to the sense of morality and decency of the faculty and administrators on the other side of the table—and they seemed to respond. At the time, Professor of Anthropology Steve Piker suggested that SASS had effected “a resocialization of the Swarthmore community.” Despite the SASS pre-crisis rhetoric and political language—which we were forced to use as “invisible” men and women—what we wanted was to make the system work better, not break the system. Then, eight days into the SASS nonviolent direct action, President Courtney Smith died suddenly of a heart attack at age 53. Although I did not know him well, our one, short, private meeting on Dec. 31 gave me some sense of Smith as a man. I, like everybody in the Swarthmore community, was shocked and saddened by the news of his unfortunate death on Jan. 16. That same day, SASS ended its action and issued the following statement: In deference to the untimely death of the President, the Swarthmore Afro-American Students’ Society is vacating the Admissions Office. We sincerely believe the death of any human being, whether he be the good President of a college, or a black person trapped in our country’s ghettoes, is a tragedy. At this time we are calling for a moratorium of dia-
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logue, in order that this unfortunate event be given the college’s complete attention. However, we remain strong in our conviction that the legitimate grievances we have voiced to the college remain unresolved and we are dedicated to attaining a satisfactory resolution in the future. The Phoenix weighed in with thoughtful editorial comments: “President Smith’s unexpected death has unfortunately tended to obscure the restraint and rationality of the events which preceded it…. However we strongly believe that every effort should be made to dissociate his death from the preceding events of that week. It was an unforeseeable accident that should not be considered the consequence of any action.” Professor Legesse addressed the question of “violence” a week after the death of President Smith: Senior members of this community have suggested that the actions of SASS were acts of “violence.” I can only understand this indictment as a response to grief…. Can we plausibly admit such guilt and interpret a sit-in and a hunger-strike as acts of violence? Are we to believe that these instruments of peaceful protest are legitimate and “nonviolent” only when we use them to direct attention to grievances elsewhere, but cease to be legitimate when they are directed at our own institution? … We should not forget that black students exhibited extraordinary restraint and discipline during the crisis. It was public knowledge that President Smith was in his last year as Swarthmore’s president. In July 1968, he had announced his intention to leave the College in June 1969, to become president of the Markle Foundation. He had been a trustee of the New
© CAREN ALPERT
AUTHOR’S NOTE
I had prostate surgery in July 2003, which appears to have been successful in dealing with early-stage prostate cancer. I never had surgery or a major illness before, but this illness brought me face to face with my own mortality. Coming at age 55, it made me realize that I am closer to the end than the beginning of my life—and to the “unfinished business” I still need to do. Writing this article was one piece of “unfinished business.” Besides prostate surgery, I’ve come to realize that if you don’t write your own history, someone else will write it for you—and they may or may not get it right. Since 1969, there have been several articles and pieces written about the crisis at Swarthmore— but none by black students directly involved. Although I am not an official SASS historian or a current spokesman for SASS or Swarthmore blacks, past or present, I believe my recollections and viewpoint on the crisis can make a contribution to the historical record. I hope my historical memoir is the beginning, not the end, of a serious new assessment of one of the most significant events in the history of Swarthmore College. I urge others to pick up where I leave off. —Clinton Etheridge ’69
York–based foundation since 1953, the same year he became president of Swarthmore. However, at the time of his death, it was not public knowledge that he had a pre-existing heart condition. In their authorized biography of President Smith (Dignity, Discourse, and Destiny: The Life of Courtney C. Smith, Associated University Presses, 2003) based on records, documents, and archives of the College and the Smith family, authors Darwin Stapleton ’69 and Donna Heckman Stapleton disclose: “A postmortem examination conducted the same day [of Courtney Smith’s death] but never made public showed his heart had suffered a hemorrhage of the right coronary artery, and that he had ‘severe atherosclerosis of both coronary arteries … the caliber of both coronary arteries was considerably reduced in diameter so that only a small probe could be put through them.’” The Stapletons conclude, “Unknown to all, and least of all himself, Smith had been living with serious heart disease for some time.” There was an intense backlash against SASS from outside the College after the death of President Smith. I received hate mail for weeks from many parts of the country. Years later, I came across a quote from Horace that captures how I felt in the aftermath of the crisis: “The man who is tenacious of purpose in a rightful cause is not shaken from his firm resolve by the frenzy of his fellow citizens clamoring for what is wrong.” I cannot speak for any other member of SASS at the time, but I considered myself psychologically prepared to face the consequences of our nonviolent direct action. I believed in our cause so strongly that I was personally prepared, if necessary, to be expelled from Swarthmore, to be beaten by the police, to be killed. Fortunately, none of that happened to me or any other SASS member. But neither I nor anyone else was prepared for the untimely death
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�of President Smith. Although many Swarthmoreans then and since have disagreed with SASS over the use of nonviolent direct action in January 1969, most have agreed with and embraced the changes in black admissions that SASS was seeking. I see this as evidence of the ambivalence of the white moderate that Martin Luther King discusses in Letter From Birmingham Jail: … the white moderate who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I cannot agree with your methods of direct action.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will.
