7 20 176 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0b2f6a11b5cf8738e3525e5d9ad6f9df.jpg 776bb1b0cebd1b9254336b819f137873 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 A Leftwinger's Dilemmas Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Marianne Means Publisher An entity responsible for making the resource available Brazil Herald Date A point or period of time associated with an event in the lifecycle of the resource 10/15/1968 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/609ad96820471b22ebd5816e57065d5c.jpg 61e15e718c002072f51f61c101ff85fd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Joseph Shane, 01/09/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea250fdecf7ce35f63180970b80af2b4.pdf 180704c28b1d4d6174dd4a0a104c95cc 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 [Letter from Edward Cratsley to the College Community, 01/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Edward Cratsley 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 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c90d9282343569406ca238bce682e7d4.jpg 49c122d762485820689893c05f6a8ac0 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 Crisis Insert Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource [none] 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 JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a999402240e00824ca17c2f4ed118cb9.pdf 2f3bfa134ffb9c722f3007f16b1fa618 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 [Letter from Courtney Smith to Faculty 12/31/1968] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fcc36386d6d8113aea145ce825987b7e.pdf 2d47b87a0e6eb403062cc40aed435938 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 [Letter from Joseph Shane to Donald Peterson 06/11/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 06/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/37f67fefe5073a7bc1196e744cf84801.pdf 33bc6f2ca4296aa9e738e27d15fde5a0 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 [Admissions Policy Committee Recommendations, 12/30/1968] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 12/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/903087eaa1aff48ed32a403ae46991d4.jpg 332196aad8acd06920525729c7a19cdf 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 The Lesson of Courtney Smith's Death Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available [Philadelphia Inquirer] 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/33efbf143a067f6c063bc52c49615231.jpg d9be2dc427dc8323341a62217402b0fe 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 Swarthmore Head Fatally Stricken; Sit-In Called Off Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Public Ledger 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/a5d1573f99a29d99ec74362ae71e6688.jpg 89a6fc4eb5319865c70e51c60f7a372a 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 [Statement of Swarthmore's College Bowl team on Sunday, January 19, 1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource College Bowl Team Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a3fee7f4adfa667082e6fc8fa03d78ea.jpg 3c4afd2560e65db90cb9cbed38627152 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 [Joseph Shane's Remarks at Memorial Service for Courtney Smith] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 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/1879e05baaa68051d8ef4f0ae3587af8.pdf 354e0a2e9bd7dd33054feb2a83e1278c PDF Text Text Volume 11 January 17, 1969 Number 3 Thei r Basi c Obj ect i ve . . . Communist Ecpnomic Fai lure -Minor Inconvenience?" . . ARe aI Rep 0 r t er' s Rep 0 r t Aping the Hitler Youth Book Revi ew 1 2 4 5 7 THEIR BASIC OBJECTIVE The New Year's report of FBI Director J. Edgar Hoover unfortunately was not given quite the attention itdeserved in certain sections of our communications media -a practice which has become something of a habit in recent years. When such sections of the media do talk about the alarming rise in crime, which comprised a part of the report, it is usually to specula te on what the FBI was doing while the crime rate soared. Such remarks, of course, are specious an d intended not to inform but to cast asperS1ons, since those who make them must be aware that crime control is essent ially a local matter , that the FBI is an investigative agency and not a national police force and that it cannot itself prosecute. However, it would seem that it is Di rec tor Hoover's facts about the growth of subversive forces in America that really upset his critics . His report warned that our internal se curity is increasingly threatened by what he called black se paratists and New �7 more than he likes what he ~ ' saw happen to the New York Times. He has things to say about the latter. In the case of the former, it was evidently his views about our "spoiled generations," the dri ve for" total integration," "licentiousness in literature and personal conduct," and the "neo- soci ali st wei fare state" that particularly annoyed Junior Schlesinger . But most Americans dedicated to the kind of American Republic which Arthur Krock holds dear wi 11 find all thi s, to say nothing of his close as well as long-range overview of a rugged, troubled and stimulating 60 years, unusually informative and provocative reading. - Rosalie Gordon f'~THE HITLER YOUTH Racist AP"\~~ color-blind about mobs. terrorists, white black, all look alike to me. And I'm tired of financing at public expense ... "The tactics of the SFS (San Francisco State College) rabble ape those of the Hitler Youth just before Adolf became chancellor in Germany. There the Brown Shirts took over the streets and made them unsafe for the average citizen; they chanted their hymns of hate and shook their fists at all legally consti tuted authori ty, di ·srupting everything from trade to education in the process. "From the gymnasia and the universities they recruited cadres of students, and some wild-eyed professors, too, who AMERICA'S FUTURE, II'4C" 542 Main St., New Rochelle, N. Y I understand you fill orders for books at regular list price, postage paid. Please moil me copies of the book noted below. My check for $ is enclosed Please bill me 0 O. Book I wont is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ NAME _______________________________________ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dote _ _ _ _ __ �found this involvement far more intriguing than th e irre l e vant . academic course. They wanted to make history, no t study it ... And finally, through terror and blackmail - and. th e indecision of von Hindenbu rg i n dealing with the anarchists - they took over . And in the gl orious Third Reich, the onceintellectual German schools made required reading of Mein Kampf instead of the classics, and taught hi story as Hi tler saw it ... And everybody lived happily ever after, except , of course, those the Nazis slew ... . " - Morri e Ryskind in his sy ndi cated column ;:. ~ OCA I""l 00\. >~- =r -,.. ill: .., "" '" "". ,.. ,., '" r> z '-" ~ '" • 0 ::0 ;1: -""\ i ·, VI -t N f"1~". c:: % :0 ~ . 0 -':)OtD :x: ,.., - z z· rr- r- C/)f"1tD <(I)f"1 --t-t '" '" c:: "" z ...., -< 0 00 0 >.,.. Z'" f"1 IO:X::U "':E 1\)-< 0 ~ Z ::tJ:::J 3 en :il~:."'O. :;r"3z:'cg !!.~o-en a-t O~ zd' c - . 0'" z~ ;0-. :< . C!II~ 0 ,. CO) ~ � Volume 11 January 17, 1969 Number 3 Thei r Basi c Obj ect i ve . . . Communist Ecpnomic Fai lure -Minor Inconvenience?" . . ARe aI Rep 0 r t er' s Rep 0 r t Aping the Hitler Youth Book Revi ew 1 2 4 5 7 THEIR BASIC OBJECTIVE The New Year's report of FBI Director J. Edgar Hoover unfortunately was not given quite the attention itdeserved in certain sections of our communications media -a practice which has become something of a habit in recent years. When such sections of the media do talk about the alarming rise in crime, which comprised a part of the report, it is usually to specula te on what the FBI was doing while the crime rate soared. Such remarks, of course, are specious an d intended not to inform but to cast asperS1ons, since those who make them must be aware that crime control is essent ially a local matter , that the FBI is an investigative agency and not a national police force and that it cannot itself prosecute. However, it would seem that it is Di rec tor Hoover's facts about the growth of subversive forces in America that really upset his critics . His report warned that our internal se curity is increasingly threatened by what he called black se paratists and New �7 more than he likes what he ~ ' saw happen to the New York Times. He has things to say about the latter. In the case of the former, it was evidently his views about our "spoiled generations," the dri ve for" total integration," "licentiousness in literature and personal conduct," and the "neo- soci ali st wei fare state" that particularly annoyed Junior Schlesinger . But most Americans dedicated to the kind of American Republic which Arthur Krock holds dear wi 11 find all thi s, to say nothing of his close as well as long-range overview of a rugged, troubled and stimulating 60 years, unusually informative and provocative reading. - Rosalie Gordon f'~THE HITLER YOUTH Racist AP"\~~ color-blind about mobs. terrorists, white black, all look alike to me. And I'm tired of financing at public expense ... "The tactics of the SFS (San Francisco State College) rabble ape those of the Hitler Youth just before Adolf became chancellor in Germany. There the Brown Shirts took over the streets and made them unsafe for the average citizen; they chanted their hymns of hate and shook their fists at all legally consti tuted authori ty, di ·srupting everything from trade to education in the process. "From the gymnasia and the universities they recruited cadres of students, and some wild-eyed professors, too, who AMERICA'S FUTURE, II'4C" 542 Main St., New Rochelle, N. Y I understand you fill orders for books at regular list price, postage paid. Please moil me copies of the book noted below. My check for $ is enclosed Please bill me 0 O. Book I wont is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ NAME _______________________________________ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dote _ _ _ _ __ �found this involvement far more intriguing than th e irre l e vant . academic course. They wanted to make history, no t study it ... And finally, through terror and blackmail - and. th e indecision of von Hindenbu rg i n dealing with the anarchists - they took over . And in the gl orious Third Reich, the onceintellectual German schools made required reading of Mein Kampf instead of the classics, and taught hi story as Hi tler saw it ... And everybody lived happily ever after, except , of course, those the Nazis slew ... . " - Morri e Ryskind in his sy ndi cated column ;:. ~ OCA I""l 00\. >~- =r -,.. ill: .., "" '" "". ,.. ,., '" r> z '-" ~ '" • 0 ::0 ;1: -""\ i ·, VI -t N f"1~". c:: % :0 ~ . 0 -':)OtD :x: ,.., - z z· rr- r- C/)f"1tD <(I)f"1 --t-t '" '" c:: "" z ...., -< 0 00 0 >.,.. Z'" f"1 IO:X::U "':E 1\)-< 0 ~ Z ::tJ:::J 3 en :il~:."'O. :;r"3z:'cg !!.~o-en a-t O~ zd' c - . 0'" z~ ;0-. :< . C!II~ 0 ,. CO) ~ � 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 Aping the Hitler Youth Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Morrie Ryskind Publisher An entity responsible for making the resource available America's Future 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 PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7b713aba03db10eb544530f979147681.pdf 68bfcbccfb7e97b14e98dc848e88f01a 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 Student Council Minutes, 6 February 1967 Description An account of the resource Box 74, Student Council Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 02/06/1967 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b7334120dc5521394ae97d0d9530617.pdf 0d86a9cad77f3cbd2492276ff6751bd5 PDF Text Text Swarthmore College Upward Bound Swarthmore . a . ugust 16 . 1968 Office of the Assistant to the President Swarthmore College Swarthmore. Pa . Dear 1r . Stott . As t he summer phase of the Upward Bound program draws to a close and we set our eyes towards the soming winter , we find ourselves concerned that with t he departure of Richard 4alacrea , our program's direcYlor for the past year , the program ~s without adminis trative leadership . ichard 'Ialacrea' s experience with the program as an instructor and counselor to the students made him an especially able director of the students' interes t s in conducting the business of the summer program . Because of his famili arity with the program we found that many anticipated problems had already been solved , tha t those which did arise were taken care of efficiently, tactfully , so that as far as was possible the interests of the students were met . It is our understandi~g that at t he present time the search among the faculty of the college for a new director has not met with success . We realize th .t there is an inherent technical disadvanta g e to any appointee who is not a member of the college faculty. !evertheless we feel there are significantly more important qualifications whi ch must be met: that a director be a male (to offset any matriarchal image the program might display) , that the director be someone who has had experience with the program . Mr . Gregory Kannerstein , who served as a member of our facul- In view of these feelings , we would like to propose t hat ty this summer, be appointed the coordinator of t :1e program to serve under a titular project director from the faculty . ~rr . Kannerstein is well qualified for the pOSition; he has come to know the academic abilities of the students of the program through his faculty posi tion and living with them in the dormitory has come to know t . mm as young men and women . His leaders hip has emerged through more than his activit ie s as coach and participator in athletics or his position among the faculty , but from his many useful recommendations to those of us intimately connected with t he operation of the program o This can be a year af significant change in both the winter and summer Upward Bound programs , change that will benefit our students in ways that have not been possible �-2- before . It is our hope that ~ . Kannerstein will be carefully considered to fill the position of project director of the program for this year as a man who can add well qualif ied leaders hip and dir eation to this change . Sincerely, JoL.