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Title
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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
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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[Statement by Edward Cratsley 01/1969]
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
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Edward Cratsley
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
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PDF
1969 sit-in
President's Office
-
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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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Title
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Policy Change at Swarthmore Gains Backing
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
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Dominic Sama
Publisher
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Philadelphia Inquirer
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
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JPG
1969 sit-in
Faculty
President's Office
-
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Black Cultural Center Records
Description
An account of the resource
Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society.
Source
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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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[Letter (draft, unsent) from Robert Cross to SASS 02/20/1970]
Description
An account of the resource
Box 2, Cross and SASS correspondence
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Robert Cross
Date
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[02/20/1970]
Format
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JPG
Black Cultural Center
President's Office
-
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PDF Text
Text
��
��
Dublin Core
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Title
A name given to the resource
Black Cultural Center Records
Description
An account of the resource
Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society.
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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Black Students at Swarthmore
Description
An account of the resource
Box 2, Cross and SASS correspondence
Creator
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Robert Cross
Date
A point or period of time associated with an event in the lifecycle of the resource
[03/1970]
Black admissions
Black Cultural Center
Black Studies
Board of Managers
post-enrollment support
President's Office
-
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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
Black Cultural Center Records
Description
An account of the resource
Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society.
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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[Letter from Robert Cross to Board of Managers, members of the black community at Swarthmore]
Description
An account of the resource
Box 2, Cross and SASS correspondence
Date
A point or period of time associated with an event in the lifecycle of the resource
[06/1970]
Format
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JPG
Creator
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Robert Cross
Board of Managers
President's Office
-
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Dublin Core
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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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Title
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The Choice is Ours: Whites Speak to Whites
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
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Chuck Gilbert et al
Date
A point or period of time associated with an event in the lifecycle of the resource
[n.d.]
Format
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JPG
President's Office
-
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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.
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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
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Courtney Smith
Date
A point or period of time associated with an event in the lifecycle of the resource
01/02/1969
Format
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JPG
Black admissions
Frederick Hargadon
President's Office
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Text
/
Swarthmcre College Swarthmore, Pennsylvania
orrice or the President
3 January 1969
To All Swarthmore Students: I think you should know or a development that occurred during the vacation period and or the report I have made to the Faculty on it.
Courtn e y Smit h
�./"
Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968
To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact.
�-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien-
�-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if
3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have.
I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board.
4.
�-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th.
Courtney Smith
�
/
Swarthmcre College Swarthmore, Pennsylvania
orrice or the President
3 January 1969
To All Swarthmore Students: I think you should know or a development that occurred during the vacation period and or the report I have made to the Faculty on it.
Courtn e y Smit h
�./"
Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968
To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact.
�-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien-
�-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if
3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have.
I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board.
4.
�-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th.
Courtney Smith
�
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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Title
A name given to the resource
[Memorandum from Courtney Smith to students and faculty, 01/03/1969
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
01/03/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Clinton Etheridge
President's Office
-
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PDF Text
Text
I
I
Swarthmore College Swarthmore, Pennsylvania 7 January 1970
Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest
to the faculty and students.
Gilmore stott Chairman
�SWARTHMORE COLLEGE Swarthmore, Pennsylvania
5 January 1970
Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy
The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201
425
Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C.
Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~
�-2-
The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful.
�-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that
IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined.
'~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If
(from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented.
�-4"
The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ----
�-5"
kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies.
l~t
�-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:.,
1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs.
.
2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group.
3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours.
If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants.
�-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results.
�....
..
"
-8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . ,
~,
As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor.
1:
That increased scholarship funds be made available to support
Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70
�
I
I
Swarthmore College Swarthmore, Pennsylvania 7 January 1970
Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest
to the faculty and students.
Gilmore stott Chairman
�SWARTHMORE COLLEGE Swarthmore, Pennsylvania
5 January 1970
Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy
The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201
425
Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C.
Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~
�-2-
The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful.
�-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that
IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined.
'~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If
(from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented.
�-4"
The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ----
�-5"
kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies.
l~t
�-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:.,
1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs.
.
2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group.
3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours.
If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants.
�-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results.
�....
..
"
-8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . ,
~,
As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor.