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My decision to become SASS chairman in spring 1968 had been a difficult one. The late Sam Shepherd Jr. ’68 was graduating. Sam was a founding father of SASS and the SASS chairman. I was vice chairman and the logical consensus candidate to take the chairmanship. Yet I was a shy, soft-spoken, ambivalent engineering student. Sam used the Phil Ochs song “When I’m Gone” (from Phil Ochs in Concert) to persuade me to succeed him as SASS chairman. The song, which rhapsodizes on the importance of making your contribution while you are “here,” has two lines that particularly hit home for me: “Won’t be asked to do my share when I’m gone.” “Can’t add my name into the fight when I’m gone.” I agonized over the decision to become SASS chairman, but when I finally made it, I was totally committed—come what may. I came to realize that sometimes you must lead by being led. This was a leadership principle of Martin Luther King and Mahatma Gandhi. In a 1963 article, Dr. King quoted Gandhi: “There go my people, I must catch them, for I am their leader.” This was particularly the case with “Seven Sisters” of SASS, who were frequently the “power behind the throne.” Marilyn Holifield, Marilyn Allman Maye, Aundrea White Kelley ’72, Janette Domingo ’70, and others kept my feet to the fire of “blackness.” During the crisis, Don Mizell was the SASS vice chairman. Don and I worked well together, and we had complementary styles. Don was charismatic, a good public speaker, and more comfortable with the glare of media publicity. Reserved, understated, and unflappable, I somehow projected as SASS chairman what some people described as “strength of character.” This reaction surprised me. In many respects, I was an unlikely leader, yet I was the man history selected for this role. Although Swarthmore generally nurtured me as a critical
The crisis was a defining moment that shaped the rest of my life. Most human beings are given relatively few opportunities to make a difference or a contribution to their world— to leave a legacy.