~~ (~W~.D~\ Johnlorrow Director of Summer Studies William H. L. Dorsey l'lember , 'xecutive Committee , '67-'6 8 z"..-ec£ ~ Ronald ~all Co-director Winter Program !~N~ Program Co-director Winter cc : Alan Hunt Leon Bramson Courtney Smith M . Barbara Barus rs � Swarthmore College Upward Bound Swarthmore . a . ugust 16 . 1968 Office of the Assistant to the President Swarthmore College Swarthmore. Pa . Dear 1r . Stott . As t he summer phase of the Upward Bound program draws to a close and we set our eyes towards the soming winter , we find ourselves concerned that with t he departure of Richard 4alacrea , our program's direcYlor for the past year , the program ~s without adminis trative leadership . ichard 'Ialacrea' s experience with the program as an instructor and counselor to the students made him an especially able director of the students' interes t s in conducting the business of the summer program . Because of his famili arity with the program we found that many anticipated problems had already been solved , tha t those which did arise were taken care of efficiently, tactfully , so that as far as was possible the interests of the students were met . It is our understandi~g that at t he present time the search among the faculty of the college for a new director has not met with success . We realize th .t there is an inherent technical disadvanta g e to any appointee who is not a member of the college faculty. !evertheless we feel there are significantly more important qualifications whi ch must be met: that a director be a male (to offset any matriarchal image the program might display) , that the director be someone who has had experience with the program . Mr . Gregory Kannerstein , who served as a member of our facul- In view of these feelings , we would like to propose t hat ty this summer, be appointed the coordinator of t :1e program to serve under a titular project director from the faculty . ~rr . Kannerstein is well qualified for the pOSition; he has come to know the academic abilities of the students of the program through his faculty posi tion and living with them in the dormitory has come to know t . mm as young men and women . His leaders hip has emerged through more than his activit ie s as coach and participator in athletics or his position among the faculty , but from his many useful recommendations to those of us intimately connected with t he operation of the program o This can be a year af significant change in both the winter and summer Upward Bound programs , change that will benefit our students in ways that have not been possible �-2- before . It is our hope that ~ . Kannerstein will be carefully considered to fill the position of project director of the program for this year as a man who can add well qualif ied leaders hip and dir eation to this change . Sincerely, JoL.~~ (~W~.D~\ Johnlorrow Director of Summer Studies William H. L. Dorsey l'lember , 'xecutive Committee , '67-'6 8 z"..-ec£ ~ Ronald ~all Co-director Winter Program !~N~ Program Co-director Winter cc : Alan Hunt Leon Bramson Courtney Smith M . Barbara Barus rs � 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 to Gilmore Stott from John Morrow et al, 08/16/1968] Description An account of the resource Box 78, Upward Bound Creator An entity primarily responsible for making the resource John Morrow William Dorsey Ronald Krall Danny Nussbaum Date A point or period of time associated with an event in the lifecycle of the resource 08/16/1968 Format The file format, physical medium, or dimensions of the resource PDF John Morrow President's Office William Dorsey http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4a379d112e99590b6bb9e5391f7c7854.jpg e6b003420db604b9529eed35498d32d4 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 Names of Board Members Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 09/18/1967 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e893c7a6d7938640a81e44b62e77118d.jpg e47176eb61fd92443873be5589e3e132 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 Browning, 09/20/1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Robert Browning Date A point or period of time associated with an event in the lifecycle of the resource 09/20/1968 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fff14c50aa1badcb141ae8d1540e46cc.jpg f23070e3f35f162ff3dee446644f268d 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 Browning, 01/17/1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Robert Browning 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 Board of Managers Courtney Smith's death President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/55f171a00b1e7c7b290ee0dbbb3b8615.pdf 8f86a78468a2641412caed2067374997 PDF Text Text I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Courtney Smith, 12/31/1968] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Black Studies Board of Managers Faculty President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c06046287858e6f67001c4e316910b47.pdf c4a65e9be748d7c6c18c8c3a733a4fc0 PDF Text Text S WAR TH MORE COLLEGE SWA R TH MORE , PENNSYLVANIA 1908 1 I J l OFFICE OF THE PRES i dENT 9 January 19 69 r:po Members of th.e Board of Managers : I enclose for your information the following it ems : 1 . A l etter from six faculty members sent t6 their c olleagues, and l a t er to all students , dated J anuary 31"d. 2. Gil Stott ' s memorandum, given to the pr esident of Stu dent Council and a few others, r eporting bri efly on my meeting with SASS on J anuary 6th. 3. A mailin g to the Coll ege community fro m Student Council on January 6th. ". ~_ . A mailing to the Co llege commun ity by 26 students on January 7th. 5. A mailing , f1 \{hy liJe Canlt l'V'ait ,f1 sent by SASS to a ll memb e rs of th e College community on January 8th. 6. A summary, prepared by David Cowden as Secretary of th e Faculty, of the faculty meeting h e ld on J anuary 7th . 7. A mailing sent from Student Counci l to the College c ommunity on Janu ary 8th. Cou rtney Smith Also enclosed is a communication dated January 9th just received from SASS . �SASS S U '([ i :/ l li,'i Or ,' . 1ji'()- Amr;'lc(fi? SiI{(/(II r/ ~" I.... . ')(-/:I'"!-,. ) ~1_ Yl (": ~~ (; :::. 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I.~~~.-~.("~"2~~~~: ~~:;~~~ :iil:-· (; j-' ,~~'~ ·;... .~:: Oi.l .q],J i~.:~ L1-) "S-.r '~"',-·5 r~-tC r)} '~!l:':~ th::-~~:.-·(; ~'.i :Ll1 1(.; ',J~j}s J :1. ,~~ l ie f():!."' c:' ~.:~· ·)C cl j :::.~ (' CJ r·; l·. ."i. (~.:_~ :~ : )~00 t l f t:. 1 '~ c.: C C) ~t L1~c J t:. f.': C ~ ::.~ l "1) ~~.}i]. C .~.; ~:; t~) "_ ' !'1 ~' ~ t - \' S L-'i ; . ~S I r !'··!.~: ,~:j~~!.;:r! ~I .;: t' J"'() .:", ~~"·: ;. -· ·~ IS:,.' __ , ' L~: ·IC; ~C '2 h ( ' I':: -/~ . r;~:.'\ .~! C~ :::; 1 ~; t,l ) -d f? rl ·::.~~~ :3~- '<: :.: . ::~ t,y f(>';' O~ ).}: · :) ·:~' p~C ~~) '.:-n. ] ( �Swarthmore College Swart.hmore, Pennsylvania January 3, 1968 To our fellow faculty members: The following memorandtUll is offered in the hope of contributing to a constructive response to the SASS ultimattUll, though SASS's demands are presented in terms that are incompatible with acceptable procedures. The ~~~ptory style of the SASS proposals should not obscure either the real merits of some of them or the necessity of giving careful and tholl6ht,ful, consideration to the important issues of College policy which they raise . It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing-to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threats as the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, without whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them calmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational ideals and achievements of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for sul::mission to the faculty, and also that sympathy for action on these matt-err is virtually unanimous. The SASS statement can serve a useful purpose in bringing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion among students, faculty members, and administrative officers, and recommendations to the Board of Managers. The current crisis has not ari's en out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of meeting it--and of making fut~ crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Mar.k A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson �6 January 1969 President Smith and I met this morning with members of SASS from 11:00 A.M. until 12:30 P.M . 15 Clinton Etheridge, Jr., the Chairman of SASS, cited the SASS demands, calling for SHift and positive action on the part of the College in accepting these demands. Pr esident Smith spoke to the four numbered points as indicated in his memorandum to faculty members on 31 December 1968. He developed at length the nature and extent of his belief in the underlying conc ern~ of SASS, making explicit his strong personal hope for an increase in the number of black students and faculty members and administrators at the College, the need to create a viable healthy black student population, and the nature of his belief in the impo rtance of self-definition. President Smith expressed his hope that SASS would now use this mom ent constructively either by presenting proposals to the Faculty that embody their ideas or by providing a full commentary on th e recommendations that have now been . sent to all of us by the Admissions Policy Co mmittee. At the end of the meeting SASS repeated its demand s , insistin g that President Smith make a strong statement to the Faculty' calling for th e College to accept and implement SASS I S dem ands. Pr esident Smith held to the position described in his memorandum to the Faculty mentioned above, expressing his beli ef that it is our entire College communi ty, and not SASS alone or the President alone, that must consider conscientiousl y and im agina tively the best ways to achieve the goals he believes almost everyone in this co mmun ity Hishes to achieve. Gilmore Stott �January 6, 1969 To: the College Community From: Student Council Student Council met Monday night to discuss recent developments relating to black admi ss i ons. ~\fe strohgly agree with what we find to be comm~n in the two reports . Both favor a substantial increase in the number of black students. Both favor i mmediate interiIa "s t eps to increase the number of black students in the class of 1973 (including the admission of fl r isk ll students). Both recognize the need for a more viable life for black students here (including t he appointment of black admj_nistrators and counselors). These issues are of utmost- i mportance and demand i mmediate attention and decision. W therefore urge the faculty to establish and make known at its e meet.i ng this afternoon a specific t i metable concerning the consideration and decision on these crucial issue s o This timetable woUld serve as an indication of your commi tment- to deal quickly with these matt- rs. e However, we do recognize basic philosophical differences in the two reports, and we realize that these' can not be reascnably resolved in the near future. It- is impera ti ve that a joint- commi t ,tee be fornI~d consisting of the Admiss~ons Policy Cammi ttee? members of SASS, and other students to wrlte a more compr ehenslve report answering gener al questions. This committee could calIon consul tant.s when it t hought it was necessary. \ATe WQuld like faculty commitment today to the formation of this committee. S igned~ Student Council Jolm Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Eandy Larrimore Hank Levy Gerard Mare Mary Noland Lyn Peery Ca rol Pixton Ellen Schall Lyle Snider Roger Wood Absent~ M ike Hatter sley �J e.n . 7, 1969 To L : e ~\mrt h:J orc Coll c'E: 8 00 'lJl. 1 1Hi ty , ~iJG t . ;. 8 'u.fHJel'ci[ 1'l :.:?d , cO !.l c e l~~18cl ii.18!u t-;el's :)1 t ~ SW8 r t ~, ;] o re GO.nnuni ty , eKlJreSs (,u r S 'Gr :.J J.1.~ S0.~) ;. or t f e o r a ll of t . . L;; d e i;J c.uds of t ,' 8 01:' 00 l e t t.a r c Ollc ern i ne Bl 8.c k Admi ss ions. i. c t i()n must be t o.Ken no~" t e GllSure: 1. &n .increase in t ~ ::) number of Bla e l;: s t v.uen t s in the cla ss of 1 9 7 3 , includ i ilf t ' e ud , ~ ss i c~ of & si n i f ic a nt number of II r isk" E;t U.d e n ts, ~. a b8..sic C(;;L i t l;i ent to t w pre sen c e o f f.;. vi a ble Blac k CO':L.,UYl.:i t y d, t o , !art :"(llOr C , i;lc l\.1CJin{. L :.{; c....d. ll~J.8si o n of a s l.;.f 1:i.c i en t n uad::er of Bl ach:. s t ,;Jden t s t o Sl.:!.l) !o:-c t ;,.~t) c r;. [i c 0!lj i,u ni t y , (, :rlU t .c G oint :.ll::u t or C<. jU 2 C h. ,-",0. ,d.s s ions off ic e r .p:.' &nd Bl a c K C()l.H13clor s , 3 . t .' 8 i n C ~Lus io n of 8. s i : n i f'i c u.nt nU!:1.b e:-c o f s tUd811 t s , es '[; e cia l l y >=.JA0S l:lembers , on Cl COJ \l(ii t tee t (_ for .nul L.ct8 a CUi! l.Jrehensi.\Te s t d tclnent of l)~ l ilo s o ~)::lY on J:U<"4c k 8..c. , liss ion s and Dl a c k s t udent l i fe . 1:J e fe el t i2t t . f; (-: d fl :i~n i 8tr,_.ti () ~1 ;. (.5 !lo t te. :>..cn c:A e q u 3 te to involve 8t u ~: ents , , ; l l () eS !1t; cial ly ,3lu c L :3tUG ents, i '-1 t 1.: ,., ·f·or'·n u l · · t ·, "1" 0 1' t ,,.,. '·\ d !"l· se' ; -'l'l c' 'J ')O'; l' C" ;v () '. .1 ·tt ee rc " ort " J . J l: o n }jl Lc k 0 ,c.1.il1iS;;J :L ons ,--~lC~ <..t.d il is s i u:~. s ;)olt c y i n ;' eneral. :'J e <.•..1. 