2 20 48 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e7cfbeb695835f8e2d026c19eb9a9779.pdf c464b888950498e437d16a126b13b805 PDF Text Text " SWARTHMORE COLLEGE Swarthmore , Pennsylvania 30 A pril 1971 To: From: Mark Breibart, Lew Cook, Bob Cross, Ning Robinson, Dave Smith, and Jerry W ood Frederic Pryor ~\ Concerning: Proposal for a hearing From the evidence sent by the "Citizens' Commission to I nvestigate the F. B. 1- " and taking into account the considerations . raised at the Special Committee's meeting on April 29, I would like to present a somewhat modified proposal for formal hearings. Our mandate, as I understand it, is to investigate all aspects of the privacy situation at Swarthmore; this includes not only the issues concerning F.B . I. survei llance bbtua l sbeother aspects of the problem. Although we must make some type of judgment about the alleged wrongdoings of Mrs. Fe!y, Mr. Peirsol, and Miss Webb, we have to make a number of other types of decisions as well. The types of- hearings that I propose below have a number of different functions . Before outlining my preliminary opinions about the three staff members implicated in the surveillance prob lem, I would like to discuss briefly the problem of "hearsay evidence . " I. The F . B. I. Papers A. Authenticity Certain documents submitted by the Citizens' Commission are of doubtful authenticity: I refer especially to the handwritten note s or the scribbled notes on some of the official documents. Other documents relate to instruc tions to the F . B.I. from the home office and are not d~­ rectly relevant to the alleged wrongdoings of the three staff members . There are, however, a series of documents, mostly on stationery enti tled "United States Government Memorandum" which appear authentic F . B. I . documents. , Two types of internal evidence support this authenticity: �2 f '· 1. One document to the F . B. I . from William Weidner, _.swa r thmore Chief of Police , details a conversation with Mr . Cratsley and Mr . Stanton which Mr . Cratsley has claimed to be ac curate . 2. Severa l document s .efer to ac t ions by Mis s Webb , which, as I unders tand he r s t atements to the Phoeni x, sh~, ha s admitted . 3 . The F . B. I . conf irmed tha t documents relating to Jacky Reuss had been stolen and several of the documents , whose accuracy was attested by Jacky Reuss , turned up. B. The Hearsay Rule According to my dictionary, the hearsay rule excludes certain out-of-court statements, oral or written, which are offered as evidence . Further, certain types of evidence that are obtained illegally are not admissible . Although these procedures may be necessary in situations where the court has life-or- death powers over an individual, these guidelines are too strict in situations where authentic documents are used to determine whether or not a person should be moved from one position in the college to another . II . The Necessity for Formality As far as I know, the College has never held a hearing in which outside evidence was introduced to influence personne l decisions . I see any hearing that we might hold as an imporpant precedent and, therefore, believe that such a hearing should be conducted with care. In any hearing in which wrongdoing is alleged, I believe that an adversary proceeding is the fairest method of operation. That is, I would like to hear the reasons Mrs . Feiy or her lawyer give me for rejecting the authenticity of the F.B.I . documents. And I would like to hear the strongest possible countercase. I would further like to have notes taken so that there are no possibilities for misunderstandings. Any more informal procedure is not going to protec t the accused in a s effective a manner . �3 A formal proceeoing also protects the committee from any accusati9n of playing a kangaroo court. Finally , a formal hearing is a concrete action that would satisfy most complaints that the administration has tried to sweep the whole surveillance issue under the rug. We can also announce that recommendations were made to President Cross who theh, at an "appropriate time, can announce his actions. If a record of the proceedings is made, then if any of the three accused desire that the proceedings be made public, a document can be released. III. The Case of Mrs. Feiy A. Charges 1. In the document entitled "United States Memor- andum 3/13/70", Mrs . Feiy is alleged to have given the F.B.I. the following information about Dan Bennett: a. Bennett was criticized by the administration for inviting speakers uncleared by the College; b. Bennett was criticized by the administration for holding unapproved open discussions about controversal issues; c . Bennett is a radical; d. Bennett has not made any long distance calls to specified people or places in the last month, according to her charge slips. Clearly, only the last piece of information is based on privileged information . The other bits of information could have been gleaned in any number of ways, either legally or otherwise, and I do not feel the re is much we can do about it. 2. Mrs. Feiy has listened in to at least one fe1ephone conversation and made comments to the two people who were talking . �4 " B. Linkage between the Two Charges . - Both eharges relate to the issue of privacy and, therefore, seem to fall under the purview of our committee (at least in so far as I understand the mandate of our group, although others have disputed this). Both are, I further believe, grounds for removing Mrs. Feiy from her' present position; both may be, although I doubt it, grounds for firing her. Although the second charge could be a matter of concern only between the Personnel Office and Mrs. Feiy, the person raising the complaint did not choose to report the matter until the surveillance issue arose. Although Mrs. Feiy's alleged connections with the F.B . I. and her listening in on a conversation several years ago are unrelated in one sense, they contain elements of a consistent pattern of behavior by Mrs. Feiy and deserve, therefore, to be considered together . Further, separate action by the administration on the part of the second charge would prejudice the proceedings of our committee . .:- C. Proposal for a Hearing Any hearing of these charges will probably be quite short, especially since it is likely that she will deny everything. We should request the F.B.I. to send a representative who undoubtedly will not show up. Mrs. Feiy's counsel will undoubtedly cross-examine the two individuals testifying on the second charge and then we will have to come to a decision on whether or not to recommend any action to Bob Cross (who, I presume, will not attend the hearings so that he will not be on both the jury and the administrative bench). Mrs. Feiy should, of course, beinfonned of the charges in advance plus some indication of the evidence with regard to both charges. She should be informed that her refusal to show is equivalent to a nolo contendere plea and that, if she chooses to show up, she can be accompanied by a lawyer or other type of counsel. I think it further advisable to tell her that the maximum penalty would be her transfer to anocher job in the College at the same pay; this may induce her to be more cooperative (although we shouldn't hold our breaths). �5 " IV . The Case of Miss \"ebb A. 