1:
That increased scholarship funds be made available to support
Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70
�
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Friends Historical Library General Reference Files
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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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Recommendations concerning Black Admissions Policy
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Ad Hoc Black Admissions Committee
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A point or period of time associated with an event in the lifecycle of the resource
01/05/1970
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PDF
Alan Robin
Aundrea White (Kelley)
Black admissions
Delmar Thompson
Don Mizell
Faculty
Franciena King
President's Office
-
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PDF Text
Text
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Friends Historical Library General Reference Files
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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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[Memo From Ad Hoc Black Admissions Committee to Faculty and Students]
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Ad Hoc Black Admissions Committee
William Cline
Uwe Henke
Franciena King
Asmarom Legesse
Don Mizell
Jean Perkins
Alan Robin
Gilmore Stott
Delmar Thompson
Aundrea White
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[n.p.]
Date
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01/05/1970
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pdf
Aundrea White (Kelley)
Black admissions
Delmar Thompson
Don Mizell
Faculty
post-enrollment support
President's Office
-
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Courtney Smith Papers
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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.
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[Gilmore Stott's Statement, 01/06/1969]
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Box 67, SASS 1968-January 1969
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Gilmore Stott
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01/06/1969
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JPG
1969 sit-in
Black admissions
Clinton Etheridge
President's Office
SASS
-
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9722d60c4f45761ca2d374ca1db1e68b
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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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[Minutes of the Commission for Educational Policy, 01/06/1969]
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Box 28, Commission on Educational Policy
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Helen North
Date
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01/06/1969
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JPG
1969 sit-in
Black admissions
Black Studies
Faculty
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b23d74bc9cd7864f7d57b3113fb0d15.pdf
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PDF Text
Text
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��
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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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Students Get Roles in Hunt for New College President
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Box 11, Black Crisis - Newspaper Clippings
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Ray Didinger
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The Delaware County Daily Times
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01/07/1969
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PDF
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2c716430aba0787ff69c4e927dd83d91.jpg
9423dc5035b3a905b2c1c711310685f0
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Courtney Smith Papers
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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.
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Friends Historical Library
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[Joseph Shane's Statement, 01/09/1969]
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Box 67, SASS 1968-January 1969
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Joseph Shane
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01/09/1969
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JPG
1969 sit-in
Black admissions
Faculty
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c06046287858e6f67001c4e316910b47.pdf
c4a65e9be748d7c6c18c8c3a733a4fc0
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Text
S WAR TH MORE COLLEGE
SWA R TH MORE , PENNSYLVANIA 1908 1
I
J
l
OFFICE OF THE PRES i dENT
9 January 19 69
r:po Members of th.e Board of Managers : I enclose for your information the following it ems : 1 . A l etter from six faculty members sent t6 their c olleagues, and l a t er to all students , dated J anuary 31"d. 2. Gil Stott ' s memorandum, given to the pr esident of Stu dent Council and a few others, r eporting bri efly on my meeting with SASS on J anuary 6th.
3. A mailin g to the Coll ege community fro m Student Council on January 6th.
". ~_ . A mailing to the Co llege commun ity by 26 students on January 7th.
5.
A mailing , f1 \{hy liJe Canlt l'V'ait ,f1 sent by SASS to a ll memb e rs of th e College community on January 8th.
6. A summary, prepared by David Cowden as Secretary
of th e Faculty, of the faculty meeting h e ld on J anuary 7th . 7. A mailing sent from Student Counci l to the College c ommunity on Janu ary 8th.
Cou rtney Smith
Also enclosed is a communication dated January 9th just received from SASS .
�SASS
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�Swarthmore College Swart.hmore, Pennsylvania
January 3, 1968
To our fellow faculty members: The following memorandtUll is offered in the hope of contributing to a constructive response to the SASS ultimattUll, though SASS's demands are presented in terms that are incompatible with acceptable procedures. The ~~~ptory style of the SASS proposals should not obscure either the real merits of some of them or the necessity of giving careful and tholl6ht,ful, consideration to the important issues of College policy which they raise . It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing-to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threats as the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, without whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them calmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational ideals and achievements of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for sul::mission to the faculty, and also that sympathy for action on these matt-err is virtually unanimous. The SASS statement can serve a useful purpose in bringing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion among students, faculty members, and administrative officers, and recommendations to the Board of Managers. The current crisis has not ari's en out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of meeting it--and of making fut~ crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Mar.k A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson
�6 January 1969
President Smith and I met this morning with members of SASS from 11:00 A.M. until 12:30 P.M .
