4 20 176 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eb3345f2d706c6c1f502463df14e7a0e.jpg 24ad8012431d61f33b66a9f9e63b9aee 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 Dr. Smith's Death Casts a Pall Over Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Tom Fox Publisher An entity responsible for making the resource available Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource jpg 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3774089a217c08802c0409c4bc1fb4fc.jpg e76b53074cfe27b207c84090ad23ba8a 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 Dr. Smith Dies in Swarthmore College Office Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d81c23a017df7db7b0fe5fcd83228dbd.jpg 9352f9ab3a77aed035b5bbf854d131b6 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 C. Smith Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7766de716771304b0f9c49679951c7e7.pdf 7b056a2f6d1997a66ad07f8775be8d7a PDF Text Text { "SWARTHMORE COLLEGE SWARTH MORE, PEN N SYLVAN IA 1908"1 COURTNEY CRAIG SHITH The -Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the "C'ollege, oriented its admissions policy to the seeking out of students with leadership probabilities, attracted and maintained a strong and vigorous faculty, with emphasis upon interest in teaching and research, and intensified the interest and loyalty of the " Alumni in the College. His vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He v-las a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shOwTI by the honorary degrees conferred on him by eight other American institutions of higher learning, by the award to him of Honorary Officer of the Order of the British Empire by the British Government, and by those in responsible positions who sought his counsel. All of his off-campus activities enhanced the standing of the Colle g e. He and his immediate family became members of Swarth more Monthl y Meeting of the Re~igious Society of Friends, whose beliefs and tenets he had practice d for many years . The Colle ge was fortunate that his wife, Eli~abeth, actively supported his activities and generously shared him with the world. Courtney Craig Smith entered this world superbly endowed with God-given extraordinary intellectual capacity, great �physical strength, and boundless energy. He will be remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. He coul d carryon with sincere patience, tolerance and understanding. His self-discipline and dedication to purposeful ends, however, held these characteristics within useful bounds. His unique thoroughness and deliberate processes insured his seemingly uncanny ability to move in the right direction . His determination insured that decisions were implemented. These qualities, together with his courage and vision provided the l eadership Vihich we will miss so greatly . All are better for having knovm him. � { "SWARTHMORE COLLEGE SWARTH MORE, PEN N SYLVAN IA 1908"1 COURTNEY CRAIG SHITH The -Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the "C'ollege, oriented its admissions policy to the seeking out of students with leadership probabilities, attracted and maintained a strong and vigorous faculty, with emphasis upon interest in teaching and research, and intensified the interest and loyalty of the " Alumni in the College. His vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He v-las a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shOwTI by the honorary degrees conferred on him by eight other American institutions of higher learning, by the award to him of Honorary Officer of the Order of the British Empire by the British Government, and by those in responsible positions who sought his counsel. All of his off-campus activities enhanced the standing of the Colle g e. He and his immediate family became members of Swarth more Monthl y Meeting of the Re~igious Society of Friends, whose beliefs and tenets he had practice d for many years . The Colle ge was fortunate that his wife, Eli~abeth, actively supported his activities and generously shared him with the world. Courtney Craig Smith entered this world superbly endowed with God-given extraordinary intellectual capacity, great �physical strength, and boundless energy. He will be remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. He coul d carryon with sincere patience, tolerance and understanding. His self-discipline and dedication to purposeful ends, however, held these characteristics within useful bounds. His unique thoroughness and deliberate processes insured his seemingly uncanny ability to move in the right direction . His determination insured that decisions were implemented. These qualities, together with his courage and vision provided the l eadership Vihich we will miss so greatly . All are better for having knovm him. � 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 Craig