thinker, the crisis was where my real education came during my college years. To quote Herbert Spencer, the 19th-century British social philosopher and biologist: “The great aim of education is not knowledge but action.” As a reluctant, unlikely leader, I was forced to stretch myself, to grow in ways that I would not otherwise have grown during those years. There were times during the crisis when I had to dig deep down inside myself and pull out qualities I didn’t know I possessed. For example, during my first public presentations during the crisis (to the outside press, Swarthmore faculty, and Swarthmore student body), I had to overcome stage fright. I had no choice; it was a “do-or-die” situation. What propelled me forward, what helped me reinvent myself, was a compelling sense of duty and devotion to the moral imperative of our cause. I could not break faith with the legacy of my forebears and others, like Martin Luther King, who had made so many sacrifices for me, the black race, and America. It was now my turn to stand and deliver—to the best of my ability—at Swarthmore. The crisis was the greatest challenge of my youth and a defining moment that shaped the rest of my life. Most human beings are given relatively few opportunities in their lives to make a significant difference or make a real contribution to their world—to leave a legacy. The crisis was such an opportunity for me. The most important lesson I took from the 1960s and the Swarthmore crisis is that, whether we know it or not, whether we like it or not, America and its black citizens—and Swarthmore and its black students—are, in the words of Martin Luther King, “caught in an inescapable network of mutuality, tied in a single garment of destiny.” We must all strive to validate “the existential character of the American liberal, humanistic, idealistic, and democratic tradition, with its capacity for growth, renewal, and extension to the world of higher possibilities and more inclusive realities.” This is the wellspring of the American dream. Despite the inevitable difficulties and frustrations from the lingering pernicious effects of racism, there is no escaping our mutual destiny. For black and white, there is no viable alternative to the American dream. T
Clinton Etheridge is a vice president of the California Economic Development Lending Initiative, a multibank community development corporation established in 1995 to provide investment capital to small businesses and community organizations throughout the state. Following Swarthmore, Etheridge served in the Peace Corps in West Africa. He received an M.B.A. from Stanford Business School and later worked for Chase Manhattan Bank, the Security Pacific Bank, and Citicorp. Etheridge lives in Oakland with his wife of 30 years, Deidria; they have three adult children. He is an avid jazz enthusiast. ©2005 by the author.
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Narratives of Black Student Protest at Swarthmore College
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A set of accounts detailing the events of 1969.
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The Crucible of Character
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Clinton Etheridge
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The Swarthmore College Bulletin
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03/2005
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1969 sit-in
Black admissions
Clinton Etheridge
Courtney Smith's death
Don Mizell
Faculty
Frederick Hargadon
Michael Fields
President's Office
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Courtney Smith Papers
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Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
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Friends Historical Library
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[Admissions Policy Committee Recommendations, 12/30/1968]
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Box 10, Black Crisis Sept. 1968 - Jan. 12 1969
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Frederick Hargadon
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12/30/1968
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Black admissions
Frederick Hargadon
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September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together.
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School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall.
�-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were
�-4 ...
taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition,
�-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.)
Pomona:
I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf.
�A
App1ication~ . last
year
.Men: . 1,092 W6:men: '1 ,187 Total:
2,279
~\
Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448
The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6
Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know.
Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners.
�B
Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76
7
268
448
Scholarship funds Offered: Accepted: $189,950 127,550
Loan Funds Offered: Accepted: $7,600
6,900
(This is for the freshman class alone.)
Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500
�
/
September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together.
�-2-
School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall.
�-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were
�-4 ...
taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition,
�-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.)
Pomona:
I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf.
�A
App1ication~ . last
year
.Men: . 1,092 W6:men: '1 ,187 Total:
2,279
~\
Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448
The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6
Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know.
Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners.
�B
Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76
7
268
448
Scholarship funds Offered: Accepted: $189,950 127,550
Loan Funds Offered: Accepted: $7,600
6,900
(This is for the freshman class alone.)
Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500
�
Dublin Core
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Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
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Friends Historical Library
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[Letter from Frederick Hargadon to Alumni Interviewers 09/1966]
Description
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SASS file
Creator
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Frederick Hargadon
Date
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09/1966
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PDF
Black admissions
Frederick Hargadon
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bd77c740486e78cc38468d4da3cfc3f6.jpg
cea30a46546f069a9125396b6658b576
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Admissions
Description
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SASS Material, 1968
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Frederick Hargadon
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The Phoenix
Date
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10/15/1968
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JPG
Black admissions
Frederick Hargadon
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3e197877c2ddef5e59377817f7de1adb.pdf
23e203949ebc7d104557143eea6d91f6
PDF Text
Text
12. -12- 19
-5", .
'1
· The- TolJ.ow+ng,.J,.s. .a,. ..J,.e-tter-f-:rom "S.tuden-t -Counc i ~ to .Mr. Hargadon l'equcnating a formal channel of communications. be t ween the Admissions policy eommittee a nd SASS.
l~
December 1968
To:
Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions
From: Re:
Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention.