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Clinton Etheridge, Jr., the Chairman of SASS, cited the SASS demands, calling for SHift and positive action on the part of the College in accepting these demands. Pr esident Smith spoke to the four numbered points as indicated in his memorandum to faculty members on 31 December 1968. He developed at length the nature and extent of his belief in the underlying conc ern~ of SASS, making explicit his strong personal hope for an increase in the number of black students and faculty members and administrators at the College, the need to create a viable healthy black student population, and the nature of his belief in the impo rtance of self-definition. President Smith expressed his hope that SASS would now use this mom ent constructively either by presenting proposals to the Faculty that embody their ideas or by providing a full commentary on th e recommendations that have now been . sent to all of us by the Admissions Policy Co mmittee. At the end of the meeting SASS repeated its demand s , insistin g that President Smith make a strong statement to the Faculty' calling for th e College to accept and implement SASS I S dem ands. Pr esident Smith held to the position described in his memorandum to the Faculty mentioned above, expressing his beli ef that it is our entire College communi ty, and not SASS alone or the President alone, that must consider conscientiousl y and im agina tively the best ways to achieve the goals he believes almost everyone in this co mmun ity Hishes to achieve.
Gilmore Stott
�January 6, 1969 To: the College Community From: Student Council Student Council met Monday night to discuss recent developments relating to black admi ss i ons. ~\fe strohgly agree with what we find to be comm~n in the two reports . Both favor a substantial increase in the number of black students. Both favor i mmediate interiIa "s t eps to increase the number of black students in the class of 1973 (including the admission of fl r isk ll students). Both recognize the need for a more viable life for black students here (including t he appointment of black admj_nistrators and counselors). These issues are of utmost- i mportance and demand i mmediate attention and decision. W therefore urge the faculty to establish and make known at its e meet.i ng this afternoon a specific t i metable concerning the consideration and decision on these crucial issue s o This timetable woUld serve as an indication of your commi tment- to deal quickly with these matt- rs. e However, we do recognize basic philosophical differences in the two reports, and we realize that these' can not be reascnably resolved in the near future. It- is impera ti ve that a joint- commi t ,tee be fornI~d consisting of the Admiss~ons Policy Cammi ttee? members of SASS, and other students to wrlte a more compr ehenslve report answering gener al questions. This committee could calIon consul tant.s when it t hought it was necessary. \ATe WQuld like faculty commitment today to the formation of this committee.
S igned~
Student Council Jolm Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Eandy Larrimore Hank Levy Gerard Mare Mary Noland Lyn Peery Ca rol Pixton Ellen Schall Lyle Snider Roger Wood Absent~ M ike Hatter sley
�J e.n . 7, 1969 To L : e
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1. &n .increase in t ~ ::) number of Bla e l;: s t v.uen t s in the cla ss of 1 9 7 3 , includ i ilf t ' e ud , ~ ss i c~ of & si n i f ic a nt number of II r isk" E;t U.d e n ts, ~. a b8..sic C(;;L i t l;i ent to t w pre sen c e o f f.;. vi a ble Blac k CO':L.,UYl.:i t y d, t o , !art :"(llOr C , i;lc l\.1CJin{. L :.{; c....d. ll~J.8si o n of a s l.;.f 1:i.c i en t n uad::er of Bl ach:. s t ,;Jden t s t o Sl.:!.l) !o:-c t ;,.~t) c r;. [i c 0!lj i,u ni t y , (, :rlU t .c G oint :.ll::u t or C<. jU 2 C h. ,-",0. ,d.s s ions off ic e r .p:.' &nd Bl a c K C()l.H13clor s , 3 . t .' 8 i n C ~Lus io n of 8. s i : n i f'i c u.nt nU!:1.b e:-c o f s tUd811 t s , es '[; e cia l l y >=.JA0S l:lembers , on Cl COJ \l(ii t tee t (_ for .nul L.ct8 a CUi! l.Jrehensi.\Te s t d tclnent of l)~ l ilo s o ~)::lY on J:U<"4c k 8..c. , liss ion s and Dl a c k s t udent l i fe .