'Charges 1 . Addordingto the guide line s t ha t Court ney Smith gav e t o members of the admin is tration in November 1965 (which a r e in the F . B.I. fi l es) , Miss Webb was cert ainly' in her ,rights to gi ve the F . B. I. a list of ca tes about when students enrolled or qui t the College. 2. According to the document entitled "United States Memorandum 11/19/70; , Mlss Webb gave the F.B.I. a number of items on Jacky Reuss which were within the guidelines set out by Courtney Smith. She also, however, told them that Miss Reuss had asked her for her tran~cript to be sent to the University of W isconsin, which exceeded the guidelines. 3. There is also the possibility that Miss W ebb sent the F.B.I. an alphabetized list of black students, although it is not clear from the documents sent by the Citizens' Commission who actually compiled the list. B. Proposal for a Hearing The guidelines set out by Courtney Smith were sufficiently loose and the actions taken by Miss Webb seem sufficiently unimportant that I see little reason at r the present time for making any formal charges against her . Although she is outspoken enough to implicate herself on a number of other charges (e . g . giving transcripts to unauthorized individuals), I have some reluctance for trying to encourage her to hang herself . tVhat our hearing would concern is her ability to live with a set of future guidelines that would prevent he r from giving any transcript information to the F .B.I . without a subpoena. If she feels that she could not in good faith subscribe to such guidelines, then she should be transferred to ano ther office indt h e College. �"., . OUr hearings on Miss Webb ,should not, therefore, be ..f:iifl.C.iplinary but rather exploratory; and it should be made clear to her before that she is accused of no wrongdoing. These hearings, therefore, should be in the nature of information gathering. V. The Case of A. Charges 1. According to the document entitled "United States Memorandum 3/13/70", Mr. Peirsol furnished the F.B.I . with information concerning how long Dan Bennett had taught here, his previous place of employment, the fact that Mrs. Bennett is unemployed, information about Bennett's two children (sic); and data about Bennett's two-toned blue VW with license plate 5V0245. The fact that some of the information is public and other is quite wrong suggests that Peirsol did not consult official files but rather relied on his own inept sleuthing. B. Proposal for a Hearing Although I believe Peirsol was incredibly indiscreet and incompetent, I believe that he was within his rights as a private citizen to give out such information. (However, I could be argued out of this position.) It seems doubtful that the committee could, on the basis of this evidence, do much more than give Peirsol a reprimand. I would like, however, a short investigatory hearing in which the committee could learn more of what Peirsol actually does, so that we might be able to draw up better guidelines for privacy . Therefore, I recommend that he be requested to attend a hearing on this matter and, further, that he be informed that no disciplinary action will be taken against him. V. Final Comments I apologize for the length of this memo., but I feel that the committee should make its decisions about whetherdor Mr~ Peirsol �,. 7 not.~ to- hold hearings and the form of these hearings as soon as possible. Outlining my arguments in detail in advance ,will, I hope, speed up our deliberations. I look forward to your ideas at our meeting on Tuesday afternoon. � " SWARTHMORE COLLEGE Swarthmore , Pennsylvania 30 A pril 1971 To: From: Mark Breibart, Lew Cook, Bob Cross, Ning Robinson, Dave Smith, and Jerry W ood Frederic Pryor ~\ Concerning: Proposal for a hearing From the evidence sent by the "Citizens' Commission to I nvestigate the F. B. 1- " and taking into account the considerations . raised at the Special Committee's meeting on April 29, I would like to present a somewhat modified proposal for formal hearings. Our mandate, as I understand it, is to investigate all aspects of the privacy situation at Swarthmore; this includes not only the issues concerning F.B . I. survei llance bbtua l sbeother aspects of the problem. Although we must make some type of judgment about the alleged wrongdoings of Mrs. Fe!y, Mr. Peirsol, and Miss Webb, we have to make a number of other types of decisions as well. The types of- hearings that I propose below have a number of different functions . Before outlining my preliminary opinions about the three staff members implicated in the surveillance prob lem, I would like to discuss briefly the problem of "hearsay evidence . " I. The F . B. I. Papers A. Authenticity Certain documents submitted by the Citizens' Commission are of doubtful authenticity: I refer especially to the handwritten note s or the scribbled notes on some of the official documents. Other documents relate to instruc tions to the F . B.I. from the home office and are not d~­ rectly relevant to the alleged wrongdoings of the three staff members . There are, however, a series of documents, mostly on stationery enti tled "United States Government Memorandum" which appear authentic F . B. I . documents. , Two types of internal evidence support this authenticity: �2 f '· 1. One document to the F . B. I . from William Weidner, _.swa r thmore Chief of Police , details a conversation with Mr . Cratsley and Mr . Stanton which Mr . Cratsley has claimed to be ac curate . 2. Severa l document s .efer to ac t ions by Mis s Webb , which, as I unders tand he r s t atements to the Phoeni x, sh~, ha s admitted . 3 . The F . B. I . conf irmed tha t documents relating to Jacky Reuss had been stolen and several of the documents , whose accuracy was attested by Jacky Reuss , turned up. B. The Hearsay Rule According to my dictionary, the hearsay rule excludes certain out-of-court statements, oral or written, which are offered as evidence . Further, certain types of evidence that are obtained illegally are not admissible . Although these procedures may be necessary in situations where the court has life-or- death powers over an individual, these guidelines are too strict in situations where authentic documents are used to determine whether or not a person should be moved from one position in the college to another . II . The Necessity for Formality As far as I know, the College has never held a hearing in which outside evidence was introduced to influence personne l decisions . I see any hearing that we might hold as an imporpant precedent and, therefore, believe that such a hearing should be conducted with care. In any hearing in which wrongdoing is alleged, I believe that an adversary proceeding is the fairest method of operation. That is, I would like to hear the reasons Mrs . Feiy or her lawyer give me for rejecting the authenticity of the F.B.I . documents. And I would like to hear the strongest possible countercase. I would further like to have notes taken so that there are no possibilities for misunderstandings. Any more