Sincerely, Ellen Scha 11 Student Council President
�~ ln~"'-fonowlng
i-s iVl r. 1far gad on'srep1 y
~ecember
dent Council. 13, 1968
To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee
Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time.
3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.)
�4 _'''
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'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. )
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12 , 0ec ember, 196 3
To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration.
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Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee
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Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1
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17
December 1968
Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident
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'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council
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December 1968
To:
Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions
From: Re:
Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention.
Sincerely, Ellen Scha 11 Student Council President
�~ ln~"'-fonowlng
i-s iVl r. 1far gad on'srep1 y
~ecember
dent Council. 13, 1968
To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee
Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time.
3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.)
�4 _'''
T he ' -Co~", 'rf i" Lt: C' , ·,mc{_
'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. )
.,1
5',
The Cnrr;;,;i tt c c h as ' sough t l: he Vi C;1.-7S n f (o ther cnll c ge s and univcrsi ti es r cg2':\! ing t he I1~a tt c r at hand u hc):c the ir c:xp c ricnc~s s eemed a p p rn pri atc on~s fo r us to draw u po n . W have al s o cone sulted wit h v ari n us p rog r ams , c ,g. t h e ABC a nd Tr an s itional Yea r prr~g r ams' f cn- inf r,rmation (n p:r (,' grams o f lhat',',a t u;:-c. We have fo un d 1~ r u r cons ul t in g tha~ it i s v~ry easy t o gai ~ gr ~ at n o mbe n; , )i' subjective op~ n i o ~ ~ s , a n d e xtrcITie':'ydi ffic u lt to g ather a riy h'a r'(~n",sed i nfo:!:Tr a t io[l ',".' : racts c o"ccrning 'pr r,grcs s with ri sk pr \3' gr a ms, dcgre;:: of d i fficulty of :Juch prog r ams, c sp": cially fro m co ll eges s i mi lar in their academic p r og ram t o Swarthmore. W have," \vritt E:n to on ,,-\E:si~:; t o n t Dean o f ",dm i ss i n n s a t Pe nn, cc at t he sug ~~2 s t ioi1 of 3 ~1.SS , actd <'1 :'e cx pc:: c ~ing h i s re ply 'tIi th wha t '~ve r pe r tinent i nfo:C,iJa t iO ll he ]--,a.::; b2 Lhei.':: i ~ on th e s ubj e ct. As f Oi' t he i'1:3Si.;' (,]~'P;:( 30" ~ t:: (; orr, : , , ~n (: (" d by SASS ; I hav" ~ ~;p()k e n with ... 'f\ her and sugge s ted tha t \leo: cOLi id rn-:-·r e app:..-opr~at'~ly draw o n her expe ;:-ti se at NSSFUS after S ,):3 r~hfIi O'.:C itself:, :: I-u· ou t h it ;:; faculty , de r id :u the OHle r (Lcd dc::; :'.-c. c ', of i t s i,L! Tities . (NSSFNS is a cl ea ti ng house "'pr.,;c:: ti ,;n fo r Ne E; "'- O .::;<: u duct s thro u g h o ut . the c o untry.) The t en t ati\i\;; recOlTmlcc-.. d<:,tion,s b2 icg dral,J n up by t he Committee wi 11 be in t h re e par t s : U.) :cecol!1n~l ',da ti ()n s con c e r n ing the: rc> c r uit ment and errol lment cf NegrG stuien t s a t Swar t hmo re ; ( B) r e comme n da_ Ot\s (~once:::nin ~; C PJtfl i: ~ (stedent life ;! a:;pects "f ti th e expede nc esof N c ~~;:'o ~turkn t s i n th2 Co llege; an d (C) recomme nd a t ions c o ncer n i ng t he c or'Lllbu tior_s ~"hici l, the Col\egc mi g h t appropr i a te 11' ;nake to'v2 r d enhanc i ng the op por tuni tics , f o r ' Neg r o stude nt s t o ~ r tend col lege in genera l. I woul d emphas i ze tha t th ~ re comme~c J t i o ns th e Committe e is n ow wo rki ng on will be ten t ative and no n e w ill be a d opte d without the provis i o n of o pp ortu n it i e s fo r fu ll d i sc u ss i o n , by the Negro st u d e nt s a lre a d y he r a . S t ncere ly, Fred A. Hargado n
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12 , 0ec ember, 196 3
To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration.