1:J e fe el t i2t t . f; (-: d fl :i~n i 8tr,_.ti () ~1 ;. (.5 !lo t te. :>..cn c:A e q u 3 te to involve 8t u ~: ents , , ; l l () eS !1t; cial ly ,3lu c L :3tUG ents, i '-1 t 1.: ,., ·f·or'·n u l · · t ·, "1" 0 1' t ,,.,. '·\ d !"l· se' ; -'l'l c' 'J ')O'; l' C" ;v () '. .1 ·tt ee rc " ort " J . J l: o n }jl Lc k 0 ,c.1.il1iS;;J :L ons ,--~lC~ <..t.d il is s i u:~. s ;)olt c y i n ;' eneral. :'J e <.•..1. 8 0 fee l t ;\<.. t 8 tu(i cmts . ust e,ct i v oly d i scu ss t i le is sues l~u. i 8ed by t . ; e SA:tS 181~te r L ; ,nd t,li s re ~. ort i~_ilcl :,1<:.'\. (:; Known to t :,G £" ;.c ,.; 1 ty , :"d.lli n i strs. tL);1 , ~ ':'l.,l b Oc..r ( Of 1'--~1i..,c ,::. r s th eir Vi 8H S W i d de i :and s. ~,,;e f e e l L 'Gt i f t;w fz.. c u.l ty, d l mil1i s tra ti on ,--,lel o 0 8.rd of ,uc-.n a '.',cr s 0.0 Lot ,r.c.. ~. e 2, cle Lr c o;nl:ii t r;i8 n t to t .h e . b88 ic 1 )l'inci})1 8 s out:Li n ed i n t Jle 0 j', ;3~ l e tte r, \\il lic ~, coincid es i n s i cnii'ic Cl.flt < 'c;cd3 \·;'~. t : ~ t .i. o j~l; ' i'i:Joiuns :i' ol i c y Ccmnlittee ..\,r Re l:ort, t il'" t d i ro ct (.. .ctL n OJ' t .:le st-u.c'.. ent b o d.v , <...nd Bl a CK s tu~. ents i n i-!c.,r t i cul&r , i s b oth ne ce sso.ry ~.~'ld a p p ro p ri t:.. te.
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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
�S4ARTH M 0:1E COLLEGE Swarthmore, Pennsylvania
8 January 1969
To the Faculty, Staff, and Students: Opening a meeting of the Faculty nf Swarthmore College on Tuesday afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as ~ong as is necessary thereafter, to discuss four important topic~ ln the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the Expanded Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 Dl')cember 1968. He said that SASS had insisted that the President make a strong statemept to the Faculty calling for the College to accept and implement SASS's demands. In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty to participate in the dis~ussion, or, alternatively, that SASS be invited to hold a forum open to the faculty ~nd members of the student body for such discussion. When it was pointed out that only ten members of the f~culty had attended the meeting sponsored by SASS and the Student Council at 12:30 this afternoon (7 January), many members of the fa~ulty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested. that the faculty take immediate action on those proposals on wh~ch there was SUbstantial agreement. Others, however, felt that thls would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious disc:uflsion and e onelderatjoll in the meetings now scheduled.
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-2President Smi th s aid that he felt almost everyone in this community wishe d to achieve th u goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he was sure there was no disagreement about increasing the number of blac k students, fa culty members , and administrators. A judgment a'uout nV.mbers of high risk studen te does involve a basic issue to be re s olved by t he faculty. Swart hmore College has historically defined it s elf a s a colle g e with a highly selected student body and a challenging academic program ,. In the light of cur~ent social urgencies, should the College redef in e itself, and if so, to what extent and in what direction ? The faculty decided first to consid 8r the proposals cf S.ASS and of the Admissions Policy Committee, and voted to base i ts discussion on the SASS demands. In the ensuing lengthy and co m l ex p discussion, however, it became apparent that the SASS demands en t!3.iled complications and implications that w',') re not immediately a pparent and could not be resolved in this first meeting on thA s·..1bject. The faculty, however, unanimously passed the followin g resolution, based upon the memorandum from the Student Council : IIW0 favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black s t udents in the class of 1973 (i nc l.uding the admission of " ris k" students). We recognize the need for a more viable life for b lack s "t.~udents here (including the appointment of black administrato l's and counselors). II In conclusion, the faculty passed the following motion by a unanimous vote: II That the f acult y in vi te SASS to a meet i ng with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience before Friday."