informal procedure is not going to protec t the accused in a s effective a manner . �3 A formal proceeoing also protects the committee from any accusati9n of playing a kangaroo court. Finally , a formal hearing is a concrete action that would satisfy most complaints that the administration has tried to sweep the whole surveillance issue under the rug. We can also announce that recommendations were made to President Cross who theh, at an "appropriate time, can announce his actions. If a record of the proceedings is made, then if any of the three accused desire that the proceedings be made public, a document can be released. III. The Case of Mrs. Feiy A. Charges 1. In the document entitled "United States Memor- andum 3/13/70", Mrs . Feiy is alleged to have given the F.B.I. the following information about Dan Bennett: a. Bennett was criticized by the administration for inviting speakers uncleared by the College; b. Bennett was criticized by the administration for holding unapproved open discussions about controversal issues; c . Bennett is a radical; d. Bennett has not made any long distance calls to specified people or places in the last month, according to her charge slips. Clearly, only the last piece of information is based on privileged information . The other bits of information could have been gleaned in any number of ways, either legally or otherwise, and I do not feel the re is much we can do about it. 2. Mrs. Feiy has listened in to at least one fe1ephone conversation and made comments to the two people who were talking . �4 " B. Linkage between the Two Charges . - Both eharges relate to the issue of privacy and, therefore, seem to fall under the purview of our committee (at least in so far as I understand the mandate of our group, although others have disputed this). Both are, I further believe, grounds for removing Mrs. Feiy from her' present position; both may be, although I doubt it, grounds for firing her. Although the second charge could be a matter of concern only between the Personnel Office and Mrs. Feiy, the person raising the complaint did not choose to report the matter until the surveillance issue arose. Although Mrs. Feiy's alleged connections with the F.B . I. and her listening in on a conversation several years ago are unrelated in one sense, they contain elements of a consistent pattern of behavior by Mrs. Feiy and deserve, therefore, to be considered together . Further, separate action by the administration on the part of the second charge would prejudice the proceedings of our committee . .:- C. Proposal for a Hearing Any hearing of these charges will probably be quite short, especially since it is likely that she will deny everything. We should request the F.B.I. to send a representative who undoubtedly will not show up. Mrs. Feiy's counsel will undoubtedly cross-examine the two individuals testifying on the second charge and then we will have to come to a decision on whether or not to recommend any action to Bob Cross (who, I presume, will not attend the hearings so that he will not be on both the jury and the administrative bench). Mrs. Feiy should, of course, beinfonned of the charges in advance plus some indication of the evidence with regard to both charges. She should be informed that her refusal to show is equivalent to a nolo contendere plea and that, if she chooses to show up, she can be accompanied by a lawyer or other type of counsel. I think it further advisable to tell her that the maximum penalty would be her transfer to anocher job in the College at the same pay; this may induce her to be more cooperative (although we shouldn't hold our breaths). �5 " IV . The Case of Miss \"ebb A. 'Charges 1 . Addordingto the guide line s t ha t Court ney Smith gav e t o members of the admin is tration in November 1965 (which a r e in the F . B.I. fi l es) , Miss Webb was cert ainly' in her ,rights to gi ve the F . B. I. a list of ca tes about when students enrolled or qui t the College. 2. According to the document entitled "United States Memorandum 11/19/70; , Mlss Webb gave the F.B.I. a number of items on Jacky Reuss which were within the guidelines set out by Courtney Smith. She also, however, told them that Miss Reuss had asked her for her tran~cript to be sent to the University of W isconsin, which exceeded the guidelines. 3. There is also the possibility that Miss W ebb sent the F.B.I. an alphabetized list of black students, although it is not clear from the documents sent by the Citizens' Commission who actually compiled the list. B. Proposal for a Hearing The guidelines set out by Courtney Smith were sufficiently loose and the actions taken by Miss Webb seem sufficiently unimportant that I see little reason at r the present time for making any formal charges against her . Although she is outspoken enough to implicate herself on a number of other charges (e . g . giving transcripts to unauthorized individuals), I have some reluctance for trying to encourage her to hang herself . tVhat our hearing would concern is her ability to live with a set of future guidelines that would prevent he r from giving any transcript information to the F .B.I . without a subpoena. If she feels that she could not in good faith subscribe to such guidelines, then she should be transferred to ano ther office indt h e College. �"., . OUr hearings on Miss Webb ,should not, therefore, be ..f:iifl.C.iplinary but rather exploratory; and it should be made clear to her before that she is accused of no wrongdoing. These hearings, therefore, should be in the nature of information gathering. V. The Case of A. Charges 1. According to the document entitled "United States Memorandum 3/13/70", Mr. Peirsol furnished the F.B.I . with information concerning how long Dan Bennett had taught here, his previous place of employment, the fact that Mrs. Bennett is unemployed, information about Bennett's two children (sic); and data about Bennett's two-toned blue VW with license plate 5V0245. The fact that some of the information is public and other is quite wrong suggests that Peirsol did not consult official files but rather relied on his own inept sleuthing. B. Proposal for a Hearing Although I believe Peirsol was incredibly indiscreet and incompetent, I believe that he was within his rights as a private citizen to give out such information. (However, I could be argued out of this position.) It seems doubtful that the committee could, on the basis of this evidence, do much more than give Peirsol a reprimand. I would like, however, a short investigatory hearing in which the committee could learn more of what Peirsol actually does, so that we might be able to draw up better guidelines for privacy . Therefore, I recommend that he be requested to attend a hearing on this matter and, further, that he be informed that no disciplinary action will be taken against him. V. Final Comments I apologize for the length of this memo., but I feel that the committee should make its decisions about whetherdor Mr~ Peirsol �,. 7 not.