8 0 fee l t ;\<.. t 8 tu(i cmts . ust e,ct i v oly d i scu ss t i le is sues l~u. i 8ed by t . ; e SA:tS 181~te r L ; ,nd t,li s re ~. ort i~_ilcl :,1<:.'\. (:; Known to t :,G £" ;.c ,.; 1 ty , :"d.lli n i strs. tL);1 , ~ ':'l.,l b Oc..r ( Of 1'--~1i..,c ,::. r s th eir Vi 8H S W i d de i :and s. ~,,;e f e e l L 'Gt i f t;w fz.. c u.l ty, d l mil1i s tra ti on ,--,lel o 0 8.rd of ,uc-.n a '.',cr s 0.0 Lot ,r.c.. ~. e 2, cle Lr c o;nl:ii t r;i8 n t to t .h e . b88 ic 1 )l'inci})1 8 s out:Li n ed i n t Jle 0 j', ;3~ l e tte r, \\il lic ~, coincid es i n s i cnii'ic Cl.flt < 'c;cd3 \·;'~. t : ~ t .i. o j~l; ' i'i:Joiuns :i' ol i c y Ccmnlittee ..\,r Re l:ort, t il'" t d i ro ct (.. .ctL n OJ' t .:le st-u.c'.. ent b o d.v , <...nd Bl a CK s tu~. ents i n i-!c.,r t i cul&r , i s b oth ne ce sso.ry ~.~'ld a p p ro p ri t:.. te. st e _J. I)~ I . .• ..., -'- .. .J. (,.... _ ' .. .L .L ,,-, .t \ • ., ' r..)....!... ' _ I U . ...l... han k Le v y .De bby Bo n e Cara ltci t iTian .La uren l3rub aker Jo se f h 0 c fi oenf eld J 2.. c lne .L L u s s e Jo e Ho r owitz J im 13ro'.;Jninc:; Jon :J2_ r b ~ r :Marianne Go l d st e i n Cl auc~ ia C~l.Qll. 1 G tt D2_V:1..c~ lU c ks C . Ho lY ,,1an • 'L ) 1 8.u ra J, 016th J o h n Brax ton Candy ~)utt e r Pete r Rus h Bob G o o c~:,]an I.:a rren Ph i nney HO'.lar d Gold J efJ" S p i e lbe r ~; . Ne il Pr os e J im Colvin Da v i d Goo ch. . ::tc h ClJ.r is Hon son Dan Wass er::.lan �... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society �S4ARTH M 0:1E COLLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty nf Swarthmore College on Tuesday afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as ~ong as is necessary thereafter, to discuss four important topic~ ln the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the Expanded Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 Dl')cember 1968. He said that SASS had insisted that the President make a strong statemept to the Faculty calling for the College to accept and implement SASS's demands. In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty to participate in the dis~ussion, or, alternatively, that SASS be invited to hold a forum open to the faculty ~nd members of the student body for such discussion. When it was pointed out that only ten members of the f~culty had attended the meeting sponsored by SASS and the Student Council at 12:30 this afternoon (7 January), many members of the fa~ulty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested. that the faculty take immediate action on those proposals on wh~ch there was SUbstantial agreement. Others, however, felt that thls would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious disc:uflsion and e onelderatjoll in the meetings now scheduled. �" -2President Smi th s aid that he felt almost everyone in this community wishe d to achieve th u goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he was sure there was no disagreement about increasing the number of blac k students, fa culty members , and administrators. A judgment a'uout nV.mbers of high risk studen te does involve a basic issue to be re s olved by t he faculty. Swart hmore College has historically defined it s elf a s a colle g e with a highly selected student body and a challenging academic program ,. In the light of cur~ent social urgencies, should the College redef in e itself, and if so, to what extent and in what direction ? The faculty decided first to consid 8r the proposals cf S.ASS and of the Admissions Policy Committee, and voted to base i ts discussion on the SASS demands. In the ensuing lengthy and co m l ex p discussion, however, it became apparent that the SASS demands en t!3.iled complications and implications that w',') re not immediately a pparent and could not be resolved in this first meeting on thA s·..1bject. The faculty, however, unanimously passed the followin g resolution, based upon the memorandum from the Student Council : IIW0 favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black s t udents in the class of 1973 (i nc l.uding the admission of " ris k" students). We recognize the need for a more viable life for b lack s "t.~udents here (including the appointment of black administrato l's and counselors). II In conclusion, the faculty passed the following motion by a unanimous vote: II That the f acult y in vi te SASS to a meet i ng with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience before Friday." David Cowden Secretary to the Faculty �January To~ From~ 9, 1969 The College CO :'1'1111 j_ty .n Student Council student Council met again v '!ednesday afternoon and evening to discuss recent developments relating to black admissions. '\liTe greatly appreciated the resolution which the faculty made at its Tuesday evening meeting. We understand this resolution to include~ (1) a commitment to a, substantial increase in the number of black students; (2) a commitment to i mmediate interim steps to increase the number of black students in the Class of 1973 (including the admission of "risk" students); (3) a recognition of the need for a more viable life for black students here (including the appointment of black administrators and counselors). Rowever we regard faculty endorsement of the formation of a commiitee consisting of members of the Admissions Policy Committee, membe rs of SASS , consultants, and other students to be equally i m perative. We urge immediate implementation of this SASS demand which calls for student participation---partiriularly black student participation--in the decision-making process . Student Council has considered this to be an important issue all semester. A basic cause of the present crisis is the lack of student and black participation as an integral part of the decisionmaking process. We recognize that there are two distinct perspectives to be considered---a white perspective and a black perspective. Both must be heard at all levels; both must be respect ed. A significant decision-making role for blacks in the college must be created. l;J e consider the joint committee to have two basic functions~ 1) to establish a long-range philosophy governing black admissions policy; 2) to work out the details of i mplementat ion of faculty decisions. For example, if the faculty recommends establishing a supportive program for "risk" students, it would be the job of:' the joint committee to decide precis81y what that supportive program would consist of. What ' is ne~ded now is a clear and sincere commitment on the part of the faculty by passage of the substantive demands. \ATe feel that the faculty1s decision to use the SASS demands as its agenda is a step in that direction. "'Te understand that these are difficult problems to resolve in a seemingly short time, but we also sympathize with the impatience of S~S8 and otber students. In short, it must be recognized that this is a crisis situat ion and that immediate action is absclutely necessary. Furthermore, if we wish to avert crises of similar nature in the future, steps must be taken to insure student participation in the decision-making processes of Swarthmore College . Signed, Student Council JQhn Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Randy Larrimore Hank Levy rTA 1" ::I1"n ::11" A Mary Noland Carol Pixton Ellen Schall Lyle Snider Absent~ Lyn Peery Roger '\ATood �SASS Vi c; }-! ~.: \~· s . [ ;t 11·;[t ;/::) i -(H~_ i C f;. t (~ (~!. t {,) (-l t OD. 1' C} O lI9. }leJ ~:; 1';" G T'8 Tn} _ Y! 1'(: })re S Coil t j. :ns ol:·iJ. y 3 f i ~cs t ' s t c r: i 1-1 !?I.e h j _e 'V9- j. J1E~ O U. l · SC' 8.1 0 f ! -r:) J~ : $.11 1r~·r,lc PC. l~c~ .e. t5. on [; . t. S;·:c~. l. t111 ~~c·l·e " you~c f'Et:ilu.:f'c ()v"c::y' t}-!5. s ex.i - eYJdecl pe:!'5.cJcl of tj.lne t .o (:j -1C} d. j_sc~1)ssl on [~~}'}d. t~o 1Jef!.~ 1.rl te, :l. 1Llj] , lH2 t~ t p:t'C) £.~l.~ci,lr~.s "1 [lel j. c r~. ts r~ t 1-!~;. t ~r ("':lJ t C() :C f: [J. 1 1 z e t r";.::;. t · i"D..n.c! 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', ::: , ::~ r.<~...~ (.; t y � S WAR TH MORE COLLEGE SWA R TH MORE , PENNSYLVANIA 1908 1 I J l OFFICE OF THE PRES i dENT 9 January 19 69 r:po Members of th.e Board of Managers : I enclose for your information the following it ems : 1 . A l etter from six faculty members sent t6 their c olleagues, and l a t er to all students , dated J anuary 31"d. 2. Gil Stott ' s memorandum, given to the pr esident of Stu dent Council and a few others, r eporting bri efly on my meeting with SASS on J anuary 6th. 3. A mailin g to the Coll ege community fro m Student Council on January 6th. ". ~_ . A mailing to the Co llege commun ity by 26 students on January 7th. 5. A mailing , f1 \{hy liJe Canlt l'V'ait ,f1 sent by SASS to a ll memb e rs of th e College community on January 8th. 6. A summary, prepared by David Cowden as Secretary of th e Faculty, of the faculty meeting h e ld on J anuary 7th . 7. A mailing sent from Student Counci l to the College c ommunity on Janu ary 8th. Cou rtney Smith Also enclosed is a communication dated January 9th just received from SASS . �SASS S U '([ i :/ l li,'i Or ,' . 1ji'()- Amr;'lc(fi? SiI{(/(II r/ ~" I.... . ')(-/:I'"!-,. ) ~1_ Yl (": ~~ (; :::. 't ~ c (1 t: h fl.. t 0 u. )." d.(; ~7: S~!"l d !?: i'·; -8:r- e T111 :£'1 i ~r:.:.~. l t l' ~L l'~~: t: S t C T: i :~~. !:';,C 1,} 0 ~v- j , }'j£~; C)'i,) 1" E~ OE> 1 0 f x'e 1 c "'v' c'!,!; L ) } ·r:) ~~:~;.rlJ . st.lc (~(~_LJc.e. -t: :i .()"!1 not S·~:r::..1.· t. ~-il!:c~ce ~ YC)D. :C f.~:-'.~Llu. :rc 0\7"(: 1'· t}l~i.S e): ~.~f;)Jd(-;c1. r)e ~[ } ( )cl ( ) f' t tTI';.e tC) 8Yl(1 c3. :Lsc t)ss } Or) 8,,'( ],d. tC) t et?: i.Yl to ).J rr)1e ..,. n! '(~ r~ t Pl· ogl· ;:::~.Pl::~ i 1"'1C; :'!. C ~. ;. te F:; t 1'1[:, J~~ ;/ou t CC) r·f-.; c~l. :!_j , Z C t. }"! r~::. t f'tJ. r.. cl e.r'! c y~ t [ . . 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C~ :::; 1 ~; t,l ) -d f? rl ·::.~~~ :3~- '<: :.: . ::~ t,y f(>';' O~ ).}: · :) ·:~' p~C ~~) '.:-n. ] ( �Swarthmore College Swart.hmore, Pennsylvania January 3, 1968 To our fellow faculty members: The following memorandtUll is offered in the hope of contributing to a constructive response to the SASS ultimattUll, though SASS's demands are presented in terms that are incompatible with acceptable procedures. The ~~~ptory style of the SASS proposals should not obscure either the real merits of some of them or the necessity of giving careful and tholl6ht,ful, consideration to the important issues of College policy which they raise . It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing-to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threats as the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, without whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them calmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational ideals and achievements of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for sul::mission to the faculty, and also that sympathy for action on these matt-err is virtually unanimous. The SASS statement can serve a useful purpose in bringing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion among students, faculty members, and administrative officers, and recommendations to the Board of Managers. The current crisis has not ari's en out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of meeting it--and of making fut~ crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Mar.k A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson �6 January 1969 President Smith and I met this morning with members of SASS from 11:00 A.M. until 12:30 P.M . 15 Clinton Etheridge, Jr., the Chairman of SASS, cited the SASS demands, calling for SHift and positive action on the part of the College in accepting these demands. Pr esident Smith spoke to the four numbered points as indicated in his memorandum to faculty members on 31 December 1968. He developed at length the nature and extent of his belief in the underlying conc ern~ of SASS, making explicit his strong personal hope for an increase in the number of black students and faculty members and administrators at the College, the need to create a viable healthy black student population, and the nature of his belief in the impo rtance of self-definition. President Smith expressed his hope that SASS would now use this mom ent constructively either by presenting proposals to the Faculty that embody their ideas or by providing a full commentary on th e recommendations that have now been . sent to all of us by the Admissions Policy Co mmittee. At the end of the meeting SASS repeated its demand s , insistin g that President Smith make a strong statement to the Faculty' calling for th e College to accept and implement SASS I S dem ands. Pr esident Smith held to the position described in his memorandum to the Faculty mentioned above, expressing his beli ef that it is our entire College communi ty, and not SASS alone or the President alone, that must consider conscientiousl y and im agina tively the best ways to achieve the goals he believes almost everyone in this co mmun ity Hishes to achieve. Gilmore Stott �January 6, 1969 To: the College Community From: Student Council Student Council met Monday night to discuss recent developments relating to black admi ss i ons. ~\fe strohgly agree with what we find to be comm~n in the two reports . Both favor a substantial increase in the number of black students. Both favor i mmediate interiIa "s t eps to increase the number of black students in the class of 1973 (including the admission of fl r isk ll students). Both recognize the need for a more viable life for black students here (including t he appointment of black admj_nistrators and counselors). These issues are of utmost- i mportance and demand i mmediate attention and decision. W therefore urge the faculty to establish and make known at its e meet.i ng this afternoon a specific t i metable concerning the consideration and decision on these crucial issue s o This timetable woUld serve as an indication of your commi tment- to deal quickly with these matt- rs. e However, we do recognize basic philosophical differences in the two reports, and we realize that these' can not be reascnably resolved in the near future. It- is impera ti ve that a joint- commi t ,tee be fornI~d consisting of the Admiss~ons Policy Cammi ttee? members of SASS, and other students to wrlte a more compr ehenslve report answering gener al questions. This committee could calIon consul tant.s when it t hought it was necessary. \ATe WQuld like faculty commitment today to the formation of this committee. S igned~ Student Council Jolm Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Eandy Larrimore Hank Levy Gerard Mare Mary Noland Lyn Peery Ca rol Pixton Ellen Schall Lyle Snider Roger Wood Absent~ M ike Hatter sley �J e.n . 