David Cowden Secretary to the Faculty
�January
To~ From~
9,
1969
The College CO :'1'1111 j_ty .n Student Council
student Council met again v '!ednesday afternoon and evening to discuss recent developments relating to black admissions. '\liTe greatly appreciated the resolution which the faculty made at its Tuesday evening meeting. We understand this resolution to include~ (1) a commitment to a, substantial increase in the number of black students; (2) a commitment to i mmediate interim steps to increase the number of black students in the Class of 1973 (including the admission of "risk" students); (3) a recognition of the need for a more viable life for black students here (including the appointment of black administrators and counselors). Rowever we regard faculty endorsement of the formation of a commiitee consisting of members of the Admissions Policy Committee, membe rs of SASS , consultants, and other students to be equally i m perative. We urge immediate implementation of this SASS demand which calls for student participation---partiriularly black student participation--in the decision-making process . Student Council has considered this to be an important issue all semester. A basic cause of the present crisis is the lack of student and black participation as an integral part of the decisionmaking process. We recognize that there are two distinct perspectives to be considered---a white perspective and a black perspective. Both must be heard at all levels; both must be respect ed. A significant decision-making role for blacks in the college must be created. l;J e consider the joint committee to have two basic functions~ 1) to establish a long-range philosophy governing black admissions policy; 2) to work out the details of i mplementat ion of faculty decisions. For example, if the faculty recommends establishing a supportive program for "risk" students, it would be the job of:' the joint committee to decide precis81y what that supportive program would consist of. What ' is ne~ded now is a clear and sincere commitment on the part of the faculty by passage of the substantive demands. \ATe feel that the faculty1s decision to use the SASS demands as its agenda is a step in that direction. "'Te understand that these are difficult problems to resolve in a seemingly short time, but we also sympathize with the impatience of S~S8 and otber students. In short, it must be recognized that this is a crisis situat ion and that immediate action is absclutely necessary. Furthermore, if we wish to avert crises of similar nature in the future, steps must be taken to insure student participation in the decision-making processes of Swarthmore College . Signed, Student Council JQhn Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Randy Larrimore Hank Levy
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�
S WAR TH MORE COLLEGE
SWA R TH MORE , PENNSYLVANIA 1908 1
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OFFICE OF THE PRES i dENT
9 January 19 69
r:po Members of th.e Board of Managers : I enclose for your information the following it ems : 1 . A l etter from six faculty members sent t6 their c olleagues, and l a t er to all students , dated J anuary 31"d. 2. Gil Stott ' s memorandum, given to the pr esident of Stu dent Council and a few others, r eporting bri efly on my meeting with SASS on J anuary 6th.
3. A mailin g to the Coll ege community fro m Student Council on January 6th.
". ~_ . A mailing to the Co llege commun ity by 26 students on January 7th.
5.
A mailing , f1 \{hy liJe Canlt l'V'ait ,f1 sent by SASS to a ll memb e rs of th e College community on January 8th.
6. A summary, prepared by David Cowden as Secretary
of th e Faculty, of the faculty meeting h e ld on J anuary 7th . 7. A mailing sent from Student Counci l to the College c ommunity on Janu ary 8th.
Cou rtney Smith
Also enclosed is a communication dated January 9th just received from SASS .
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�Swarthmore College Swart.hmore, Pennsylvania
January 3, 1968
To our fellow faculty members: The following memorandtUll is offered in the hope of contributing to a constructive response to the SASS ultimattUll, though SASS's demands are presented in terms that are incompatible with acceptable procedures. The ~~~ptory style of the SASS proposals should not obscure either the real merits of some of them or the necessity of giving careful and tholl6ht,ful, consideration to the important issues of College policy which they raise . It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing-to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threats as the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, without whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them calmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational ideals and achievements of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for sul::mission to the faculty, and also that sympathy for action on these matt-err is virtually unanimous. The SASS statement can serve a useful purpose in bringing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion among students, faculty members, and administrative officers, and recommendations to the Board of Managers. The current crisis has not ari's en out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of meeting it--and of making fut~ crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Mar.k A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson
�6 January 1969
President Smith and I met this morning with members of SASS from 11:00 A.M. until 12:30 P.M .