~ to- hold hearings and the form of these hearings as soon as possible. Outlining my arguments in detail in advance ,will, I hope, speed up our deliberations. I look forward to your ideas at our meeting on Tuesday afternoon. � 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 Robert Cross 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 Robert Cross' 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 Frederic Pryor regarding Proposal for a hearing, 04/30/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource 04/30/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/96f9c8d04114aa4116bf9d06f5e3d1c8.pdf c5f141167f6e7ba8c6a2749be79958ac PDF Text Text t - -7264> FROM P. SUBJECT: GILRO • ~\ 11/11/70 .... £1'0111 !ie£erenced CO!lllllWlication s t forth information Boston intormont ho i'urninhed - information to th e:r1"ect I that might have :lome contact with the subjects. On 11/12/70 Mrl. t1ecuri t:i Officer, advi:.;ed that is a Prot ssor 01' at that School and h'!ving .de ha been there about is not emplo previou-lj t ught at MHS. and there a two 11 children 1n the family cCt~n about year. . , . ' , . "" . The " rosid in a seIQ.l-dotnched hOUS~ l")cat d near residence althoUgh he dO,JB not have any social con act with them. has noted tr ": +- "hfl doe not appear to be anY"ne other than the ' resiG.mng ~t tlleizhOllle but that n . roue colleg students visit th z-e fz-equently. dri ve a . beaU. ng lic ns 'rhere re no other car: in til fandly and no oth l' cars norm 1ly parked in their driveway. 8S funlshed with the w nt d flyers on the subjects and he t[lted he would remain alert in his neighborhoo for their poss1ble appearance. Also he will alert his sources at the college for any information about the subjects particularly ny infor.mation t t subjects might be in contact with th O~ 11/12/10 MRS. Chief Switcheo Operato!', (conceal ide tity due to position t scnool) advised she has only limited ~ntact with . wh i 1n . th D partmen t th r • .. i , .' . 'rFL/tt1 (2) \ SIJ.RCH£O -SEr:IAlIZ£ _ f I L E D _ - - , NOV231970 FBI_ _- I ~' I ----.~---..,,,,..-----.--~...- .... ~. ~ .. _----~.,....- . ...,...,. • ; ,I l' • .~ i _ f.~" _ __ ,.....---__ 1 ~ ..-- _,,~.;... .:.o-- .. t I �, r She stated that been the subject ot criticism by th school administration since he has taken on himnelf without q.learing with others the responsibility ot invi ting controversial speakers to t school. In arly Ovtob I' 1970, invited to talk on campus und he diu not. c·lear this invitation with the achool uministrat10n before hllnd~- AD a. result the adminis tratiQn felt. they r cei ved ulldu adverae publicity over J appearance. IlIso haa conducted disoussion croups on tho topics of _ 'f which are supposedly open to the public and this action ha.a not been approved by the school administration although it 1a regarded as action on his part OVer and beyond h~'8 authority in altering the oourse currioulUlIl. rms. - stated is generally reg~rded as a "radioal" for thi and similiar t~'pe action. MIt3. WIlS shown the wanted 'flyers on the subjects d ahe stated ~e is certain aha has not seen them around that school. [,he will remain alert for any information ooncerning them. W,S. will ulso confidentially furnish p tJrtinent information regarding any long distance telephone 'c alls made or received by She checked her slips tor long djs tance calla Illude from the oolloge for the past month and noted that none were listed as being made by CIIL~" , ~ ~ . D., wns ontucted in this matter and shown wantod flyers on the subjects. j1e stated that these id not look familiar unu he does not recall huvinG aeon them at or around the rosidence. He noted that th.: U.ve 2 houses away from him and that hiu house is s1 tuntod ouch. that he can oberll'e the residence from. the '\... . front of his house. He said he is certain that no ono othtir tl'Llt tho rou1de ut this ro .:.; idence althou~h a number--- of studonts v1nit thero 1'I'e~uentlY. i1orocall d that dUl~inG the pust sWlUner tho . held II 'rock festival" in their buck yard attended by more than 50 collegeaee youngsters. Thu Chief WRS rt;lquired to break this up whon it got too loud but this 1s the only ocoasion he has had to contact the in police busieness. The Chief noted that · the garage to ttie rear of the reDiti ence hUD been converted into a printing shop and it houses enough quip!flent to publioh D. newopa.per. 11 doao not know t.hu.t a ne\iSpaper is published there but he is lcoepine; a close eje on the garU{;e to ascortain \lhut aotivity takeo plaoe there. lio said a l·;)aflet if s printed there several .nonths a~o Hnd that this leaflet callml for support for the schedulod for trial in 197Q. . . 'l'He ' Chiof is certtti~....:.. tlut no one lives in the GnraGe uut he has seor ".~ ".pple types" trequent the garage. lie uill romain espeoia 11_1 alert tor the appearan~e of the subJeots and 14e will contaot h1 souroes and lert them oonc rning the ubjects. �G !. il0 On l~/12ilO lIH. -' P03tr:lacrtel~, rost Of(ice ... ' waD contacted ,in this matter. was furniohe'd copieD of vlllntod flynro on the flubjectD und requoD tad to contRc this carriors to Ellert theFt no to tho appearance of the subjocto in ;~n. also otated that contuct with tho carrior who haudlos ti"lo rcoilience on revuals that ho hao no rucollection of Iilail cOla,inc to that residence ad4ressed to oth()r than the /~lso ti.1n carrier 1s certain t hat riO one other than the reoide thore. otated ho would remain alert as to I1R~ reoi~ience which might be MJ lllai 1 to or frOi.ll tho significant in this c s. \ \\ ' , i . I I ~ it , i \ \ ....... . '- , :\ '/ , / ,. , I I I I I \ \ \ \ \ . , • '.' 1\ \ j: ' I; .J: . _~_ .. _,,-_.::-- -_ ~.- .' . •_ _ _ _ _ ~ _ _ _ •• ~ . .1. , A /! i, . , -<~ . ._. . ~. � t - -7264> FROM P. SUBJECT: GILRO • ~\ 11/11/70 .... £1'0111 !ie£erenced CO!lllllWlication s t forth information Boston intormont ho i'urninhed - information to th e:r1"ect I that might have :lome contact with the subjects. On 11/12/70 Mrl. t1ecuri t:i Officer, advi:.;ed that is a Prot ssor 01' at that School and h'!ving .de ha been there about is not emplo previou-lj t ught at MHS. and there a two 11 children 1n the family cCt~n about year. . , . ' , . "" . The " rosid in a seIQ.l-dotnched hOUS~ l")cat d near residence althoUgh he dO,JB not have any social con act with them. has noted tr ": +- "hfl doe not appear to be anY"ne other than the ' resiG.mng ~t tlleizhOllle but that n . roue colleg students visit th z-e fz-equently. dri ve a . beaU. ng lic ns 'rhere re no other car: in til fandly and no oth l' cars norm 1ly parked in their driveway. 8S funlshed with the w nt d flyers on the subjects and he t[lted he would remain alert in his neighborhoo for their poss1ble appearance. Also he will alert his sources at the college for any information about the subjects particularly ny infor.mation t t subjects might be in contact with th O~ 11/12/10 MRS. Chief Switcheo Operato!', (conceal ide tity due to position t scnool) advised she has only limited ~ntact with . wh i 1n . th D partmen t th r • .. i , .' . 'rFL/tt1 (2) \ SIJ.RCH£O -SEr:IAlIZ£ _ f I L E D _ - - , NOV231970 FBI_ _- I ~' I ----.~---..,,,,..-----.--~...- .... ~. ~ .. _----~.,....- . ...,...,. • ; ,I l' • .~ i _ f.~" _ __ ,.....---__ 1 ~ ..