Statement Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Board of Managers Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF Board of Managers Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4e2444d8eaa1b4a40c68ecbf916822.pdf 3763f1b49ebcfb045ca7cbed58b1cec8 PDF Text Text / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � 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 [Minutes of the Commission on Educational Policy, 11/18/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c3c53171ad0c9e0b68113d3f8d3e3757.jpg 9722d60c4f45761ca2d374ca1db1e68b 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 [Minutes of the Commission for Educational Policy, 01/06/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/14594a38aa693a1a0723c32b463ab8d4.pdf edff5fe24701b68cb241a184737b2aa3 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission on Educational Policy, 01/20/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/46d68011d208f3f686fca51132d09a9f.pdf 18c9642aaec790ce9c5bb55ce524302d PDF Text Text SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Gilmore Stott to Courtney Smith, 11/26/1968, re Upward Bound] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 11/26/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f395ade0be4244f9588575e77a8693da.pdf 6b625c32ca9385117e1f7a0dc4c60b58 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Leon Bramson to Courtney Smith, re summer programs 12/02/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Leon Bramson Date A point or period of time associated with an event in the lifecycle of the resource 12/02/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/486a14f9cbcaffe37c0479f8626a610c.jpg a4c3a8a8953c77c5f367bdf90c3e83ca 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 Effort to Open Swarthmore Classes Fails Description An account of the resource Box 67, SASS 1968-1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1b9daa2e9d759b7f39c5423f284e02ec.jpg c28a0a7a5b57d9f16434c825a98581b6 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 Some Classes Resume at Swarthmore Description An account of the resource Box 67, SASS 1968-1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/165d94a9e26fe197ea18cbd2bdac909a.jpg 878b258eee9429ddbaae93a4f1df78ff 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 An Open Letter to the Swarthmore Community Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Michael Fields Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Michael Fields SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d8512ae7a6a142115eb2af61718a9acb.jpg 2dd27d026c5d7b82105baccafce3daa6 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 Columbia Acting on Race Tension Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 05/28/1967 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/102158ee8113b9ed94cf399d6d729fb4.pdf 37fbd3f898677cb66598fb187fca7238 PDF Text Text ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. ' "'. .,., .'l " ", c, 0 · "', · • " '" ,.' .' ' ,.' " : '! J. ,:' I, . . " t" ,\ " " "'.'/!,' . ,,',' : , . . , : " 1 ", . :. \ ' , ' ' \' I ,' ". ' , " ' , ', ", ." ~; 'j .. " . " . .. ... .. , ,,;' ", _ 1 ,1' .. . ", ~ ... ' I ",~ . , ' . ,; , " : '.' " ~ .. ' . . ., " ,:, • • I " .... ... · 'i.'· , . '7 ';' , ' , .,, ' "I. . .. '. . • "" ,: ", . :1 • .. : ... .. ', " '" , ~ ·1 '/ ' :'. ;, . .... , " , . '.',.. :.1 , . . .. , ' '. ,,' ,j .' ~ I ' " ' .. . ~ ,' " " ;. ,..: ..... " " , " ." " i 'I . (': . . . . ,' '" '. ', , ,': ' i, ~. '. ,'" , j ' I',:' . , .... t ' .. •· " I,,' . ' '~ " j . ..... , .. " . • . ... .. ....' ... ' ', ' ' • • 1, 1,: ' ~ • .... .. ~ ~ ", . " ': ": . ", ' . .':: r; .' ;' , " '. ' I .. .... . , ! " .' ','.J ,', ';': " . '." , . ' .. j' " " .... " , .... , ' .", '~ I ' ,' ,_'." ' ' .' .' ' : " .: ' I,). r • I \ • ~ ~." . . '... . ,: ... ' \ .,''; '., " .. : .' .. .,/, '" \ \ I' ~' ,~ " • I '" .... ,,' , ! ': .... . . ";. . ' ~ .. ', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. i' , � ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. 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', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. i' , � 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 Tax-Exempt Foundations and the Oppression of Black People Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Chuck Stone Publisher An entity responsible for making the resource available National Conference on Black Power Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f233baa380fe5e8b92ceaf65e8a763a5.jpg 24377a38c5c20b60cbe99aac42655de7 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 35 Negro Collegians Form Unit Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Chester Times Date A point or period of time associated with an event in the lifecycle of the resource 12/21/1966 Format The file format, physical medium, or dimensions of the resource JPG SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/914315b5179ba5437806daf96340f10f.pdf 0d722cacb446816fe22d58ba59059f10 PDF Text Text m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. '~' i:~-:' - '"' ':-"A~'':'' _' ~.