7, 1969 To L : e ~\mrt h:J orc Coll c'E: 8 00 'lJl. 1 1Hi ty , ~iJG t . ;. 8 'u.fHJel'ci[ 1'l :.:?d , cO !.l c e l~~18cl ii.18!u t-;el's :)1 t ~ SW8 r t ~, ;] o re GO.nnuni ty , eKlJreSs (,u r S 'Gr :.J J.1.~ S0.~) ;. or t f e o r a ll of t . . L;; d e i;J c.uds of t ,' 8 01:' 00 l e t t.a r c Ollc ern i ne Bl 8.c k Admi ss ions. i. c t i()n must be t o.Ken no~" t e GllSure: 1. &n .increase in t ~ ::) number of Bla e l;: s t v.uen t s in the cla ss of 1 9 7 3 , includ i ilf t ' e ud , ~ ss i c~ of & si n i f ic a nt number of II r isk" E;t U.d e n ts, ~. a b8..sic C(;;L i t l;i ent to t w pre sen c e o f f.;. vi a ble Blac k CO':L.,UYl.:i t y d, t o , !art :"(llOr C , i;lc l\.1CJin{. L :.{; c....d. ll~J.8si o n of a s l.;.f 1:i.c i en t n uad::er of Bl ach:. s t ,;Jden t s t o Sl.:!.l) !o:-c t ;,.~t) c r;. [i c 0!lj i,u ni t y , (, :rlU t .c G oint :.ll::u t or C<. jU 2 C h. ,-",0. ,d.s s ions off ic e r .p:.' &nd Bl a c K C()l.H13clor s , 3 . t .' 8 i n C ~Lus io n of 8. s i : n i f'i c u.nt nU!:1.b e:-c o f s tUd811 t s , es '[; e cia l l y >=.JA0S l:lembers , on Cl COJ \l(ii t tee t (_ for .nul L.ct8 a CUi! l.Jrehensi.\Te s t d tclnent of l)~ l ilo s o ~)::lY on J:U<"4c k 8..c. , liss ion s and Dl a c k s t udent l i fe . 1:J e fe el t i2t t . f; (-: d fl :i~n i 8tr,_.ti () ~1 ;. (.5 !lo t te. :>..cn c:A e q u 3 te to involve 8t u ~: ents , , ; l l () eS !1t; cial ly ,3lu c L :3tUG ents, i '-1 t 1.: ,., ·f·or'·n u l · · t ·, "1" 0 1' t ,,.,. '·\ d !"l· se' ; -'l'l c' 'J ')O'; l' C" ;v () '. .1 ·tt ee rc " ort " J . J l: o n }jl Lc k 0 ,c.1.il1iS;;J :L ons ,--~lC~ <..t.d il is s i u:~. s ;)olt c y i n ;' eneral. :'J e <.•..1. 8 0 fee l t ;\<.. t 8 tu(i cmts . ust e,ct i v oly d i scu ss t i le is sues l~u. i 8ed by t . ; e SA:tS 181~te r L ; ,nd t,li s re ~. ort i~_ilcl :,1<:.'\. (:; Known to t :,G £" ;.c ,.; 1 ty , :"d.lli n i strs. tL);1 , ~ ':'l.,l b Oc..r ( Of 1'--~1i..,c ,::. r s th eir Vi 8H S W i d de i :and s. ~,,;e f e e l L 'Gt i f t;w fz.. c u.l ty, d l mil1i s tra ti on ,--,lel o 0 8.rd of ,uc-.n a '.',cr s 0.0 Lot ,r.c.. ~. e 2, cle Lr c o;nl:ii t r;i8 n t to t .h e . b88 ic 1 )l'inci})1 8 s out:Li n ed i n t Jle 0 j', ;3~ l e tte r, \\il lic ~, coincid es i n s i cnii'ic Cl.flt < 'c;cd3 \·;'~. t : ~ t .i. o j~l; ' i'i:Joiuns :i' ol i c y Ccmnlittee ..\,r Re l:ort, t il'" t d i ro ct (.. .ctL n OJ' t .:le st-u.c'.. ent b o d.v , <...nd Bl a CK s tu~. ents i n i-!c.,r t i cul&r , i s b oth ne ce sso.ry ~.~'ld a p p ro p ri t:.. te. st e _J. I)~ I . .• ..., -'- .. .J. (,.... _ ' .. .L .L ,,-, .t \ • ., ' r..)....!... ' _ I U . ...l... han k Le v y .De bby Bo n e Cara ltci t iTian .La uren l3rub aker Jo se f h 0 c fi oenf eld J 2.. c lne .L L u s s e Jo e Ho r owitz J im 13ro'.;Jninc:; Jon :J2_ r b ~ r :Marianne Go l d st e i n Cl auc~ ia C~l.Qll. 1 G tt D2_V:1..c~ lU c ks C . Ho lY ,,1an • 'L ) 1 8.u ra J, 016th J o h n Brax ton Candy ~)utt e r Pete r Rus h Bob G o o c~:,]an I.:a rren Ph i nney HO'.lar d Gold J efJ" S p i e lbe r ~; . Ne il Pr os e J im Colvin Da v i d Goo ch. . ::tc h ClJ.r is Hon son Dan Wass er::.lan �... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society �S4ARTH M 0:1E COLLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty nf Swarthmore College on Tuesday afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as ~ong as is necessary thereafter, to discuss four important topic~ ln the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the Expanded Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 Dl')cember 1968. He said that SASS had insisted that the President make a strong statemept to the Faculty calling for the College to accept and implement SASS's demands. In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty to participate in the dis~ussion, or, alternatively, that SASS be invited to hold a forum open to the faculty ~nd members of the student body for such discussion. When it was pointed out that only ten members of the f~culty had attended the meeting sponsored by SASS and the Student Council at 12:30 this afternoon (7 January), many members of the fa~ulty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested. that the faculty take immediate action on those proposals on wh~ch there was SUbstantial agreement. Others, however, felt that thls would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious disc:uflsion and e onelderatjoll in the meetings now scheduled. �" -2President Smi th s aid that he felt almost everyone in this community wishe d to achieve th u goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he was sure there was no disagreement about increasing the number of blac k students, fa culty members , and administrators. A judgment a'uout nV.mbers of high risk studen te does involve a basic issue to be re s olved by t he faculty. Swart hmore College has historically defined it s elf a s a colle g e with a highly selected student body and a challenging academic program ,. In the light of cur~ent social urgencies, should the College redef in e itself, and if so, to what extent and in what direction ? The faculty decided first to consid 8r the proposals cf S.ASS and of the Admissions Policy Committee, and voted to base i ts discussion on the SASS demands. In the ensuing lengthy and co m l ex p discussion, however, it became apparent that the SASS demands en t!3.iled complications and implications that w',') re not immediately a pparent and could not be resolved in this first meeting on thA s·..1bject. The faculty, however, unanimously passed the followin g resolution, based upon the memorandum from the Student Council : IIW0 favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black s t udents in the class of 1973 (i nc l.uding the admission of " ris k" students). We recognize the need for a more viable life for b lack s "t.~udents here (including the appointment of black administrato l's and counselors). II In conclusion, the faculty passed the following motion by a unanimous vote: II That the f acult y in vi te SASS to a meet i ng with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience before Friday." David Cowden Secretary to the Faculty �January To~ From~ 9, 1969 The College CO :'1'1111 j_ty .n Student Council student Council met again v '!ednesday afternoon and evening to discuss recent developments relating to black admissions. '\liTe greatly appreciated the resolution which the faculty made at its Tuesday evening meeting. We understand this resolution to include~ (1) a commitment to a, substantial increase in the number of black students; (2) a commitment to i mmediate interim steps to increase the number of black students in the Class of 1973 (including the admission of "risk" students); (3) a recognition of the need for a more viable life for black students here (including the appointment of black administrators and counselors). Rowever we regard faculty endorsement of the formation of a commiitee consisting of members of the Admissions Policy Committee, membe rs of SASS , consultants, and other students to be equally i m perative. We urge immediate implementation of this SASS demand which calls for student participation---partiriularly black student participation--in the decision-making process . Student Council has considered this to be an important issue all semester. A basic cause of the present crisis is the lack of student and black participation as an integral part of the decisionmaking process. We recognize that there are two distinct perspectives to be considered---a white perspective and a black perspective. Both must be heard at all levels; both must be respect ed. A significant decision-making role for blacks in the college must be created. l;J e consider the joint committee to have two basic functions~ 1) to establish a long-range philosophy governing black admissions policy; 2) to work out the details of i mplementat ion of faculty decisions. For example, if the faculty recommends establishing a supportive program for "risk" students, it would be the job of:' the joint committee to decide precis81y what that supportive program would consist of. What ' is ne~ded now is a clear and sincere commitment on the part of the faculty by passage of the substantive demands. \ATe feel that the faculty1s decision to use the SASS demands as its agenda is a step in that direction. "'Te understand that these are difficult problems to resolve in a seemingly short time, but we also sympathize with the impatience of S~S8 and otber students. In short, it must be recognized that this is a crisis situat ion and that immediate action is absclutely necessary. Furthermore, if we wish to avert crises of similar nature in the future, steps must be taken to insure student participation in the decision-making processes of Swarthmore College . Signed, Student Council JQhn Braxton Lauren Brubaker Stephanie Cooley Carl Kendall Randy Larrimore Hank Levy rTA 1" ::I1"n ::11" A Mary Noland Carol Pixton Ellen Schall Lyle Snider Absent~ Lyn Peery Roger '\ATood �SASS Vi c; }-! ~.: \~· s . [ ;t 11·;[t ;/::) i -(H~_ i C f;. t (~ (~!. t {,) (-l t OD. 1' C} O lI9. }leJ ~:; 1';" G T'8 Tn} _ Y! 1'(: })re S Coil t j. :ns ol:·iJ. y 3 f i ~cs t ' s t c r: i 1-1 !?I.e h j _e 'V9- j. J1E~ O U. l · SC' 8.1 0 f ! -r:) J~ : $.11 1r~·r,lc PC. l~c~ .e. t5. on [; . t. S;·:c~. l. t111 ~~c·l·e " you~c f'Et:ilu.:f'c ()v"c::y' t}-!5. s ex.i - eYJdecl pe:!'5.cJcl of tj.lne t .o (:j -1C} d. j_sc~1)ssl on [~~}'}d. t~o 1Jef!.~ 1.rl te, :l. 1Llj] , lH2 t~ t p:t'C) £.~l.~ci,lr~.s "1 [lel j. c r~. ts r~ t 1-!~;. t ~r ("':lJ t C() :C f: [J. 1 1 z e t r";.::;. t · i"D..n.c! 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Courtney Smith to Board, 01/09/1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Board of Managers Faculty President's Office SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a048affdd110696e5de41114c7be829d.pdf 682a8a36043b5a3c6fb11c3c1a8f679c PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 OFFICE OF THE PRESIDENT 22 January 1969 To Members or the Board of Managers: For your inrormation I enclose the rollowing items: 1) Baculty actions in connection with problems concerning black admissions at Swarthmore. 2) 3) The PHOENIX supplement, January 16. The PHOENIX supplement, January 17. Edward K. Crats1ey Acting President �'A List of Faculty Actions as Thursday evening, January 9 &mended l I The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to ",hich i t \-la8 addressing itself when the ' Admissions Office ,.,ras occupied. It invites all members of the College community to work toward the resolution of the pre8e~tcrisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty vievlS formation of these committees (committee on selection of a black counselor and committee to advise on problems connected '-lith admission of black students) favorably and recommends that President Smith meet ,.1 ith the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and ~n adjusted exam schedule "'ill be issued as soon as possible. (It is understood that deadlines associated "'ith the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite S,.,arthmore black students outside of SASS to the Faculty Meeting tomorrow, January la, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educationai Policy and continue ~orking with thi~ agend~ ~nd other items connected with i t in continuous session until '-le have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College ,.,il1 strive to enroll a minimum of 25 black students in each freshma n class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process . ....... . I I I I I I I That the College should s e t as its goal the enrollment of a significa.nt nu mber (approxi mately 10) of black stud ents, whose qualifications are outside normal admissi ons criteria; for the year 1969-70. Saturda~ morning, January 11 (~ amende d .2!l the afternool!. of January l2) Thefol.:l!o'I!.i,ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A} The faculty recommends the prompt establis hment of an Ad Hoc Committee . Black Adm:j,ssions B) We propose that this Committee con s ist of 3 faculty member s, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C} The chairman of this commi ttee will be chosen fro m the committee by the committe e. �D) Among the responsibilities' of the Ad Hoc Black Admissions Committee are the follmving : 1) To seek out and reco~~end appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To revievl present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particula r to propose means for i mp lementing black admissions policy. Specifically, the committee shall also revie,.;r and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. consultants. It is und e rstood tha t tlis committee be free to make use of outside afternoon, J anuar y 11 Saturday~ The following t wo resolutions were passed by the faculty of Swo.rt h more College as it con tinued to discuss the Ad missions Policy Report and the SASS d emands: 1 )That the College take i mmediate steps to recruit and appoint subJ'ect to r '. by SASS bl k 1 . ,ev~e ,'l .. ' a :~~ co~ns e ~r .aval1able to all bl a ck students for the purpose of p r ov J..d1ng conr~dentl.al aav~ce and guidanc e . It is to be u nderst ood that thi coun~elor.sha ll ?O~ be responsible to the Deans for providing them with any s conf1dent1al , pr1vJ..l eged information. Th~t i~nediateaction should be t ak~n to design and implement for the academ1c year 1 969-70 a post-enrollment suppor t p r ogram that will be available to bl ack students as necessary. Such a program shall be designed by the Curriculum Committee in consultation with SASS. Sunday }2lOrning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the follm.;ring action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for entering freshm en , so that students accepted by S\varthmore for the academic year 1969-1970 who need thts preparation may attend such a program. 