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Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee
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Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1
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�-7-
17
December 1968
Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident
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'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council
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Title
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Friends Historical Library General Reference Files
Description
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Friends Historical Library
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Title
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[Correspondence between Student Council and Hargadon, 12/1968]
Description
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SASS Material, 1968
Creator
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Ellen Schall
Frederick Hargadon
Date
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12/17/1968
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PDF
Black admissions
Frederick Hargadon
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/73a432f3f6d4aa621d4fab31c4b5b490.pdf
a3a049313623d2ef7050fa33c2a6a09b
PDF Text
Text
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'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't •
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LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . ,
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cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq."
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C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , '
.g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s
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ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... !
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.Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e
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WIrY WE CAN iT Wil l'l'
The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~
No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c
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�' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD
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.ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS.
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~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes.
On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq.,
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and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century.
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SASS proceeds with a clear conscience, can Swarthmore College?'
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The Swarthmore Afro-Ame rical1 Students' Society
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OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \'
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'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't •
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LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . ,
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cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq."
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Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I
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C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , '
.g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s
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ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... !
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.Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e
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,: , ,i)!I\: a:'0trlm91?ehec.~us !e: o.f:. ,SAS.S /t ' ~\1];ta,p.c~; ,SASS r c,:q.a:l'l~enged trh~ 1\.d;ni ,~~rons ' , I ti6)3:rr..it'\],ee,'! t.o', pravideconcre,te ,pro'o f.: bey-end' ITheresaj and 'g~ssi:p. tt , J' - .' . ~,:-/..;I..' : .;;: > .~ ~. ;: /:, :-i / ,' -~.'" -~. ) '. ' ;),... , ' =-" / , ) . ~; ~ :- ~ ,<' ~, ~ ';'ti)~ 1 )-' ';, " , ' . : " ( '
1,,'Si:;:t'0 $f;t"ectiV'E?I?-y[3s o;t; . ,~.A.,SS r;eqrui:tm~p,t" 'EpffQ:qt's; " th.e,' SA§S , i¢;-pe~ poinA:;e<;ir 0 1l:'\; /" " ' 't;lp:e:p,. all thre~'e ' mp).e :freshman first citsqover! 'd l ~wart-rllllorE? , t):P?d'1l.g~ pAS~I..', <':,, !c: e ;':;!:b/i;~:Q._cifITE?12 ' (}~l,a~;eie;1.~)J,ul:n;bier?:t: Negr0st¥,d,ent~ ' qec~de:d ' t9 :with~,~~t~'()In" : ~:',
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[iq r.l s:t;;ateI!Ien-cs i:n ('~hef ,.W<:)· rki:q.g :p~per W'h,iCh¢oncerned; sASS,. ' ':page ,, 23~hti+lenSed '
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", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\
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,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i,
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WIrY WE CAN iT Wil l'l'
The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~
No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c
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�' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD
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.ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS.
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~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes.
On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq.,
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and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century.
"",
SASS proceeds with a clear conscience, can Swarthmore College?'