~-;;--..,;-.;..:.,!-;~ ~ :"-~ 't.,"'i" . ..'..... ~.... ~ ..... < . : .~~ ,,~~ ' l ' ~ '" ,- • :~ " - ,1,-.' ... t. : : : ~ . ~;.. ~ ',J ,'~ ~ ;:. "-, . ' ~. ~r.: ,. ' _,"' . f . ,J ':\~ :;., 'o'f :f,;JJA: i'''~ ~ ~,>Q;A,J(· '. 't:,' . , . ',',' '."" '. . ":, ~ . " , - '" ;':Y\' . , © 1969 Dow JO/les & Compo, .' ~ " :J;'l:VO]f,CL:X:XI:rI NO~58 C;:t,:'7.. ~:,' Cool ' : .... 1 EAST~,~ EDITION '." . . :::'<;'-;:<" ::.;:;\<,v.·.· ..~; ,''1\:[OrDAY, · ~~_ " ~ '" ' ,' 'I ,' . :-', "J t. ' ,' ·r ~.1 ,,: \:. 'c ." Colleo-es - ·"'i ''···<: '::;:',.:;.0';, :~/C e , ,'Tvvo' Libei'al'Sel1o'ois' ",.':-: ';' j "", • - ' "-( " .3 :. /' . ~ t· • ~'t'" , -: ~..: <:. . . \' J, ' . ', ' . • - . ~ • ;.'.~ r....::~' . 1 \. " ','¥ •..; ' t, .. '. ' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. '~' i:~-:' - '"' ':-"A~'':'' _' ~.~-;;--..,;-.;..:.,!-;~ ~ :"-~ 't.,"'i" . ..'..... ~.... ~ ..... < . : .~~ ,,~~ ' l ' ~ '" ,- • :~ " - ,1,-.' ... t. : : : ~ . ~;.. ~ ',J ,'~ ~ ;:. "-, . ' ~. ~r.: ,. ' _,"' . f . ,J ':\~ :;., 'o'f :f,;JJA: i'''~ ~ ~,>Q;A,J(· '. 't:,' . , . ',',' '."" '. . ":, ~ . " , - '" ;':Y\' . , © 1969 Dow JO/les & Compo, .' ~ " :J;'l:VO]f,CL:X:XI:rI NO~58 C;:t,:'7.. ~:,' Cool ' : .... 1 EAST~,~ EDITION '." . . :::'<;'-;:<" ::.;:;\<,v.·.· ..~; ,''1\:[OrDAY, · ~~_ " ~ '" ' ,' 'I ,' . :-', "J t. ' ,' ·r ~.1 ,,: \:. 'c ." Colleo-es - ·"'i ''···<: '::;:',.:;.0';, :~/C e , ,'Tvvo' Libei'al'Sel1o'ois' ",.':-: ';' j "", • - ' "-( " .3 :. /' . ~ t· • ~'t'" , -: ~..: <:. . . \' J, ' . ', ' . • - . ~ • ;.'.~ r....::~' . 1 \. " ','¥ •..; ' t, .. '. ' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � 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 Two Liberal Schools Decide Campus Turmoil was Worth the Trouble Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Elliot Carlson Publisher An entity responsible for making the resource available The Wall Street Journal Date A point or period of time associated with an event in the lifecycle of the resource 05/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea0a5096c936ce8de0bd7d609dd96c52.pdf 1101b84d8c101f5145785fffc81c5779 PDF Text Text .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � 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 I am Tired of the Tyranny of Spoiled Brats Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource K. Ross Toole Publisher An entity responsible for making the resource available U.S. News and World Report Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1970 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/890bd1377ca09cd6975d6fecfc863efa.jpg 73062c27ef5c32dddb0b5ff36a548ce9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Cross to College Community regarding BCC, 03/12/1970 Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 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 03/12/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Black Cultural Center President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/453b28ca072aecd7e80aab3ba101a384.pdf bfebe8141999b011e7684f3488d59b28 PDF Text Text / SWARTHMORE COLLEGE Swarthmore, Pennsylvania March 17, 1970 To members of the Swarthmore College Community: After some discussion of the principles and procedures outlined in the attached memorandum, SASS's vigil in my office was concluded late Saturday evening. I intend to move immediately to implement the provisions of the memorandum for creating and maintaining a Black Cultural Center. Robert D. Cross President �14 March 1970 MEMORANDUM Previous correspondence and SASS's determination to conduct a vigil suggest that either there is an unbridgeable difference in the notion of what a Black Cultural center should consist of or there is a real problem of communication, the resolution of which might lay the basis for an effective center. This memorandum is meant as a framework for the exploration of these points. SASS and I started last summer with the common assumption that a Black Cultural center was desirable for the College as a whole and for black students at the College--and, perhaps, for other institutions trying to find a just and equitable way to productive forms of multi-racialism. It has been difficult to find an appropriate site for a Center during 1969-70, and this has been aggravating to everyone. There has not been evident disagreement about the character and function of this Center. Everyone seemed to believe that such a Center, while providing appropriate privacies and areas for independent action by black students, ought also to contribute to the cultural life of the entire College. Since there had been no precise analogues to a Black Cultural Center at Swarthmore