2) It resolv ed that the college recruit, encourage the enrollment of, black students from community and junior colleges , and remain open to black transfer students fro m fou r-year colleges. Financial aid ,.;rill be available to such students Hhere appropriate. 3) The faculty decided not to discuss the que s tion of holding classes at this time .(In so acti ng, it was the sense of the meeting th at the f ac ulty Hould discuss this issue during its afternoon meeting today, Hhen it has a better idea~the amount of ,vork i t can compl ete during ' this meeting.) 4) It resolved that th e college endeavor to enhance Qpportunities for all bla ck students to attend college : that it should in consultation \-Jith the Ad Hoc Black Admissions Commit te e ~) �a) b) c) d) e) continue to support and maintain an Up~ard Bound Program. consider the use of its facilities during the summer for the establishmen t of a program similar in nature to the ABC pro gram . estab lish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economically deprived 11th and/or 12th grade students from local secondary schools. . con tinue its particip a tton in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts a re expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations \vith several private sec0ndary schools to arrange that black students applying to Swarthmor e for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin~ a college . Sunday afternoon, Januar y 12 Repor~, The faculty continued its discussion of the SASS demands and the Admissions Policy and took the following action: 1) The following resolution was passed: The faculty urges the student . council and other organizations to be constantly aware of the need to provide support for activities which, ,.,h ile open to the entire student body, "lOuld be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were ammendments to previous actions which have already been taken account of. I 6) The faculty urged, in the form of a resolution, that the President arid the board secure fund.s to carry out the recommendations of the faculty, based all the SASS communication of 23 December and the report of the Admissions committee ; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delega tion to the student plenary session this evening to announce ,,,hat the faculty has done tod ay ; that class es ,,,ill beheld tomorrow at the discretion of the instructors; and that the faculty ,,,ill t;; ontinue its meetings this evening at 8:30. Sunday night , January 12-13 The faculty continued its meetings tonight, and took the follmdng action: 1) As the first order of business, the faculty adopted a forma lagenda. ·according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the Pre sident in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats." 3) Faculty resolutions made on the basis of the SASS documen t of 23 December 1968 and the report of the Admissions Policy Commi ttee have been accepted because the faculty be lieves they are right. 4) The Pr esident announces his strong support of the a~tions taken by the f a culty, of which he is the presid ing officer, and will strongly recommend them to the board of managers. He is confident that the board shares the same va lues and conc erns that have motivated the Pres ident and th e faculty in the ir actions. 5) The President and faculty welcome an oppo rtunity to provide any information they can that id ent ifies and describes the decision - making organs of the college on every leve l, and Hill do so Hithin a matter of days after the resumption of normal college activity. �Sund~ night, January 12-13 (continued) 6) In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students . The faculty is principle ,,,herever it applies. communication of 23 December the faculty has authorized matters relating directly to determined to adhere to thi s :'7 ) The college does not contemplate disc'iplinar y action for the SASS actions that are presently known to it. While it does not anticipate c ause for disciplinar y action, it Qannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally sche duled. Amplification with reference to Resolution 7: With reference to resoluti o n 7, concerning amnesty: By 'presently k nown to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the ad missions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first , entering , the a.dmi ssions office -- to wit, that property would not be harnie d, files would not be rifled, and people not det aine d against their will. Assuming there are no other grounds for offense, SASS has n'o cause for concern. �• S lJPPLS~ 31\TT -~--- ----. --- .. _.----_._---- --- _ - .-- ----_---__ -. _, ._ . FACULTY CO},}·! Ur·T ICATIONS CQlcIjJ'ITTr,;'I;-.SA.C:S ClAR.IFICA.TI01T In a series of meetings beb.reen SASS re~resentatives. faculty-5ASS liaison Legesse, the faculty commu.'1ications com.mittee Cl'essrs. Piker, ll r ban, and ,,'Tood) and President Smith, lastinr: from Tuesday night to 1Tednesday nig-ht, these parties a g;. reed that the follm,ring statement 1'-1'aS an acceptable clarif ication of the current SASS position. This statem.ent Hill be presented to the faculty meetinG today. The docum~nt folloT,rs this format: 1) topic title 2) SASS -position 3) amplification. "I. Description of Decision-makigg : That a complete identifli:cation and description of the decision-making organs of the college on every level be m ade. Action taken 2l. the faculty durinv the meetinf~ of 12 ..13 January is as fol101'TS: 'The uresident and faculty >-relcome an OPportunity to provide any information they can that identifies and describes the decision-making organs of the college on every level, and 1 ,rill do so T,. T ithin a matter of days after the resUlllntion of normal colle ~ e activity.' SASS representatives accept this, 1,rith the specification that the report be complete, that it be vn-itten, and that the complete report be issued to the entire comJllUl1ity. II. Amnesty: '1e interpret the facultyt s anlPlified statement of amnesty as an acc~ptance of our orir.; inal demand for amnesty. Amplification: He '!-rere assured that SASS accepts the facu.lty's al11plified stat ement as su.fficient. !l:II. ! 31ack Admissions Officer: That there be hired an Assistant Dean of Admissions 1>-1'ho shall be Black, and 1 ,rYto shall have the other adiuinistrative duties commensurate Trrith that post, hy Sentemberl, 1969. ~{is 1)rirnary res ponsibilities shall be in the area of Black Admissions. The Black Assistant Dean of Admissions shall be responsible for the application of '31ack ac1missions policy to '11ac1( auplicants. Amplification: The Black Assistant Dean of Admissions shall be responsible for acceptinl?: and rejecting Blac1< applicants in consultation T,..Tith the rest of the Ad m.i .ssions staff, just as the , present Dean of Admissions is resDonsible for accepting and re j ectinf!' vrhite applicants in consultation T th the rest of the Adm , d issions staff. If this man is competent to teach in the area of ~ lack studies, he may do this in light of the pressinr; need; but it is preferable that he not teach. Also, t hi s is to be a full time position, not a part time position. IV. glack Dean of Students: There shall be hired a i lack Dean of Black students Hho shall serve as counselor for Baack stuc1ents while havine.; other administrative duties commensurate vlith that 'Post by I- arch 1, 1969. * It is to be understood that this counselor is not to be responsible to the other deans for providinf:; them vTith any confidential, privileged information. Amplification: SASS v.rishes this dean to be as senior in rank as Dean T1arr if at all possible so he ~,.ron't 1:lave to be a junior partner among the school's deans. They put this forth as the ideal goal; but are 1.villing to accept having the best ma.n hired at N'hatever rank his professiona.l E";x:nAr i AY1~A ill!'lt.i Ti Pl': _ �, -. TPE PHOENIX Pap.;e 2 SUPPLE¥E~~T Jan. 16 SASS does not feel this is a chan:;e of ;)()sition, but onl,y a more complete specification of the countelinp they seek. * Hired by this date; not necessarily on the .job by this date. V. Hiring of two aforementioned administrators: That the hiring of the bra aforementioned administrators shall be by Dresidential apoointment. A list of prospective candidates will be developed through the efforts of SASS, of any outside organizations it deems necessary, and of the administration. Final approval of the bra administrators shall be at the discretion of SASS. Amplification: SASS snecifies thatit envisar~es the follo'wing procedure : it i,rill produce a list of candidates j the ddrninistra tion and/or others will produce a list (ther~ shall be personal interviews of all candidates by SASS and the administration) f~here are discrepancies between the final candidates chosen by the various parties, SASS shall make the final recommendation to the President (Black people are more sensitive to the interests of Black people than 1'>1hite administrators). VI. Admissions Policy That the college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomodate the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975. Amplification: SASS understands that these figures represent goals toward the achievement of which the college ~rill make a consistent and sustained effort. VII. Transfer Students: It is understood that we accept the resolution to encourage the enrollment of Black transfers 't-rith scholarships. VIII. Ad Hoc Black Admissions Committee (AIIDAC) accept the resolution ,nth additions: that the committee for Black admis9 sions be charged 1r-rith: 1) the proposal of Black admissions policies, i.e., procedures and qualification criteria. This committee vrill also be charged with recommending the number of Black a nplicants to be enrolled. under such policies. HOvTever, these numbers have already been determined for the next six years. 2) A reviey.r of the application of these policies by the college admissions staff and consideration of any problems resulting from such application. 3) The review of Black Ac1..missions Policy in the future if the Crrmn.ittee sees fit. 4) The pm,Ter to elect a chairrnan, form the committee and to increas e its functions in making proposals pertaining to Black admisiions (e.g., pre-enrollmmnt programs) as it sees fit. 5) To prepare reports as it sees fit. That the structure of said committee consist of the follovdng: 4 Black stUdents, 1 white stUdent, 3 faculty members, one of whom shall be Black, 2 administrators, one Black when he arrives. Further specifications: 1) illn the event that H Legesse decides not to be a member of this committee, he r. shall be ~aplaced by an outside consultant chosen by SASS in consultation with the faculty, or by a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members ~ve �/. THE PHOENIX SUPPLEMENT Page J Jan. 16 shall be chosen by the faculty in consultation ~nth SASS. J)In the event that there bemore than one Black faculty member from which to choose, the Black faculty representative, this shall be done in consultation with SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That final approval or disapproval of said committee's policies are to rest with SASS. Amnlification: This is understood to mean that SASS shall exercise final judgment ov~r the policies of the committee and that in this area the legislative function of the faculty is performed by SASS. By 1.:ray of explaining their position, SASS members said: 'This is not minority coercion, but rather Black self-determination.' They ask that SASS have the final say only in areas pertaining to the special interests of ~lack people, since the Black perspective is the most relevant perspective in these areas. OUr position implies that SASS sball encourage and respect perspectives and opinions from fanulty, administrators, and students before reaching a final decision. Thus, it will be insured that SASS will not reach decisions vJhich fail to take into account all the perspect"lbes of the college community. Finally, SASS understands this to be a standing, not an ad hoc, committee. IX. Support programs (pre- and post- matriculation) It is understood that these reiolutions which deal specifically '!.-nth pre-matriculation and support programs are acceptable as appropriate for investigation by the Black Admissions Committee. Amplification: Htth regard to pre-registratioM' enrichment or reinforcement programs, SASS feels that the Black Admissions Committee 1,rill study the types of programs available, determine the types of programs that are suitable, find out whether they exist on other campuses; and, if not, '!.-ril1 determine how to set them up. At this point, the college will enter into the necessary negotiations for the implementation of said programs. SASS feels concernea about summer enrichment programs set UP with a white perspective and are therefore not responsive to the ~lack perspective; it is necessary that Black people in such programs be exposed to Black perspective on Black problems. X. Black Interest Coramittee: The faculty has made no resolutions abnut the Black interest Committee demanded. OUr position is: That the college publically recognize the existence of and encourage the ase of a Black interest committee which shall be charged "nth: 1) Obtaining a delineation of the decision-making pcocess as pertaining to cultural activities (SASS understnads this to mean processes by ;"rhich funds, time slots and what not are allocated). 