~
The Swarthmore Afro-Ame rical1 Students' Society
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Dublin Core
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Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
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Condensed History of the Swarthmore-SASS Admissions Dispute
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
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[Swarthmore Afro-American Students' Society]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
PDF
Black admissions
Clinton Etheridge
Don Mizell
Frederick Hargadon
SASS
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f3bfe3ed8e96e67e8a894770f640ee45.pdf
464ba9dece2cfde0cb6b31d6516fc476
PDF Text
Text
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Dublin Core
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Title
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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Demands
Description
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Box 67, SASS 1968-January 1969
Creator
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Swarthmore Afro-American Students' Society
Date
A point or period of time associated with an event in the lifecycle of the resource
12/23/1968
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Clinton Etheridge
Frederick Hargadon
post-enrollment support
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/04bb7f593cf6b30ccf277cf1d9100fb6.jpg
ce11c84e927369c1d2553d5ca91da101
Dublin Core
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Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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[SASS' Statement, 10/18/1968]
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
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Swarthmore Afro-American Students' Society
Date
A point or period of time associated with an event in the lifecycle of the resource
10/18/1968
Format
The file format, physical medium, or dimensions of the resource
JPG
Black admissions
Frederick Hargadon
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9f7a8ce0c1e062bc3fdc90aab2c9ce72.pdf
40d8c9bdbb4135e7ec1972c2a26cdf66
PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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[Letter - Courtney Smith to Fred Hargadon,01/02/1969]
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
Courtney Smith
Date
A point or period of time associated with an event in the lifecycle of the resource
01/02/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
Black admissions
Frederick Hargadon
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ba07c8c28f0dd62f10df9400e78db0e4.pdf
137997ce0065ae891befdb3616b761d6
PDF Text
Text
/
SWARTHMORE COLLEGE
Swarthmore, Pennsylvania
19081
December 30, 1968
TO:
FROM:
students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee
o~
o~
the Admissions Policy
The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee.
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S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment
I.
Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro
students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros-
pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee
adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro
students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re-
(1) their critique of the ivorldng paper, (2)
their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and
(4)
those comments on their own experience at
Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either
lI
r isk" or "non-risk, " for Swarthmore.
Other
colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem.
In order to enroll any
�-2-
significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the
periences ,'lith such programs.
formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only
that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by
which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains
a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek
anS~Jers
to questions, many of which could
be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We
caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience,
�-3intuition, social consciousness, and hope. Our policy recommendations are meant
to be suggested approaches for the immediate future, subject to periodic review,
rather than tightly reasoned dicta handed down for the decade ahead.
II.
Despite the fact that Swarthmore ha$ in recent years been relatively success-
ful in enrolling more Negro students, the conditions under which such recruitment
took place have changed tremendously in the past two years. Whereas our recruit-
ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want
Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here?
Is it simply because we want to be able to Is it because they represent the
say that we have x-number in the student body?
kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro
an educational program to offer them?
students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are
normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist
if a large number of Negro or other students adopt a largely separatist life-style within the community?
�-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the
nOl~lly
required level of academic preparation.
How adaptable is the
Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between
the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk
about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not
because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective
thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure
�-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success.
~fuatever
the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it.
With this in mind, the Committee sought to find those "'ayS in which the College would be able to:
(1) assure an increased enrollment of Negro students
at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas.
Our reco~endations
are then
III.
1.
~gro
student recruitment and enrollment at Swarthmore.
A.
The College should continue to recruit vigorously the best qualified Negro secondary school graduates.
,
While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high
eJ~ectations
of success in this area, it is suggested nevertheless that the
Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore
�-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit-
ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro.
The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of
factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage
aca~mic
unrealistic applications from students whose level of them clearly outside our acceptable range.
preparation places
Such applications would serve neither
the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then
walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women.
�-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number
i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future.
o~timistic
The Committee is not, however,
concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified
man class.
that in i'l hich they were undertaken.
Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee
suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary.
In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore
itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its
o~m
purposes, and one which
takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that
~re
The Committee therefore recommends
seek to enroll a given number of students who, while not meeting our
general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be
�-8devised for each such student ."hich \-Tould do b"o things : first, it would be built
largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one
t~xough
which he would work to reduce past deficiencies in his academic
preparatio~
The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the
ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual
pur~ ose
of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt
his ability to reason abstractly.
slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is
The specific examples given here are meant only to illustrate
the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The
Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart-
ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the
conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish
the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it.
�-92. Enhancing opportunities for all Negro students to attend college.