before, we assumed that some special arrangements and definitions would be necessary for a BCC. When, during this past week, it became apparent that black students believed a clear commitment to a particular facility for a satisfactory BCC for next fall was needed soon, a group of members of SASS and of the College administration visited possible sites. Questions of the precise character of a BCC were not then explored; instead, discussion was focused primarily on essentially phySical items, such as location, the size of meeting rooms, the cost of adaptation and operation. We also discussed provision of a program budget. SASS's memorandum of 11 March, and my response the following day, suggest that at least as important as such details as those mentioned is the question of the degree to which Swarthmore can make special facilities available to particular groups, and under what circumstances. (The analogy to fraternities is imperfect: for one thing, fraternities at Swarthmore may not determine their membership on the basis of race, creed, or color; furthermore, they support themselves primarily from the contributions of their members and alumni, and they constructed their own buildings.) There are three general considerations governing the College's response to this question. 1) The College, while expecting individual and group differences among its students, must not by any administrative arrangements tend to coerce its stUdents into social or political attitudes or affiliations. It must reserve the right to determine the character of the education that is offered and the qualifications for a degree that it confers. It may facilitate - it must not coerce - students or faculty to adopt (or refuse to adopt) - a special style of life. It cannot transfer to a self-defined section of the College an unqualified right to determine, independently of the College, how it should comport itself in relation to the rest of the College. �-2- 2) The College must be concerned with its integrity in both its community and institutional aspects. It should provide the conditions of a community, - e.g., it should not promote unreasonable discriminations or exclusions. As an institution, it is not at liberty in policy or law to delegate finally to groups within it or sections of it decisions affecting the relations of groups to one another or to the institution. Therefore we are creating a steering committee for the CUltural Center whic~operating within the framework of the law in setting policy and regulations, will be responsible for developing, coordinating, and implementing matters of program and of access to the center, and will be responsible for developing a capital and operating budget. This committee shall consist of a joint group of students, faculty, and. officers of the College: five black administrators, including the counselor for black students, the admissions officer for black admissions, the Director of Black Studies, and two other members of the black college community mutually acceptable to SASS and to the college; and the five-person steering committee of SASS. The general arrangements discussed here are compatible with the arrangements worked out last year for the appointment of black officers of the College to work with black students. 3) The College must be governed by the law and, specifically, by Federal Civil Rights legislation and the Commonwealth of Pennsylvania's Fair Educational Opportunities and Human Relations Acts. Use of institutional funds or facilities in a way that is prejudicial to others on the basis of race is illegal. Opinions of counsel sought during the winter and spring months of last year make this absolutely clear. Robert D. Cross President � / SWARTHMORE COLLEGE Swarthmore, Pennsylvania March 17, 1970 To members of the Swarthmore College Community: After some discussion of the principles and procedures outlined in the attached memorandum, SASS's vigil in my office was concluded late Saturday evening. I intend to move immediately to implement the provisions of the memorandum for creating and maintaining a Black Cultural Center. Robert D. Cross President �14 March 1970 MEMORANDUM Previous correspondence and SASS's determination to conduct a vigil suggest that either there is an unbridgeable difference in the notion of what a Black Cultural center should consist of or there is a real problem of communication, the resolution of which might lay the basis for an effective center. This memorandum is meant as a framework for the exploration of these points. SASS and I started last summer with the common assumption that a Black Cultural center was desirable for the College as a whole and for black students at the College--and, perhaps, for other institutions trying to find a just and equitable way to productive forms of multi-racialism. It has been difficult to find an appropriate