-- _,,~.;... .:.o-- .. t I �, r She stated that been the subject ot criticism by th school administration since he has taken on himnelf without q.learing with others the responsibility ot invi ting controversial speakers to t school. In arly Ovtob I' 1970, invited to talk on campus und he diu not. c·lear this invitation with the achool uministrat10n before hllnd~- AD a. result the adminis tratiQn felt. they r cei ved ulldu adverae publicity over J appearance. IlIso haa conducted disoussion croups on tho topics of _ 'f which are supposedly open to the public and this action ha.a not been approved by the school administration although it 1a regarded as action on his part OVer and beyond h~'8 authority in altering the oourse currioulUlIl. rms. - stated is generally reg~rded as a "radioal" for thi and similiar t~'pe action. MIt3. WIlS shown the wanted 'flyers on the subjects d ahe stated ~e is certain aha has not seen them around that school. [,he will remain alert for any information ooncerning them. W,S. will ulso confidentially furnish p tJrtinent information regarding any long distance telephone 'c alls made or received by She checked her slips tor long djs tance calla Illude from the oolloge for the past month and noted that none were listed as being made by CIIL~" , ~ ~ . D., wns ontucted in this matter and shown wantod flyers on the subjects. j1e stated that these id not look familiar unu he does not recall huvinG aeon them at or around the rosidence. He noted that th.: U.ve 2 houses away from him and that hiu house is s1 tuntod ouch. that he can oberll'e the residence from. the '\... . front of his house. He said he is certain that no ono othtir tl'Llt tho rou1de ut this ro .:.; idence althou~h a number--- of studonts v1nit thero 1'I'e~uentlY. i1orocall d that dUl~inG the pust sWlUner tho . held II 'rock festival" in their buck yard attended by more than 50 collegeaee youngsters. Thu Chief WRS rt;lquired to break this up whon it got too loud but this 1s the only ocoasion he has had to contact the in police busieness. The Chief noted that · the garage to ttie rear of the reDiti ence hUD been converted into a printing shop and it houses enough quip!flent to publioh D. newopa.per. 11 doao not know t.hu.t a ne\iSpaper is published there but he is lcoepine; a close eje on the garU{;e to ascortain \lhut aotivity takeo plaoe there. lio said a l·;)aflet if s printed there several .nonths a~o Hnd that this leaflet callml for support for the schedulod for trial in 197Q. . . 'l'He ' Chiof is certtti~....:.. tlut no one lives in the GnraGe uut he has seor ".~ ".pple types" trequent the garage. lie uill romain espeoia 11_1 alert tor the appearan~e of the subJeots and 14e will contaot h1 souroes and lert them oonc rning the ubjects. �G !. il0 On l~/12ilO lIH. -' P03tr:lacrtel~, rost Of(ice ... ' waD contacted ,in this matter. was furniohe'd copieD of vlllntod flynro on the flubjectD und requoD tad to contRc this carriors to Ellert theFt no to tho appearance of the subjocto in ;~n. also otated that contuct with tho carrior who haudlos ti"lo rcoilience on revuals that ho hao no rucollection of Iilail cOla,inc to that residence ad4ressed to oth()r than the /~lso ti.1n carrier 1s certain t hat riO one other than the reoide thore. otated ho would remain alert as to I1R~ reoi~ience which might be MJ lllai 1 to or frOi.ll tho significant in this c s. \ \\ ' , i . I I ~ it , i \ \ ....... . '- , :\ '/ , / ,. , I I I I I \ \ \ \ \ . , • '.' 1\ \ j: ' I; .J: . _~_ .. _,,-_.::-- -_ ~.- .' . •_ _ _ _ _ ~ _ _ _ •• ~ . .1. , A /! i, . , -<~ . ._. . ~. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross 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 Robert Cross' 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 [FBI Memo 11/11/1970] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource [Federal Bureau of Investigations] Date A point or period of time associated with an event in the lifecycle of the resource 11/11/1970 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/386faaa6449f40cc2b03a7da7ba5eff9.jpg 2e74551e84d2d396d7f27e0f5872bbe9 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 Robert Cross 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 Robert Cross' 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 Initial Report Re: Student Protest at Swarthmore College Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Swarthmore Police Department William Weidner Date A point or period of time associated with an event in the lifecycle of the resource 01/27/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e25b15f072330e523d0de9408a4edfe7.pdf 9e8bc93e8fc325841b9b67d65d57cb44 PDF Text Text -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � 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 Robert Cross 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 Robert Cross' 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 Privacy of Members of the College Community [draft] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Jerome Wood Date A point or period of time associated with an event in the lifecycle of the resource [1971] Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4af75e45a676703b1f97d97cfab5fcf2.pdf 74b189a5697dcc28627313c764f17c38 PDF Text Text " 28 June 1971 De ar Mr . William,s:, Thank you for your letter of June 23rd replying to my letter of June 1st, concerning Swarthmore College's relationship with the FBI. We in the administration have always endeavored to have an open and cooperative relationship with the FBI , as with other government agencies, and I hope that can be the pattern for the future . Certainly , we will do everything in our power to sustain that relations hip . I have to add, however, that if the experience of Jacqueline Reuss, daughter of Congressman Reuss, is to be reckoned with, or if the reports from Tom Lewis were correct and are to be credited, it is hard to escape the conc lusion that some members of the FBI were telling the administration one thing , and acting quite differently . I am sure you will agree that that is a poor basis for straightforward cooperation towards legitimate goals . We would not want Swarthmore College or its students or its staff to be immune in any way from the obligations of being good citizens, but the apparent lack of trust which the FBI placed in the College administration could not help but undermine relationships within the College, and make much more difficult one of our central tasks, which ! take to be the training of our students to work openly and public-spiritedly in support of good government and the democratic process . Let me repeat that I hope that before too long we will have a chance to meet and become acquainted. With all best wishes, 1/ / \ Yours sincerely, Robert D. Cross, President Congressman Lawrence G. Williams 1503 Longworth House Office Building Washington, D.C. 20515 �AWRENCE G . WILLIAMS 7TH DISTRICT, PENNSYLVANIA COMMITTEES: ,. BANKING AND CURRENCY STANDARDS OF OFFICIAL CONDUCT DISTRiCT OFFICE : 50 POWELL ROAD SPRINGFIELD, 1503 LoNGWORTH HOUSE OFFICE BUILDING ROBERT R. SIEGRIST A.DMINISTRATIVE ASSISTANT CAROL A. DITZLER EXECUTIVE SECRETARY ~ongrt!i!i of tbt Wnittb ~tatt!i -' rtJouse of l\epresentatibes .ll~biugtou, 1D.