A.
The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college.
B.
C.
D.
In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the
greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester
tutoria~
etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was
with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC.
�-10.
3.
Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to
deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without
our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici-
pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS.
The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on
The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to
�-11 ..
relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation.
IV.
It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending
~QOds.
policy and not that of raising
But it would be irresponsible on our
part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The
College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor-
mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to
remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi-
cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities.
eJ~anded
N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f
�-12-
the
co ~ ts
which the College
~rould
also have to meet if it were to undertake a
summer program such as ABC.
Therefore, the Committee urges the College immediate-
ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding.
Admissions Polic1 Committee December 1968
�
/
SWARTHMORE COLLEGE
Swarthmore, Pennsylvania
19081
December 30, 1968
TO:
FROM:
students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee
o~
o~
the Admissions Policy
The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee.
�!
S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment
I.
Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro
students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros-
pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee
adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro
students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re-
(1) their critique of the ivorldng paper, (2)
their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and
(4)
those comments on their own experience at
Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either
lI
r isk" or "non-risk, " for Swarthmore.
Other
colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem.
In order to enroll any
�-2-
significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the
periences ,'lith such programs.
formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only
that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by
which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains
a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek
anS~Jers
to questions, many of which could
be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We
caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience,
�-3intuition, social consciousness, and hope. Our policy recommendations are meant
to be suggested approaches for the immediate future, subject to periodic review,
rather than tightly reasoned dicta handed down for the decade ahead.
II.
Despite the fact that Swarthmore ha$ in recent years been relatively success-
ful in enrolling more Negro students, the conditions under which such recruitment
took place have changed tremendously in the past two years. Whereas our recruit-
ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want
Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here?
Is it simply because we want to be able to Is it because they represent the
say that we have x-number in the student body?
kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro
an educational program to offer them?
students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are
normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist
if a large number of Negro or other students adopt a largely separatist life-style within the community?
�-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the
nOl~lly
required level of academic preparation.
How adaptable is the
Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between
the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk
about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not
because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective
thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure
�-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success.
~fuatever
the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it.
With this in mind, the Committee sought to find those "'ayS in which the College would be able to:
(1) assure an increased enrollment of Negro students
at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas.
Our reco~endations
are then
III.
1.
~gro
student recruitment and enrollment at Swarthmore.
A.
The College should continue to recruit vigorously the best qualified Negro secondary school graduates.
,
While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high
eJ~ectations
of success in this area, it is suggested nevertheless that the
Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore
�-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit-
ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro.
The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of
factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage
aca~mic
unrealistic applications from students whose level of them clearly outside our acceptable range.
preparation places
Such applications would serve neither
the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then
walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women.
�-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number
i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future.
o~timistic
The Committee is not, however,
concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified
man class.
that in i'l hich they were undertaken.
Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee
suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary.
In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore
itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its
o~m
purposes, and one which
takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that
~re
The Committee therefore recommends
seek to enroll a given number of students who, while not meeting our
general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be
�-8devised for each such student ."hich \-Tould do b"o things : first, it would be built
largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one
t~xough
which he would work to reduce past deficiencies in his academic
preparatio~
The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the
ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual
pur~ ose
of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt
his ability to reason abstractly.
slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is
The specific examples given here are meant only to illustrate
the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The
Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart-
ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the
conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish
the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it.
�-92. Enhancing opportunities for all Negro students to attend college.
A.
The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college.
B.
C.
D.
In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the
greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester
tutoria~
etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was
with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC.
�-10.
3.
Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to
deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without
our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici-
pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS.
The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on
The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to
�-11 ..
relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation.
IV.
It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending
~QOds.
policy and not that of raising
But it would be irresponsible on our
part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The
College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor-
mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to
remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi-
cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities.
eJ~anded
N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f
�-12-
the
co ~ ts
which the College
~rould
also have to meet if it were to undertake a
summer program such as ABC.