site for a Center during 1969-70, and this has been aggravating to everyone. There has not been evident disagreement about the character and function of this Center. Everyone seemed to believe that such a Center, while providing appropriate privacies and areas for independent action by black students, ought also to contribute to the cultural life of the entire College. Since there had been no precise analogues to a Black Cultural Center at Swarthmore before, we assumed that some special arrangements and definitions would be necessary for a BCC. When, during this past week, it became apparent that black students believed a clear commitment to a particular facility for a satisfactory BCC for next fall was needed soon, a group of members of SASS and of the College administration visited possible sites. Questions of the precise character of a BCC were not then explored; instead, discussion was focused primarily on essentially phySical items, such as location, the size of meeting rooms, the cost of adaptation and operation. We also discussed provision of a program budget. SASS's memorandum of 11 March, and my response the following day, suggest that at least as important as such details as those mentioned is the question of the degree to which Swarthmore can make special facilities available to particular groups, and under what circumstances. (The analogy to fraternities is imperfect: for one thing, fraternities at Swarthmore may not determine their membership on the basis of race, creed, or color; furthermore, they support themselves primarily from the contributions of their members and alumni, and they constructed their own buildings.) There are three general considerations governing the College's response to this question. 1) The College, while expecting individual and group differences among its students, must not by any administrative arrangements tend to coerce its stUdents into social or political attitudes or affiliations. It must reserve the right to determine the character of the education that is offered and the qualifications for a degree that it confers. It may facilitate - it must not coerce - students or faculty to adopt (or refuse to adopt) - a special style of life. It cannot transfer to a self-defined section of the College an unqualified right to determine, independently of the College, how it should comport itself in relation to the rest of the College. �-2- 2) The College must be concerned with its integrity in both its community and institutional aspects. It should provide the conditions of a community, - e.g., it should not promote unreasonable discriminations or exclusions. As an institution, it is not at liberty in policy or law to delegate finally to groups within it or sections of it decisions affecting the relations of groups to one another or to the institution. Therefore we are creating a steering committee for the CUltural Center whic~operating within the framework of the law in setting policy and regulations, will be responsible for developing, coordinating, and implementing matters of program and of access to the center, and will be responsible for developing a capital and operating budget. This committee shall consist of a joint group of students, faculty, and. officers of the College: five black administrators, including the counselor for black students, the admissions officer for black admissions, the Director of Black Studies, and two other members of the black college community mutually acceptable to SASS and to the college; and the five-person steering committee of SASS. The general arrangements discussed here are compatible with the arrangements worked out last year for the appointment of black officers of the College to work with black students. 3) The College must be governed by the law and, specifically, by Federal Civil Rights legislation and the Commonwealth of Pennsylvania's Fair Educational Opportunities and Human Relations Acts. Use of institutional funds or facilities in a way that is prejudicial to others on the basis of race is illegal. Opinions of counsel sought during the winter and spring months of last year make this absolutely clear. Robert D. Cross President � 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 Robert Cross regarding the BCC, 03/17/1970] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 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 03/17/1970 Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Black Cultural Center http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2821306f3c8ecc0e1d8910453d28a611.jpg cbe8f9d4180cb52d980b01fab2b0a98d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Joseph Shane to the Wall Street Journal, 03/24/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 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 03/24/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in President's Office