~. PA. 19064 JAMES E. BROOKES ADMINISTRATIVE ASSISTANT 20515 June 23, 1971 Mr. Robert D. Cross President Swarthmore College Swarthmore, Pennsylvania Dear Mr. Cross: 19081 This will acknowledge receipt of your letter of June 1, 1971, received in my Washington office . on June 5, 1971, relative to FBI intervention in our colleges • . In answer to the question in your letter of June 1, 1971, you can count on my assistance. However, I want you to know that I have never had any difficulty in communicating with the FBI. The FBI usually comes to a college campus only when there is sufficient evidence that an individual student, or a group of students, are engaging in activities that can lead to violence or could be subversive. Your interest in writing to me is deeply appreciated. Kindest regards. ~ LGW:wjab LAWRENCE G. WILLIAMS, M. C. >. � " 28 June 1971 De ar Mr . William,s:, Thank you for your letter of June 23rd replying to my letter of June 1st, concerning Swarthmore College's relationship with the FBI. We in the administration have always endeavored to have an open and cooperative relationship with the FBI , as with other government agencies, and I hope that can be the pattern for the future . Certainly , we will do everything in our power to sustain that relations hip . I have to add, however, that if the experience of Jacqueline Reuss, daughter of Congressman Reuss, is to be reckoned with, or if the reports from Tom Lewis were correct and are to be credited, it is hard to escape the conc lusion that some members of the FBI were telling the administration one thing , and acting quite differently . I am sure you will agree that that is a poor basis for straightforward cooperation towards legitimate goals . We would not want Swarthmore College or its students or its staff to be immune in any way from the obligations of being good citizens, but the apparent lack of trust which the FBI placed in the College administration could not help but undermine relationships within the College, and make much more difficult one of our central tasks, which ! take to be the training of our students to work openly and public-spiritedly in support of good government and the democratic process . Let me repeat that I hope that before too long we will have a chance to meet and become acquainted. With all best wishes, 1/ / \ Yours sincerely, Robert D. Cross, President Congressman Lawrence G. Williams 1503 Longworth House Office Building Washington, D.C. 20515 �AWRENCE G . WILLIAMS 7TH DISTRICT, PENNSYLVANIA COMMITTEES: ,. BANKING AND CURRENCY STANDARDS OF OFFICIAL CONDUCT DISTRiCT OFFICE : 50 POWELL ROAD SPRINGFIELD, 1503 LoNGWORTH HOUSE OFFICE BUILDING ROBERT R. SIEGRIST A.DMINISTRATIVE ASSISTANT CAROL A. DITZLER EXECUTIVE SECRETARY ~ongrt!i!i of tbt Wnittb ~tatt!i -' rtJouse of l\epresentatibes .ll~biugtou, 1D.~. PA. 19064 JAMES E. BROOKES ADMINISTRATIVE ASSISTANT 20515 June 23, 1971 Mr. Robert D. Cross President Swarthmore College Swarthmore, Pennsylvania Dear Mr. Cross: 19081 This will acknowledge receipt of your letter of June 1, 1971, received in my Washington office . on June 5, 1971, relative to FBI intervention in our colleges • . In answer to the question in your letter of June 1, 1971, you can count on my assistance. However, I want you to know that I have never had any difficulty in communicating with the FBI. The FBI usually comes to a college campus only when there is sufficient evidence that an individual student, or a group of students, are engaging in activities that can lead to violence or could be subversive. Your interest in writing to me is deeply appreciated. Kindest regards. ~ LGW:wjab LAWRENCE G. WILLIAMS, M. C. >. � 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 Robert Cross 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 Robert Cross' 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 [Correspondence between Robert Cross and Congressman Williams, 06/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Robert Cross Lawrence Williams Date A point or period of time associated with an event in the lifecycle of the resource 06/28/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e89f9c752c4338af37f67078939c7863.pdf 75438cc1867d6edfa184ce2c3650c1ed PDF Text Text '" 28 June 1971 Dear Congressman Eilberg: ~ . Thank you for your courtesy in sending me a copy of the letter dated June 15 which you received from J. Edgar Hoover . I appreciate very much your following up on my letter to you about my statement on FBI activities on this campus and elsewhere, and I suspect you share some of my despondency at the intransigent tone of Mr. Hoover 's, reply . Do you have any suggestions about further steps I might take? I have received a generally strong letter of support from our colleague in the academic community, a somewhat hostile one from Congressman Wi lliams, and a neu~ tral one from Senator Scott. I have no predilection for laboring at hopeless causes, but I am stubborn enough , when I think I am right - as I do here - to ~ exp lore every avenue that may be suggested that might lead to a more benign situation than I am afraid now exists . Any advice that you could give me would be most appreciated . With all best wishes, Yours sincerely, Robert D. Cross , President The Honorable Joshu~ Eilberg Congress of the United States House of Representatives Was hington, D. C. 20515 �~ ((ongrt~S ~ouse of tl)t 'I1nittb ~. (t. ~tattS of l\epresentatibes Ulassbington. June 17, 1971 Dear Dr. Cross: FROM , JOS,HUA EILBERG �." , ~D N HOOV ER DIRECTOR ~GAR Federal Bureau of Investigation United States Department of Justice Washington, D. C. "f'\ June 15, 1911 H onorable Joshua Eilberg House of Representatives Washington, D. C. 20515 M dear Congressman: y I have received your let.ter of June lOth eon... cerning a communication from President Cross of Swarthntore College. It is certainly regrettable that Dr. Cross has chosen to make such a $weepinq indiatinent. of the PSI and its activities. The FBI has not sought to determine politieal beliefs of students and teaehers G he charges; however, legitimate inquiry by this Bureau into the activities of t.hose who advocate ana:rohy, revolution or other acts in violation of Federal law is a proper function of the Fin and we would be derelict in our duty if we did not investigate such matters. The fact that the persons involved fOX'lllulate their plans or carryon their 8,ctivltieson a. college oampus should not, per se, grant them freedom to flaunt the law. FSI invest.igations are not intended to, and should not, intimidate others merely because they espouse an unpopular or controversial policy. I must also point out. tbat the FBI, as a Bureau within the Department of JUstice, conte$ under the supervision and control of the Attorney General. Additional~y, our duties and responsibilities are olearly defined by legislation enacted by the Congress or by Executive Order of the President • All of our investigations. are conducted within the guidelines of,nd in accordance with, directives of the Oepartment. We do not oonduot investigations �Honorable Joshua Eilberg on the basis of whim or fancy, but only for let;Iitimate authorized purposes and will continue to do so as long