2) Receiving funds and time slots for progr&~ of a cultural done in the name of the entire college community from the Cooper Foundation, Collection Committee, Ilfjusic Dept., LTC, and similar groups. J) Reviewing cultural programs at the college which pertain to Black people BEFORE they are presented, if the party making the presentation so wishes. 'Reviewing' in no '!.-Tay implies censorship. 4) Recommendin ~ actions to the SASS membership should its offer of review not be utilized. Thi~ committee shall consist of Bhck peo'P1e chosen by and responsible to SASS who shall be available for recommendations and consultation to the entire college community. Amplifica tion: SASS in this regard does not '!.-nsn to have s eparate funds for its programs, but rather lArlhshes to be entitled to receive funds from suhh organizations as the 600per Foundation and present programs under the auspices of such organizations, with tinle slots decided upon by the two parties involved. In amplification of no. JJ above, SASS hopes that it ,-rill be consulted. �/. , '" . THE PHOENIX S UPPLEJiiENT Page 4 Jan. 16 beforehand eoncerning presentations that may be offensive to the sensitivities of Black people. If its consultation is not sought and/or if its judgment is not .~ heeded. then SASS preserves the eight to protest. SASS wishes this committee, to . operate much as the Hamburg committee . but not with the censorship prerogatives , of the Hamburg Committ8e. This committee Hould have no authority to prevent a program from occurring. In asking that the college publical~ recognize the committee, SASS wants all-college notification and notification of foundations and committees that are concerned with cultural programs. This committee would not address itself to specifically departmental programs, but only to programs that have college-1<ride scope. XI. Blac!< participation in P(hlicy-making: Black people shall participate in policy-shaping and decision-making processes on all levels of the college community relating to the special interests of Black people. Amplification: Policy-shaping and decision-making is intended to refer to all stages of the process, i.e., identification of the problem or issue, committee i,rork on the ~roblem, formulation of resolutions to deal 1-rith it, acting on resm.lutions, and implementing them as solutions. By levels SASS understands both: areas of operation (e.g •• curriculum, admissions, or cultural) and hierarchical levels (e.g., students, faculty, and administration). XII. Fundine; : SASS sincerely appreciates the initiation of this resolution on the part of the faculty. However, we wish that the resolution be amended to insert the words: 'and 9 Janua~' after the words '23 December' and to change 'communication' to communications'.~ RADICAL CAUCUS Ir,EETS AGADT The radical caucus met at 4:30 and 8 p.m. and discussed what steps shuuld be taken concerning the faculty's scheduled meeting. By the end iif the meeting it had been decided to continue personal contacts 1<dth faculty members and the planned statement at the honors meeting. The group considered a vigil outside the faculty meeting and deferred until its next meeting (set for 9:]0 this morning) a decision on a statement to the faculty. Subi Sahgal read the latest SASS clarification of its position on the Ad Hoc Black Admissions Committee. The group then discussed the question of "double veto H --or IIbicamerality", under Nhich both SASS and the faculty 1 'Tould have revie"'T of the committee's decisions before they Hent to the Board of Y anagers--versus a sole SASS revie1r:r prior to final Board consideration. Discussion on the substantive merits of the two methods (the latter is the clarified position of SASS; the former represents a position mentioned by several students and faculty members recently) centered on '{.Thether it was more important to recognize the legitimacy of the faculty as above the administration to receive and reviel'T commit tee reports, or, on the other hand, T"rhether the important point was that the interested group have the final revieH. Some students mentioned t4e tactical aspects of the issue--specifically, whether the faculty could be "",ed beyond the "double veto" position, and whether SASS could, on the basis of its statements, accept anYthing less than a single pre-Board veto. Subi stated that the SASS clarification meant to SASS that the �. > . Page 5 Jan. 16 faculty's legislative function on matters of Black admissions policy would be replaced by SASS. Others questioned 'tIThether it was right or advisable for the radical caucus to suggest positions or tactics to SASS. The discussion was dropped with no decision reached. The planning of activities directed toward the Thursday faculty meeting began with mention of a possible vie:il outside the meeting. A statement had been prepared to explain the vigil. The original statement urged the faculty to accept the clarified SASS position on the A}TI3AC, and affirmed that 1-Then this l.ras done students would return immediately to academic business. It Has first agreed that there be no request for further postponement of exams--that such could be negotiated ,,,ith individual prodressors, and that, ultimately, students would have to accept the possible costs of their active participation in the events of the crisis period. Discussion then centere0. on the effect of a vigil or statement or both on the faculty's state of mind and decisions. After some discussion, the group committed the statement to a subcommittee for rewording and clarification. This morning's caucus 'tIrill pass on the wording and decide hOYT to present the stateulBnt. A discussion of the vigil ended in a 50-25 straw vote against vigil ing in the name of the radical caucus. Fembers of the caucus 1>Tere encouraged to discuss ldth faculty members the meaning and implications of t 11e clarified SASS demands, and to assure them that the acceptance of SASS demands l ..ould be seen as an act of good faith on the part of the faculty, and not as an occasion for agitation on issues of general student power by the radical caucus--which group, it 'tIms reported, has aroused concern and suspicion in some faculty members. It was mentioned that a further message to the faculty 1,Tould be presented through a dignified expression of su-pport . for SASS by at least forty students at the honors meeting at 11 a.m. The meeting adjourne0_ at 10 p,m. so that members could attend their dorm meetings. LABOR Cm~~TTEE lflORKS H OP The Swarthmore Students for a Democratic Society Labor Committee, comprlslng a membewship of 15 or so, sponsored a b"ro-hour 'tIrorkshop hTednesday afternoon to discuss the broader implications of SASS actions. The meeting centered around discussion of a letter read by Yin Berg which 1rTholeheartedly endorsed SASS' actions and included suggestions for future SASS consideration revolving around the broader issues which the current crisis has raised. The letter, 'tIThich the committee h..as sent to SASS, specifically mentioned tl.ol0 areas--the Black High Scho.ol Hovement ( a labor committee-Black Panther organized movement for 33 neTtT schools in Philadelphia ghettos and the means to finance them) and the University City Science Center (of lVhich the college is a member and T.orhich, according to SDS studies, has been responsible for the eviction of 200 Black families) as those 'tIrhich SASS in accordance 'tInth its concern for all Black Americans could address itself to. Literature on both areas is available. The labor committee emphasized that the letter 1-ras not written 1>nth the intention of intensifying the ;risis but of adding substance to the political discussions that have evolved because of the crisis. �.. . THE PHOENIX SUFFLEMENT . - Page 6 LETTE... S R Jan. 16 All members of the college co~~unity are encouraged to contribute letters to the editor on any aspect of the current "crisis ll to the next regular issue of The Phoenix. Letters (no longer than 200 words) should be left on Sharples table for Jeff Spielber~ or brought to the Rhoenix office in Tarbles basement by 9 p.m. today. ********************************************************************************* TES PHO ENIX SUPPLEVEl'JT ~~naging Jeff S~ielberg, Editor-in-chief editors: Russ Benghiat, Doug Blair, Bob Goodman, Karin Sundquist, Dan Taylor Staff: Helen Darmara, Galen l:t"'isher, Don Fujihira, Ken Giles, Rohn Lohr, Sue Perchonock, Ann Reichelderfer, Ken Roberts, Bill Ryan, Paul Shechtman, Jan Scriver, Pete Solar, Pete T ·Telch. �'Th ----- ,-- - ~ ~ - -~- ....... Prl ----..-.---.-...~-- '-. - • Hemorial servi-ces for l-r esident Courtney Smith will be held for the whole college community Sunday morning at 11 in Clothier. Services open to family and friends will be held in the Friends Meeting House at 3 p.m. Sunday. . . The family requests that in lieu of flowers, contrlbutlons be sent to Swarthmore College. ~------------~----------------------------------------------~--~ ~~~ . STUDBNT STAT81'ENT The follolMing is a statement v.TI'itten by a small group of students in Farrish parlor yesterday afternoon and released to the press by Ellen Schall. "The entire College Community deeply mourns the death of our President, Courtney Smith. There is no question in our mind of blame or guilt; there is room only for sorro,\-!. not for bitterness. The Sollege will continue to build to'tvards the common goals for loThich N'e have all been striving. -Sllen Schall student Council President for the students of S'!I\rarthmore College" SASS STA TEJ:.'TEl'JT The following statement was read by Don Mizell, Vice-chairman of SASS, as the SASS members vacated the Admissions Office yesterday afternoon: "In deference to the untimely death of the President, the S't-Tarthmore Afro-American Student~Society is vacating the Admissions Office. 11e sincerely believe that the death of any human being, 1.rhether he be the good President of a college or a black person trapped in our country's ghettoes, is a tragedy. At this time we are calling for a moratorium of dialogue, in order that this unfortunate event be given the college's complete attention. HOl"rever, l,re remain strong in our conviction that the legitimate grievances we have voiced to the college remain unresolved and we are dedicated to attaining a satisfactory resolution in the future." �-" -/~. THE PHOENIX SUPPLE!'fI!lJT Page 2 EY c.AF SCHEDULE Jan.17 Registration will be held on Friday, January 17th, as scheduled. Any student who wishes to do so may see his instructors individua1~ and turn in his card, when properly signed. at the Registrar's office. There will be no penalty for late Registration, but all students are urged to complete their Registration within a reasonable time. Final examinations will be held as scheduled, beginning 1.Tednesday, January 22nd. For those students who cannot meet their schedules there are two options: 1) 8ach faculty member will make an alternate examination to be taken on an honor basis by the individual student by the close of the second week in the second semester. 2) In those cases where a student thin.1.cs that he has shovm continuing evidence of the quality of his work and 1,rishes to be judged according ~, he may request a grade on that basis Nithout examination. studants who wish to avail themselves of either of these options must make the necessary arrangements with their instructors by the time of the scheduled examination. D~TERn,; AD},ITNISTRATION The administration of the College vTill function m uch the same as when President Smith took a sabbatical for the fall semester of 1965. Dr. Edward Crats1ey, Vice-President, has assumed the duties of Acting President. Dean Susan Cobbs is coordinating academic functions, and Vice-President Joseph Shane continues his duties in ~b1ic relations and a1tmmi affairs. � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 OFFICE OF THE PRESIDENT 22 January 1969 To Members or the Board of Managers: For your inrormation I enclose the rollowing items: 1) Baculty actions in connection with problems concerning black admissions at Swarthmore. 