Therefore, the Committee urges the College immediate-
ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding.
Admissions Polic1 Committee December 1968
�
Dublin Core
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Title
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Negro Student Recruitment and Enrollment
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
Admissions Policy Committee
Date
A point or period of time associated with an event in the lifecycle of the resource
12/30/1968
Format
The file format, physical medium, or dimensions of the resource
PDF
Black admissions
Frederick Hargadon
-
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PDF Text
Text
���������
���������
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The Admissions Policy Committee's Study of Negro Student Recruitment and Enrollment: A Chronology
Description
An account of the resource
Box 02, Admissions Policy Committee 1968
Creator
An entity primarily responsible for making the resource
Admissions Policy Committee
Date
A point or period of time associated with an event in the lifecycle of the resource
12/1968
Format
The file format, physical medium, or dimensions of the resource
PDF
Black admissions
Clinton Etheridge
Faculty
Frederick Hargadon
President's Office
SASS
Student Council
-
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247d105d9f1a93084515ddeea0553735
Dublin Core
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Title
A name given to the resource
The Phoenix
Description
An account of the resource
Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus.
Source
A related resource from which the described resource is derived
<a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Up Against the Wall
Creator
An entity primarily responsible for making the resource
Phoenix
Hank Levy
Publisher
An entity responsible for making the resource available
Swarthmore College
Date
A point or period of time associated with an event in the lifecycle of the resource
11/22/1968
Format
The file format, physical medium, or dimensions of the resource
jpg
Black admissions
Frederick Hargadon
SASS
Student Body
Student Council
-
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6583a1f0fa9247a8ab89131b785a9167
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Phoenix
Description
An account of the resource
Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus.
Source
A related resource from which the described resource is derived
<a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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SC Discusses Closed Meetings, Admissions
Creator
An entity primarily responsible for making the resource
Phoenix
Gil Kemp
Publisher
An entity responsible for making the resource available
Swarthmore College
Date
A point or period of time associated with an event in the lifecycle of the resource
11/12/1968
Format
The file format, physical medium, or dimensions of the resource
jpg
Frederick Hargadon
SASS
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eea76ae70209f8eee0e2b904a7429e82.jpg
888da797ee8b894ffe22a887b91bdb5f
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Phoenix
Description
An account of the resource
Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus.
Source
A related resource from which the described resource is derived
<a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SC-SASS Demands
Creator
An entity primarily responsible for making the resource
Phoenix
Publisher
An entity responsible for making the resource available
Swarthmore College
Date
A point or period of time associated with an event in the lifecycle of the resource
11/12/1968
Format
The file format, physical medium, or dimensions of the resource
jpg
Black admissions
Frederick Hargadon
SASS
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9fee77fdb15e97e06fdff0b8870966e0.jpg
8cf1c5143b73413b46c57eaf414ddc0b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Phoenix
Description
An account of the resource
Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus.
Source
A related resource from which the described resource is derived
<a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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SASS Stages Admissions Committee Walkout; Ten Blacks Stay to Discuss Hargadon Report
Creator
An entity primarily responsible for making the resource
Phoenix
John Lohr
Publisher
An entity responsible for making the resource available
Swarthmore College
Date
A point or period of time associated with an event in the lifecycle of the resource
10/18/1968
Format
The file format, physical medium, or dimensions of the resource
jpg
Black admissions
Clinton Etheridge
Frederick Hargadon
post-enrollment support
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b3f4fe284ed55943fb389791c7c35d5e.pdf
572d3b67df93f3e68827f96a519e554e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Phoenix
Description
An account of the resource
Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus.
Source
A related resource from which the described resource is derived
<a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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SASS Effigy Burning Dramatizes Crisis and Demands
Creator
An entity primarily responsible for making the resource
Phoenix
Pete Solar
Publisher
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Swarthmore College
Date
A point or period of time associated with an event in the lifecycle of the resource
01/10/1969
Format
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jpg
Black admissions
Clinton Etheridge
Frederick Hargadon
SASS