as I am the Director of this Bureau. Should the fulfillment of our responsibilities require that. we conduct investigation on any college campus r we shall do SQ wit.hout apology to anyone and with full respect. for the freedom of the academic community. Legislative ~ction or administrative fiat to limit the seope of our inquiries in tbemanner sU9'gested by Dr. Cross would not serve the best interests of the country, but would permit those who conspire against our Nation, to hide bebind a smokescreen of rhetoric. Sincerely yours, J . Edgar HooveJ! - 2 - � '" 28 June 1971 Dear Congressman Eilberg: ~ . Thank you for your courtesy in sending me a copy of the letter dated June 15 which you received from J. Edgar Hoover . I appreciate very much your following up on my letter to you about my statement on FBI activities on this campus and elsewhere, and I suspect you share some of my despondency at the intransigent tone of Mr. Hoover 's, reply . Do you have any suggestions about further steps I might take? I have received a generally strong letter of support from our colleague in the academic community, a somewhat hostile one from Congressman Wi lliams, and a neu~ tral one from Senator Scott. I have no predilection for laboring at hopeless causes, but I am stubborn enough , when I think I am right - as I do here - to ~ exp lore every avenue that may be suggested that might lead to a more benign situation than I am afraid now exists . Any advice that you could give me would be most appreciated . With all best wishes, Yours sincerely, Robert D. Cross , President The Honorable Joshu~ Eilberg Congress of the United States House of Representatives Was hington, D. C. 20515 �~ ((ongrt~S ~ouse of tl)t 'I1nittb ~. (t. ~tattS of l\epresentatibes Ulassbington. June 17, 1971 Dear Dr. Cross: FROM , JOS,HUA EILBERG �." , ~D N HOOV ER DIRECTOR ~GAR Federal Bureau of Investigation United States Department of Justice Washington, D. C. "f'\ June 15, 1911 H onorable Joshua Eilberg House of Representatives Washington, D. C. 20515 M dear Congressman: y I have received your let.ter of June lOth eon... cerning a communication from President Cross of Swarthntore College. It is certainly regrettable that Dr. Cross has chosen to make such a $weepinq indiatinent. of the PSI and its activities. The FBI has not sought to determine politieal beliefs of students and teaehers G he charges; however, legitimate inquiry by this Bureau into the activities of t.hose who advocate ana:rohy, revolution or other acts in violation of Federal law is a proper function of the Fin and we would be derelict in our duty if we did not investigate such matters. The fact that the persons involved fOX'lllulate their plans or carryon their 8,ctivltieson a. college oampus should not, per se, grant them freedom to flaunt the law. FSI invest.igations are not intended to, and should not, intimidate others merely because they espouse an unpopular or controversial policy. I must also point out. tbat the FBI, as a Bureau within the Department of JUstice, conte$ under the supervision and control of the Attorney General. Additional~y, our duties and responsibilities are olearly defined by legislation enacted by the Congress or by Executive Order of the President • All of our investigations. are conducted within the guidelines of,nd in accordance with, directives of the Oepartment. We do not oonduot investigations �Honorable Joshua Eilberg on the basis of whim or fancy, but only for let;Iitimate authorized purposes and will continue to do so as long as I am the Director of this Bureau. Should the fulfillment of our responsibilities require that. we conduct investigation on any college campus r we shall do SQ wit.hout apology to anyone and with full respect. for the freedom of the academic community. Legislative ~ction or administrative fiat to limit the seope of our inquiries in tbemanner sU9'gested by Dr. Cross would not serve the best interests of the country, but would permit those who conspire against our Nation, to hide bebind a smokescreen of rhetoric. Sincerely yours, J . Edgar HooveJ! - 2 - � 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 Robert Cross 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 Robert Cross' 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 [Correspondence between Robert Cross, Congressman Eilberg, and J. Edgar Hoover, 06/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Robert Cross Joshua Eilberg J. Edgar Hoover Date A point or period of time associated with an event in the lifecycle of the resource 06/28/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8fbf6494624654ddfd3d1c833e9c28d6.jpg cf268a238da2c8b1ed5a32eea3578c61 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 Robert Cross 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 Robert Cross' 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 [Board of Managers statement 04/03/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Board of Managers Date A point or period of time associated with an event in the lifecycle of the resource 04/03/1971 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8182be047101bfea93023389b35d0317.jpg 6864b8285494ab1bd83da90c919dc8c7 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 Robert Cross 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 Robert Cross' 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 Black is Beautiful - and Belligerent Description An account of the resource Box 08, Negro Question Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Time Magazine Date A point or period of time associated with an event in the lifecycle of the resource 01/24/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7a052e49f7aa9a427b160b8e55f09979.jpg aaa08423864d23a634ccf217c3bb914a 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 Robert Cross 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 Robert Cross' 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 Hang-Ups of a Black Student Description An account of the resource Box 08, Negro Question Creator An entity primarily responsible for making the resource Carl Rowan Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/23/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b86d8776f51880f23835e777cc03f91e.pdf f139e25467a4e6087976f2adf61d6245 PDF Text Text EirL~}Jjil[{ },}~l ai' )):l. £; (:1}.rj[~:t.. ()1;. c:1 {)0 1 1t (:l J.. tS~:Cilr:~ t :t\TGS }': (}~>? D p~eo [~i.':'8i·~1 ai ' 131~ ~.1 (~lc S 1;t\c15.8 0 [~ ·t IS ·t~J8 ::: t;11YlO :~:~; 1' =~,~,c~~. ~~~~~i~,~:mg()'~; l~:~~~~{i.~~l ~ ~~a~I~ 3'~~ ~ ~3'~: ud :lc:s fit. ~ J c!1Jl..t:y~ .. ?G :L7:~ f1·Lt ?. 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' ,1: '_ 1 _ .. t... ":1 Ci" _ _ C' · 1:-.1i·11·t ·, 1·1··· ·~/- :/ J _ _ ":- _ " _"'-'. _ _ V\.. .. ~):"Yl"'\ "~·~ ~l "':': -\T ~,.:._J i.~ ........ \,. ... ..L.. \". • • --.-(.J. "I~ ~ -' ", -1 ~~ '1 •• v ....... u "( ') ...,..,..,.:.._ ~ .. ,-.: lJU c· .• :" "! .:") t,J • .l,~ ,' !=IO\ ,·G:"~ S-GI'l.lC·G1J~ :,_"'J;~~ Af:r:lC8n =~ot;J })hys~_ cs J\:(t:clC QiJ. I· :1. 1. sj.col.()L:Y- ~ ll:L'J."~o,;..;of~lnG ~e:l CDt-n. ! ;>"u.S:L(.;olCI[;:7 3dueCj D �~:'.; ~C;-:': C.:;~ ,t :;. .(1.:20 1. J:~i~ .~:.") 