15
Clinton Etheridge, Jr., the Chairman of SASS, cited the SASS demands, calling for SHift and positive action on the part of the College in accepting these demands. Pr esident Smith spoke to the four numbered points as indicated in his memorandum to faculty members on 31 December 1968. He developed at length the nature and extent of his belief in the underlying conc ern~ of SASS, making explicit his strong personal hope for an increase in the number of black students and faculty members and administrators at the College, the need to create a viable healthy black student population, and the nature of his belief in the impo rtance of self-definition. President Smith expressed his hope that SASS would now use this mom ent constructively either by presenting proposals to the Faculty that embody their ideas or by providing a full commentary on th e recommendations that have now been . sent to all of us by the Admissions Policy Co mmittee. At the end of the meeting SASS repeated its demand s , insistin g that President Smith make a strong statement to the Faculty' calling for th e College to accept and implement SASS I S dem ands. Pr esident Smith held to the position described in his memorandum to the Faculty mentioned above, expressing his beli ef that it is our entire College communi ty, and not SASS alone or the President alone, that must consider conscientiousl y and im agina tively the best ways to achieve the goals he believes almost everyone in this co mmun ity Hishes to achieve.
Gilmore Stott
�January 6, 1969 To: the College Community From: Student Council Student Council met Monday night to discuss recent developments relating to black admi ss i ons. ~\fe strohgly agree with what we find to be comm~n in the two reports . Both favor a substantial increase in the number of black students. Both favor i mmediate interiIa "s t eps to increase the number of black students in the class of 1973 (including the admission of fl r isk ll students). Both recognize the need for a more viable life for black students here (including t he appointment of black admj_nistrators and counselors). These issues are of utmost- i mportance and demand i mmediate attention and decision. W therefore urge the faculty to establish and make known at its e meet.i ng this afternoon a specific t i metable concerning the consideration and decision on these crucial issue s o This timetable woUld serve as an indication of your commi tment- to deal quickly with these matt- rs. e However, we do recognize basic philosophical differences in the two reports, and we realize that these' can not be reascnably resolved in the near future. It- is impera ti ve that a joint- commi t ,tee be fornI~d consisting of the Admiss~ons Policy Cammi ttee? members of SASS, and other students to wrlte a more compr ehenslve report answering gener al questions. This committee could calIon consul tant.s when it t hought it was necessary. \ATe WQuld like faculty commitment today to the formation of this committee.
S igned~
Student Council Jolm Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Eandy Larrimore Hank Levy Gerard Mare Mary Noland Lyn Peery Ca rol Pixton Ellen Schall Lyle Snider Roger Wood Absent~ M ike Hatter sley
�J e.n . 7, 1969 To L : e
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of t . . L;; d e i;J c.uds of t ,' 8 01:' 00 l e t t.a r c Ollc ern i ne Bl 8.c k Admi ss ions. i. c t i()n must be t o.Ken no~" t e GllSure:
1. &n .increase in t ~ ::) number of Bla e l;: s t v.uen t s in the cla ss of 1 9 7 3 , includ i ilf t ' e ud , ~ ss i c~ of & si n i f ic a nt number of II r isk" E;t U.d e n ts, ~. a b8..sic C(;;L i t l;i ent to t w pre sen c e o f f.;. vi a ble Blac k CO':L.,UYl.:i t y d, t o , !art :"(llOr C , i;lc l\.1CJin{. L :.{; c....d. ll~J.8si o n of a s l.;.f 1:i.c i en t n uad::er of Bl ach:. s t ,;Jden t s t o Sl.:!.l) !o:-c t ;,.~t) c r;. [i c 0!lj i,u ni t y , (, :rlU t .c G oint :.ll::u t or C<. jU 2 C h. ,-",0. ,d.s s ions off ic e r .p:.' &nd Bl a c K C()l.H13clor s , 3 . t .' 8 i n C ~Lus io n of 8. s i : n i f'i c u.nt nU!:1.b e:-c o f s tUd811 t s , es '[; e cia l l y >=.JA0S l:lembers , on Cl COJ \l(ii t tee t (_ for .nul L.ct8 a CUi! l.Jrehensi.\Te s t d tclnent of l)~ l ilo s o ~)::lY on J:U<"4c k 8..c. , liss ion s and Dl a c k s t udent l i fe .