2) 3) The PHOENIX supplement, January 16. The PHOENIX supplement, January 17. Edward K. Crats1ey Acting President �'A List of Faculty Actions as Thursday evening, January 9 &mended l I The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to ",hich i t \-la8 addressing itself when the ' Admissions Office ,.,ras occupied. It invites all members of the College community to work toward the resolution of the pre8e~tcrisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty vievlS formation of these committees (committee on selection of a black counselor and committee to advise on problems connected '-lith admission of black students) favorably and recommends that President Smith meet ,.1 ith the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and ~n adjusted exam schedule "'ill be issued as soon as possible. (It is understood that deadlines associated "'ith the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite S,.,arthmore black students outside of SASS to the Faculty Meeting tomorrow, January la, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educationai Policy and continue ~orking with thi~ agend~ ~nd other items connected with i t in continuous session until '-le have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College ,.,il1 strive to enroll a minimum of 25 black students in each freshma n class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process . ....... . I I I I I I I That the College should s e t as its goal the enrollment of a significa.nt nu mber (approxi mately 10) of black stud ents, whose qualifications are outside normal admissi ons criteria; for the year 1969-70. Saturda~ morning, January 11 (~ amende d .2!l the afternool!. of January l2) Thefol.:l!o'I!.i,ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A} The faculty recommends the prompt establis hment of an Ad Hoc Committee . Black Adm:j,ssions B) We propose that this Committee con s ist of 3 faculty member s, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C} The chairman of this commi ttee will be chosen fro m the committee by the committe e. �D) Among the responsibilities' of the Ad Hoc Black Admissions Committee are the follmving : 1) To seek out and reco~~end appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To revievl present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particula r to propose means for i mp lementing black admissions policy. Specifically, the committee shall also revie,.;r and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. consultants. It is und e rstood tha t tlis committee be free to make use of outside afternoon, J anuar y 11 Saturday~ The following t wo resolutions were passed by the faculty of Swo.rt h more College as it con tinued to discuss the Ad missions Policy Report and the SASS d emands: 1 )That the College take i mmediate steps to recruit and appoint subJ'ect to r '. by SASS bl k 1 . ,ev~e ,'l .. ' a :~~ co~ns e ~r .aval1able to all bl a ck students for the purpose of p r ov J..d1ng conr~dentl.al aav~ce and guidanc e . It is to be u nderst ood that thi coun~elor.sha ll ?O~ be responsible to the Deans for providing them with any s conf1dent1al , pr1vJ..l eged information. Th~t i~nediateaction should be t ak~n to design and implement for the academ1c year 1 969-70 a post-enrollment suppor t p r ogram that will be available to bl ack students as necessary. Such a program shall be designed by the Curriculum Committee in consultation with SASS. Sunday }2lOrning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the follm.;ring action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for entering freshm en , so that students accepted by S\varthmore for the academic year 1969-1970 who need thts preparation may attend such a program. 2) It resolv ed that the college recruit, encourage the enrollment of, black students from community and junior colleges , and remain open to black transfer students fro m fou r-year colleges. Financial aid ,.;rill be available to such students Hhere appropriate. 3) The faculty decided not to discuss the que s tion of holding classes at this time .(In so acti ng, it was the sense of the meeting th at the f ac ulty Hould discuss this issue during its afternoon meeting today, Hhen it has a better idea~the amount of ,vork i t can compl ete during ' this meeting.) 4) It resolved that th e college endeavor to enhance Qpportunities for all bla ck students to attend college : that it should in consultation \-Jith the Ad Hoc Black Admissions Commit te e ~) �a) b) c) d) e) continue to support and maintain an Up~ard Bound Program. consider the use of its facilities during the summer for the establishmen t of a program similar in nature to the ABC pro gram . estab lish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economically deprived 11th and/or 12th grade students from local secondary schools. . con tinue its particip a tton in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts a re expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations \vith several private sec0ndary schools to arrange that black students applying to Swarthmor e for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin~ a college . Sunday afternoon, Januar y 12 Repor~, The faculty continued its discussion of the SASS demands and the Admissions Policy and took the following action: 1) The following resolution was passed: The faculty urges the student . council and other organizations to be constantly aware of the need to provide support for activities which, ,.,h ile open to the entire student body, "lOuld be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were ammendments to previous actions which have already been taken account of. I 6) The faculty urged, in the form of a resolution, that the President arid the board secure fund.s to carry out the recommendations of the faculty, based all the SASS communication of 23 December and the report of the Admissions committee ; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delega tion to the student plenary session this evening to announce ,,,hat the faculty has done tod ay ; that class es ,,,ill beheld tomorrow at the discretion of the instructors; and that the faculty ,,,ill t;; ontinue its meetings this evening at 8:30. Sunday night , January 12-13 The faculty continued its meetings tonight, and took the follmdng action: 1) As the first order of business, the faculty adopted a forma lagenda. ·according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the Pre sident in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats." 3) Faculty resolutions made on the basis of the SASS documen t of 23 December 1968 and the report of the Admissions Policy Commi ttee have been accepted because the faculty be lieves they are right. 4) The Pr esident announces his strong support of the a~tions taken by the f a culty, of which he is the presid ing officer, and will strongly recommend them to the board of managers. He is confident that the board shares the same va lues and conc erns that have motivated the Pres ident and th e faculty in the ir actions. 5) The President and faculty welcome an oppo rtunity to provide any information they can that id ent ifies and describes the decision - making organs of the college on every leve l, and Hill do so Hithin a matter of days after the resumption of normal college activity. �Sund~ night, January 12-13 (continued) 6) In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students . The faculty is principle ,,,herever it applies. communication of 23 December the faculty has authorized matters relating directly to determined to adhere to thi s :'7 ) The college does not contemplate disc'iplinar y action for the SASS actions that are presently known to it. While it does not anticipate c ause for disciplinar y action, it Qannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally sche duled. Amplification with reference to Resolution 7: With reference to resoluti o n 7, concerning amnesty: By 'presently k nown to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the ad missions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first , entering , the a.dmi ssions office -- to wit, that property would not be harnie d, files would not be rifled, and people not det aine d against their will. Assuming there are no other grounds for offense, SASS has n'o cause for concern. �• S lJPPLS~ 31\TT -~--- ----. --- .. _.----_._---- --- _ - .-- ----_---__ -. _, ._ . FACULTY CO},}·! Ur·T ICATIONS CQlcIjJ'ITTr,;'I;-.SA.C:S ClAR.IFICA.TI01T In a series of meetings beb.reen SASS re~resentatives. faculty-5ASS liaison Legesse, the faculty commu.'1ications com.mittee Cl'essrs. Piker, ll r ban, and ,,'Tood) and President Smith, lastinr: from Tuesday night to 1Tednesday nig-ht, these parties a g;. reed that the follm,ring statement 1'-1'aS an acceptable clarif ication of the current SASS position. This statem.ent Hill be presented to the faculty meetinG today. The docum~nt folloT,rs this format: 1) topic title 2) SASS -position 3) amplification. "I. Description of Decision-makigg : That a complete identifli:cation and description of the decision-making organs of the college on every level be m ade. Action taken 2l. the faculty durinv the meetinf~ of 12 ..13 January is as fol101'TS: 'The uresident and faculty >-relcome an OPportunity to provide any information they can that identifies and describes the decision-making organs of the college on every level, and 1 ,rill do so T,. T ithin a matter of days after the resUlllntion of normal colle ~ e activity.' SASS representatives accept this, 1,rith the specification that the report be complete, that it be vn-itten, and that the complete report be issued to the entire comJllUl1ity. II. Amnesty: '1e interpret the facultyt s anlPlified statement of amnesty as an acc~ptance of our orir.; inal demand for amnesty. Amplification: He '!-rere assured that SASS accepts the facu.lty's al11plified stat ement as su.fficient. !l:II. ! 31ack Admissions Officer: That there be hired an Assistant Dean of Admissions 1>-1'ho shall be Black, and 1 ,rYto shall have the other adiuinistrative duties commensurate Trrith that post, hy Sentemberl, 1969. ~{is 1)rirnary res ponsibilities shall be in the area of Black Admissions. The Black Assistant Dean of Admissions shall be responsible for the application of '31ack ac1missions policy to '11ac1( auplicants. Amplification: The Black Assistant Dean of Admissions shall be responsible for acceptinl?: and rejecting Blac1< applicants in consultation T,..Tith the rest of the Ad m.i .ssions staff, just as the , present Dean of Admissions is resDonsible for accepting and re j ectinf!' vrhite applicants in consultation T th the rest of the Adm , d issions staff. If this man is competent to teach in the area of ~ lack studies, he may do this in light of the pressinr; need; but it is preferable that he not teach. Also, t hi s is to be a full time position, not a part time position. IV. glack Dean of Students: There shall be hired a i lack Dean of Black students Hho shall serve as counselor for Baack stuc1ents while havine.; other administrative duties commensurate vlith that 'Post by I- arch 1, 1969. * It is to be understood that this counselor is not to be responsible to the other deans for providinf:; them vTith any confidential, privileged information. Amplification: SASS v.rishes this dean to be as senior in rank as Dean T1arr if at all possible so he ~,.ron't 1:lave to be a junior partner among the school's deans. They put this forth as the ideal goal; but are 1.villing to accept having the best ma.n hired at N'hatever rank his professiona.l E";x:nAr i AY1~A ill!'lt.i Ti Pl': _ �, -. TPE PHOENIX Pap.;e 2 SUPPLE¥E~~T Jan. 16 SASS does not feel this is a chan:;e of ;)()sition, but onl,y a more complete specification of the countelinp they seek. * Hired by this date; not necessarily on the .job by this date. V. Hiring of two aforementioned administrators: That the hiring of the bra aforementioned administrators shall be by Dresidential apoointment. A list of prospective candidates will be developed through the efforts of SASS, of any outside organizations it deems necessary, and of the administration. Final approval of the bra administrators shall be at the discretion of SASS. Amplification: SASS snecifies thatit envisar~es the follo'wing procedure : it i,rill produce a list of candidates j the ddrninistra tion and/or others will produce a list (ther~ shall be personal interviews of all candidates by SASS and the administration) f~here are discrepancies between the final candidates chosen by the various parties, SASS shall make the final recommendation to the President (Black people are more sensitive to the interests of Black people than 1'>1hite administrators). VI. Admissions Policy That the college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomodate the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975. Amplification: SASS understands that these figures represent goals toward the achievement of which the college ~rill make a consistent and sustained effort. VII. Transfer Students: It is understood that we accept the resolution to encourage the enrollment of Black transfers 't-rith scholarships. VIII. Ad Hoc Black Admissions Committee (AIIDAC) accept the resolution ,nth additions: that the committee for Black admis9 sions be charged 1r-rith: 1) the proposal of Black admissions policies, i.e., procedures and qualification criteria. This committee vrill also be charged with recommending the number of Black a nplicants to be enrolled. under such policies. HOvTever, these numbers have already been determined for the next six years. 2) A reviey.r of the application of these policies by the college admissions staff and consideration of any problems resulting from such application. 3) The review of Black Ac1..missions Policy in the future if the Crrmn.ittee sees fit. 4) The pm,Ter to elect a chairrnan, form the committee and to increas e its functions in making proposals pertaining to Black admisiions (e.g., pre-enrollmmnt programs) as it sees fit. 5) To prepare reports as it sees fit. That the structure of said committee consist of the follovdng: 4 Black stUdents, 1 white stUdent, 3 faculty members, one of whom shall be Black, 2 administrators, one Black when he arrives. Further specifications: 1) illn the event that H Legesse decides not to be a member of this committee, he r. shall be ~aplaced by an outside consultant chosen by SASS in consultation with the faculty, or by a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members ~ve �/. THE PHOENIX SUPPLEMENT Page J Jan. 16 shall be chosen by the faculty in consultation ~nth SASS. J)In the event that there bemore than one Black faculty member from which to choose, the Black faculty representative, this shall be done in consultation with SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That final approval or disapproval of said committee's policies are to rest with SASS. Amnlification: This is understood to mean that SASS shall exercise final judgment ov~r the policies of the committee and that in this area the legislative function of the faculty is performed by SASS. By 1.:ray of explaining their position, SASS members said: 'This is not minority coercion, but rather Black self-determination.' They ask that SASS have the final say only in areas pertaining to the special interests of ~lack people, since the Black perspective is the most relevant perspective in these areas. OUr position implies that SASS sball encourage and respect perspectives and opinions from fanulty, administrators, and students before reaching a final decision. Thus, it will be insured that SASS will not reach decisions vJhich fail to take into account all the perspect"lbes of the college community. Finally, SASS understands this to be a standing, not an ad hoc, committee. IX. Support programs (pre- and post- matriculation) It is understood that these reiolutions which deal specifically '!.