1:J e fe el t i2t t . f; (-: d fl :i~n i 8tr,_.ti () ~1 ;. (.5 !lo t te. :>..cn c:A e q u 3 te to involve 8t u ~: ents , , ; l l () eS !1t; cial ly ,3lu c L :3tUG ents, i '-1 t 1.: ,., ·f·or'·n u l · · t ·, "1" 0 1' t ,,.,. '·\ d !"l· se' ; -'l'l c' 'J ')O'; l' C" ;v () '. .1 ·tt ee rc " ort " J . J l: o n }jl Lc k 0 ,c.1.il1iS;;J :L ons ,--~lC~ <..t.d il is s i u:~. s ;)olt c y i n ;' eneral. :'J e <.•..1. 8 0 fee l t ;\<.. t 8 tu(i cmts . ust e,ct i v oly d i scu ss t i le is sues l~u. i 8ed by t . ; e SA:tS 181~te r L ; ,nd t,li s re ~. ort i~_ilcl :,1<:.'\. (:; Known to t :,G £" ;.c ,.; 1 ty , :"d.lli n i strs. tL);1 , ~ ':'l.,l b Oc..r ( Of 1'--~1i..,c ,::. r s th eir Vi 8H S W i d de i :and s. ~,,;e f e e l L 'Gt i f t;w fz.. c u.l ty, d l mil1i s tra ti on ,--,lel o 0 8.rd of ,uc-.n a '.',cr s 0.0 Lot ,r.c.. ~. e 2, cle Lr c o;nl:ii t r;i8 n t to t .h e . b88 ic 1 )l'inci})1 8 s out:Li n ed i n t Jle 0 j', ;3~ l e tte r, \\il lic ~, coincid es i n s i cnii'ic Cl.flt < 'c;cd3 \·;'~. t : ~ t .i. o j~l; ' i'i:Joiuns :i' ol i c y Ccmnlittee ..\,r Re l:ort, t il'" t d i ro ct (.. .ctL n OJ' t .:le st-u.c'.. ent b o d.v , <...nd Bl a CK s tu~. ents i n i-!c.,r t i cul&r , i s b oth ne ce sso.ry ~.~'ld a p p ro p ri t:.. te.
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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
�S4ARTH M 0:1E COLLEGE Swarthmore, Pennsylvania
8 January 1969
To the Faculty, Staff, and Students: Opening a meeting of the Faculty nf Swarthmore College on Tuesday afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as ~ong as is necessary thereafter, to discuss four important topic~ ln the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the Expanded Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 Dl')cember 1968. He said that SASS had insisted that the President make a strong statemept to the Faculty calling for the College to accept and implement SASS's demands. In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty to participate in the dis~ussion, or, alternatively, that SASS be invited to hold a forum open to the faculty ~nd members of the student body for such discussion. When it was pointed out that only ten members of the f~culty had attended the meeting sponsored by SASS and the Student Council at 12:30 this afternoon (7 January), many members of the fa~ulty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested. that the faculty take immediate action on those proposals on wh~ch there was SUbstantial agreement. Others, however, felt that thls would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious disc:uflsion and e onelderatjoll in the meetings now scheduled.
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-2President Smi th s aid that he felt almost everyone in this community wishe d to achieve th u goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he was sure there was no disagreement about increasing the number of blac k students, fa culty members , and administrators. A judgment a'uout nV.mbers of high risk studen te does involve a basic issue to be re s olved by t he faculty. Swart hmore College has historically defined it s elf a s a colle g e with a highly selected student body and a challenging academic program ,. In the light of cur~ent social urgencies, should the College redef in e itself, and if so, to what extent and in what direction ? The faculty decided first to consid 8r the proposals cf S.ASS and of the Admissions Policy Committee, and voted to base i ts discussion on the SASS demands. In the ensuing lengthy and co m l ex p discussion, however, it became apparent that the SASS demands en t!3.iled complications and implications that w',') re not immediately a pparent and could not be resolved in this first meeting on thA s·..1bject. The faculty, however, unanimously passed the followin g resolution, based upon the memorandum from the Student Council : IIW0 favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black s t udents in the class of 1973 (i nc l.uding the admission of " ris k" students). We recognize the need for a more viable life for b lack s "t.~udents here (including the appointment of black administrato l's and counselors). II In conclusion, the faculty passed the following motion by a unanimous vote: II That the f acult y in vi te SASS to a meet i ng with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience before Friday."
David Cowden Secretary to the Faculty
�January
To~ From~
9,
1969
The College CO :'1'1111 j_ty .n Student Council
student Council met again v '!ednesday afternoon and evening to discuss recent developments relating to black admissions. '\liTe greatly appreciated the resolution which the faculty made at its Tuesday evening meeting. We understand this resolution to include~ (1) a commitment to a, substantial increase in the number of black students; (2) a commitment to i mmediate interim steps to increase the number of black students in the Class of 1973 (including the admission of "risk" students); (3) a recognition of the need for a more viable life for black students here (including the appointment of black administrators and counselors). Rowever we regard faculty endorsement of the formation of a commiitee consisting of members of the Admissions Policy Committee, membe rs of SASS , consultants, and other students to be equally i m perative. We urge immediate implementation of this SASS demand which calls for student participation---partiriularly black student participation--in the decision-making process . Student Council has considered this to be an important issue all semester. A basic cause of the present crisis is the lack of student and black participation as an integral part of the decisionmaking process. We recognize that there are two distinct perspectives to be considered---a white perspective and a black perspective. Both must be heard at all levels; both must be respect ed. A significant decision-making role for blacks in the college must be created. l;J e consider the joint committee to have two basic functions~ 1) to establish a long-range philosophy governing black admissions policy; 2) to work out the details of i mplementat ion of faculty decisions. For example, if the faculty recommends establishing a supportive program for "risk" students, it would be the job of:' the joint committee to decide precis81y what that supportive program would consist of. What ' is ne~ded now is a clear and sincere commitment on the part of the faculty by passage of the substantive demands. \ATe feel that the faculty1s decision to use the SASS demands as its agenda is a step in that direction. "'Te understand that these are difficult problems to resolve in a seemingly short time, but we also sympathize with the impatience of S~S8 and otber students. In short, it must be recognized that this is a crisis situat ion and that immediate action is absclutely necessary. Furthermore, if we wish to avert crises of similar nature in the future, steps must be taken to insure student participation in the decision-making processes of Swarthmore College . Signed, Student Council JQhn Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Randy Larrimore Hank Levy
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Mary Noland Carol Pixton Ellen Schall Lyle Snider Absent~ Lyn Peery Roger '\ATood
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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
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
[Memorandum from Courtney Smith to Board, 01/09/1969]
Description
An account of the resource
Box 20, Board of Managers 1966-1969
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
01/09/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Board of Managers
Faculty
President's Office
SASS
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/609ad96820471b22ebd5816e57065d5c.jpg
61e15e718c002072f51f61c101ff85fd
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
[Open Letter from Joseph Shane, 01/09/1969]
Description
An account of the resource
Box 10, Black Crisis Sept. 1968 - Jan. 12 1969
Creator
An entity primarily responsible for making the resource
Joseph Shane
Date
A point or period of time associated with an event in the lifecycle of the resource
01/09/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Black admissions
Faculty
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/deb5128df8564cad5c8a984c4b9d9863.jpg
6634b3288e4629ce5c148d31560905a8
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
Black Cultural Center Records
Description
An account of the resource
Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society.
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 Robert Cross to SASS, 01/09/1970]
Description
An account of the resource
Box 2, Cross and SASS correspondence
Creator
An entity primarily responsible for making the resource
Robert Cross
Date
A point or period of time associated with an event in the lifecycle of the resource
01/09/1970
Format
The file format, physical medium, or dimensions of the resource
JPG
Black admissions
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/01c13353376088f6ea39e3fb11787c4c.jpg
71594dbe5ea8d1476e5dde8bd421d66b
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
Faculty Proposes Agenda on Demands; Increase in Risk Students Approved
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
01/10/1969
Format
The file format, physical medium, or dimensions of the resource
jpg
Black admissions
Faculty
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/21179da85563b8a1c97a9f76476e263d.jpg
2e0bf9db8e209ee68d05b372f8f0f28d
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
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.
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
[Joseph Shane's statement 01/10/1969]
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
An entity primarily responsible for making the resource
Joseph Shane
Date
A point or period of time associated with an event in the lifecycle of the resource
01/10/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Faculty
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2ae9cd2515ba62979e459159d237da7e.jpg
d4841c6c05368129dbf1d98c24bd46df
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
[Courtney Smith's statement regarding Drew Pearson's article]
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
01/12/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
President's Office
SASS