-nth pre-matriculation and support programs are acceptable as appropriate for investigation by the Black Admissions Committee. Amplification: Htth regard to pre-registratioM' enrichment or reinforcement programs, SASS feels that the Black Admissions Committee 1,rill study the types of programs available, determine the types of programs that are suitable, find out whether they exist on other campuses; and, if not, '!.-ril1 determine how to set them up. At this point, the college will enter into the necessary negotiations for the implementation of said programs. SASS feels concernea about summer enrichment programs set UP with a white perspective and are therefore not responsive to the ~lack perspective; it is necessary that Black people in such programs be exposed to Black perspective on Black problems. X. Black Interest Coramittee: The faculty has made no resolutions abnut the Black interest Committee demanded. OUr position is: That the college publically recognize the existence of and encourage the ase of a Black interest committee which shall be charged "nth: 1) Obtaining a delineation of the decision-making pcocess as pertaining to cultural activities (SASS understnads this to mean processes by ;"rhich funds, time slots and what not are allocated). 2) Receiving funds and time slots for progr&~ of a cultural done in the name of the entire college community from the Cooper Foundation, Collection Committee, Ilfjusic Dept., LTC, and similar groups. J) Reviewing cultural programs at the college which pertain to Black people BEFORE they are presented, if the party making the presentation so wishes. 'Reviewing' in no '!.-Tay implies censorship. 4) Recommendin ~ actions to the SASS membership should its offer of review not be utilized. Thi~ committee shall consist of Bhck peo'P1e chosen by and responsible to SASS who shall be available for recommendations and consultation to the entire college community. Amplifica tion: SASS in this regard does not '!.-nsn to have s eparate funds for its programs, but rather lArlhshes to be entitled to receive funds from suhh organizations as the 600per Foundation and present programs under the auspices of such organizations, with tinle slots decided upon by the two parties involved. In amplification of no. JJ above, SASS hopes that it ,-rill be consulted. �/. , '" . THE PHOENIX S UPPLEJiiENT Page 4 Jan. 16 beforehand eoncerning presentations that may be offensive to the sensitivities of Black people. If its consultation is not sought and/or if its judgment is not .~ heeded. then SASS preserves the eight to protest. SASS wishes this committee, to . operate much as the Hamburg committee . but not with the censorship prerogatives , of the Hamburg Committ8e. This committee Hould have no authority to prevent a program from occurring. In asking that the college publical~ recognize the committee, SASS wants all-college notification and notification of foundations and committees that are concerned with cultural programs. This committee would not address itself to specifically departmental programs, but only to programs that have college-1<ride scope. XI. Blac!< participation in P(hlicy-making: Black people shall participate in policy-shaping and decision-making processes on all levels of the college community relating to the special interests of Black people. Amplification: Policy-shaping and decision-making is intended to refer to all stages of the process, i.e., identification of the problem or issue, committee i,rork on the ~roblem, formulation of resolutions to deal 1-rith it, acting on resm.lutions, and implementing them as solutions. By levels SASS understands both: areas of operation (e.g •• curriculum, admissions, or cultural) and hierarchical levels (e.g., students, faculty, and administration). XII. Fundine; : SASS sincerely appreciates the initiation of this resolution on the part of the faculty. However, we wish that the resolution be amended to insert the words: 'and 9 Janua~' after the words '23 December' and to change 'communication' to communications'.~ RADICAL CAUCUS Ir,EETS AGADT The radical caucus met at 4:30 and 8 p.m. and discussed what steps shuuld be taken concerning the faculty's scheduled meeting. By the end iif the meeting it had been decided to continue personal contacts 1<dth faculty members and the planned statement at the honors meeting. The group considered a vigil outside the faculty meeting and deferred until its next meeting (set for 9:]0 this morning) a decision on a statement to the faculty. Subi Sahgal read the latest SASS clarification of its position on the Ad Hoc Black Admissions Committee. The group then discussed the question of "double veto H --or IIbicamerality", under Nhich both SASS and the faculty 1 'Tould have revie"'T of the committee's decisions before they Hent to the Board of Y anagers--versus a sole SASS revie1r:r prior to final Board consideration. Discussion on the substantive merits of the two methods (the latter is the clarified position of SASS; the former represents a position mentioned by several students and faculty members recently) centered on '{.Thether it was more important to recognize the legitimacy of the faculty as above the administration to receive and reviel'T commit tee reports, or, on the other hand, T"rhether the important point was that the interested group have the final revieH. Some students mentioned t4e tactical aspects of the issue--specifically, whether the faculty could be "",ed beyond the "double veto" position, and whether SASS could, on the basis of its statements, accept anYthing less than a single pre-Board veto. Subi stated that the SASS clarification meant to SASS that the �. > . Page 5 Jan. 16 faculty's legislative function on matters of Black admissions policy would be replaced by SASS. Others questioned 'tIThether it was right or advisable for the radical caucus to suggest positions or tactics to SASS. The discussion was dropped with no decision reached. The planning of activities directed toward the Thursday faculty meeting began with mention of a possible vie:il outside the meeting. A statement had been prepared to explain the vigil. The original statement urged the faculty to accept the clarified SASS position on the A}TI3AC, and affirmed that 1-Then this l.ras done students would return immediately to academic business. It Has first agreed that there be no request for further postponement of exams--that such could be negotiated ,,,ith individual prodressors, and that, ultimately, students would have to accept the possible costs of their active participation in the events of the crisis period. Discussion then centere0. on the effect of a vigil or statement or both on the faculty's state of mind and decisions. After some discussion, the group committed the statement to a subcommittee for rewording and clarification. This morning's caucus 'tIrill pass on the wording and decide hOYT to present the stateulBnt. A discussion of the vigil ended in a 50-25 straw vote against vigil ing in the name of the radical caucus. Fembers of the caucus 1>Tere encouraged to discuss ldth faculty members the meaning and implications of t 11e clarified SASS demands, and to assure them that the acceptance of SASS demands l ..ould be seen as an act of good faith on the part of the faculty, and not as an occasion for agitation on issues of general student power by the radical caucus--which group, it 'tIms reported, has aroused concern and suspicion in some faculty members. It was mentioned that a further message to the faculty 1,Tould be presented through a dignified expression of su-pport . for SASS by at least forty students at the honors meeting at 11 a.m. The meeting adjourne0_ at 10 p,m. so that members could attend their dorm meetings. LABOR Cm~~TTEE lflORKS H OP The Swarthmore Students for a Democratic Society Labor Committee, comprlslng a membewship of 15 or so, sponsored a b"ro-hour 'tIrorkshop hTednesday afternoon to discuss the broader implications of SASS actions. The meeting centered around discussion of a letter read by Yin Berg which 1rTholeheartedly endorsed SASS' actions and included suggestions for future SASS consideration revolving around the broader issues which the current crisis has raised. The letter, 'tIThich the committee h..as sent to SASS, specifically mentioned tl.ol0 areas--the Black High Scho.ol Hovement ( a labor committee-Black Panther organized movement for 33 neTtT schools in Philadelphia ghettos and the means to finance them) and the University City Science Center (of lVhich the college is a member and T.orhich, according to SDS studies, has been responsible for the eviction of 200 Black families) as those 'tIrhich SASS in accordance 'tInth its concern for all Black Americans could address itself to. Literature on both areas is available. The labor committee emphasized that the letter 1-ras not written 1>nth the intention of intensifying the ;risis but of adding substance to the political discussions that have evolved because of the crisis. �.. . THE PHOENIX SUFFLEMENT . - Page 6 LETTE... S R Jan. 16 All members of the college co~~unity are encouraged to contribute letters to the editor on any aspect of the current "crisis ll to the next regular issue of The Phoenix. Letters (no longer than 200 words) should be left on Sharples table for Jeff Spielber~ or brought to the Rhoenix office in Tarbles basement by 9 p.m. today. ********************************************************************************* TES PHO ENIX SUPPLEVEl'JT ~~naging Jeff S~ielberg, Editor-in-chief editors: Russ Benghiat, Doug Blair, Bob Goodman, Karin Sundquist, Dan Taylor Staff: Helen Darmara, Galen l:t"'isher, Don Fujihira, Ken Giles, Rohn Lohr, Sue Perchonock, Ann Reichelderfer, Ken Roberts, Bill Ryan, Paul Shechtman, Jan Scriver, Pete Solar, Pete T ·Telch. �'Th ----- ,-- - ~ ~ - -~- ....... Prl ----..-.---.-...~-- '-. - • Hemorial servi-ces for l-r esident Courtney Smith will be held for the whole college community Sunday morning at 11 in Clothier. Services open to family and friends will be held in the Friends Meeting House at 3 p.m. Sunday. . . The family requests that in lieu of flowers, contrlbutlons be sent to Swarthmore College. ~------------~----------------------------------------------~--~ ~~~ . STUDBNT STAT81'ENT The follolMing is a statement v.TI'itten by a small group of students in Farrish parlor yesterday afternoon and released to the press by Ellen Schall. "The entire College Community deeply mourns the death of our President, Courtney Smith. There is no question in our mind of blame or guilt; there is room only for sorro,\-!. not for bitterness. The Sollege will continue to build to'tvards the common goals for loThich N'e have all been striving. -Sllen Schall student Council President for the students of S'!I\rarthmore College" SASS STA TEJ:.'TEl'JT The following statement was read by Don Mizell, Vice-chairman of SASS, as the SASS members vacated the Admissions Office yesterday afternoon: "In deference to the untimely death of the President, the S't-Tarthmore Afro-American Student~Society is vacating the Admissions Office. 11e sincerely believe that the death of any human being, 1.rhether he be the good President of a college or a black person trapped in our country's ghettoes, is a tragedy. At this time we are calling for a moratorium of dialogue, in order that this unfortunate event be given the college's complete attention. HOl"rever, l,re remain strong in our conviction that the legitimate grievances we have voiced to the college remain unresolved and we are dedicated to attaining a satisfactory resolution in the future." �-" -/~. THE PHOENIX SUPPLE!'fI!lJT Page 2 EY c.AF SCHEDULE Jan.17 Registration will be held on Friday, January 17th, as scheduled. Any student who wishes to do so may see his instructors individua1~ and turn in his card, when properly signed. at the Registrar's office. There will be no penalty for late Registration, but all students are urged to complete their Registration within a reasonable time. Final examinations will be held as scheduled, beginning 1.Tednesday, January 22nd. For those students who cannot meet their schedules there are two options: 1) 8ach faculty member will make an alternate examination to be taken on an honor basis by the individual student by the close of the second week in the second semester. 2) In those cases where a student thin.1.cs that he has shovm continuing evidence of the quality of his work and 1,rishes to be judged according ~, he may request a grade on that basis Nithout examination. studants who wish to avail themselves of either of these options must make the necessary arrangements with their instructors by the time of the scheduled examination. D~TERn,; AD},ITNISTRATION The administration of the College vTill function m uch the same as when President Smith took a sabbatical for the fall semester of 1965. Dr. Edward Crats1ey, Vice-President, has assumed the duties of Acting President. Dean Susan Cobbs is coordinating academic functions, and Vice-President Joseph Shane continues his duties in ~b1ic relations and a1tmmi affairs. � 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 Edward Cratsley 01/22/1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 01/22/1969 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Board of Managers Faculty President's Office