1. C'l)::.'1 j~:l~ '~j }~1r):l ~:!.:~J. .il.fj.~:t (':c-Ltl .t~~et: j1J:~~ ::.. (: ~J'£1 }~5.·t c :rG t"~l\"G f1J~: l~ c' 'H'~/lLlt;) ;!~,,;:1.. )~[~ J~J. I~ i '"i~ (; ;~: a 't: 7.-~~:: C:: .ilf~I! J.(;811 I}[1r: f; ~)8 t~:(::::.: ~ 2~(;2 ~~ ·1 :L~L~7. ? l;)~~{ ~::~.1" ~:11~_ [~!3 1) l--=C' ~~ ~~: C),.'I'_~. [~';~11.6_ ·:~~.·;. t t:~') I~:( ,-;- i (~ .j !:l s , ~ , � 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 Robert Cross 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 Robert Cross' 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 Summary of Discussion about alternatives for a program of Black Studies at Swarthmore Description An account of the resource Box 12, Black Studies Committee 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 [n.d.] Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d998b42b4f97259501f3fd9da35e25eb.jpg f7cdb49282a168f86c584703a17528b4 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 Robert Cross 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 Robert Cross' 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 New York Times, _70,000 Granted for Negro Study_ 16 July 1968_.jpg Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Nan Robertson The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 07/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d0bb3823e20bc4d230d81afad876e7b2.pdf 9d52c0b1415b29790cf893f5e396092e PDF Text Text Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . 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COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross 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 Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the meeting of the Special Committee on Black Studies Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 09/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/57f5b994b1d1047b917d3dedf596a52a.pdf eb0c42b0060c2af4403f697b36127596 PDF Text Text /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross 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 Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Studies Curriculum Committee 17 November 1969.pdf Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/17/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/51d5e3d3f7d0848370cdc29520fafe9d.pdf 40aeda6f618fc76e120343d9c8882d7c PDF Text Text Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � 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 Robert Cross 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 Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Curriculum Committee 11/05/1968 Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/59778bd53765c639a7cbfae29c805dae.pdf 17e3241667fb0eec18a382f591929648 PDF Text Text ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I 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 and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I 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 and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � 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 Robert Cross 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 Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of Black Studies Committee 04/27/1970 Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 04/27/70 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield Rosalind Plummer (Wood) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1aea97e81ee8f4066586202194ab29df.pdf 88302954ed04588065d667be5840bd27 PDF Text Text SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � 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 Robert Cross 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 Robert Cross' 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 Memo re exchange program Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Richard Schrader Date A point or period of time associated with an event in the lifecycle of the resource 02/08/1972 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2092beaf6c907b955b4f37745add0a66.pdf de539c24976626b97393ba1768ccd9ab PDF Text Text SWARTHMORE COLLEGE SWARTHMORE , PENNSYLVANIA 19081 t ' September 27, 1971 MEMORANDUM To: From: Regarding : Clement C ottingham Edward K. Cratsley Speakers f or the 1971-72 year Black Studies Program Many thanks f or your me of September 21 pertaining t o the matter of speakers and also the matter of a student exchange fund . Let me cover the matter of speakers in this memo. We are all in agreement that it is quite appropriate to draw on the Michener Fund for speakers such as you have arranged f r and we therefore will earmark approximately ~1 , 500 t or the speakers you have suggested. When such speakers come t o the campus , ~ou can arrange with Caroline Shero f or the proper payments and if any are shared with other funds or groups , please let her know so that she can charge the sharing of costs in the pr per way. cc: Rober t D. Charles E. Gilbert David Closson aroline Shero C cro.~ �::>VVAn: I nIYI ,-,,",,,,, SWARTHMORE, PENNSYLVANIA 19081 BLACK STUDIES PROGRAM (215) K14-7900 ~', September 21, 1971 To: From: Edward Cratsley Clement Cottingham I am now in the process of getting up a schedule of speakers for the 71-72 year. The following persons have agreed to give lectures at the College under the auspices of the Black Studies Program. I. 1. Person Clyde Giles Assoc. Prof., Univ. of Buffalo Ronald V. Dellums Congressman Prof. Inez Reid Assoc. Prof., Brooklyn College Mr. Haskell Ward Ford. Foundation Nikki Giovani Assistant Professor Rutgers University (tentative) Speakers: Expenses: Cost $100.00 and expenses 2. 3. 700.00 and expenses 100.00 and expenses 4. 5. 100.00 and expenses 300.00 and expenses Sub-total Total ./ $1,300.00 210.00 $1,510.00 I spoke with Dave Closs Gn and President Cross in June about drawing upon Michener funds to meet these cost s. They bo t h agr eed that it would be appropriate to us e Michene r Funds for this purpo s e . � SWARTHMORE COLLEGE SWARTHMORE , PENNSYLVANIA 19081 t ' September 27, 1971 MEMORANDUM To: From: Regarding : Clement C ottingham Edward K. Cratsley Speakers f or the 1971-72 year Black Studies Program Many thanks f or your me of September 21 pertaining t o the matter of speakers and also the matter of a student exchange fund . Let me cover the matter of speakers in this memo. We are all in agreement that it is quite appropriate to draw on the Michener Fund for speakers such as you have arranged f r and we therefore will earmark approximately ~1 , 500 t or the speakers you have suggested. When such speakers come t o the campus , ~ou can arrange with Caroline Shero f or the proper payments and if any are shared with other funds or groups , please let her know so that she can charge the sharing of costs in the pr per way. cc: Rober t D. Charles E. Gilbert David Closson aroline Shero C cro.~ �::>VVAn: I nIYI ,-,,",,,,, SWARTHMORE, PENNSYLVANIA 19081 BLACK STUDIES PROGRAM (215) K14-7900 ~', September 21, 1971 To: From: Edward Cratsley Clement Cottingham I am now in the process of getting up a schedule of speakers for the 71-72 year. The following persons have agreed to give lectures at the College under the auspices of the Black Studies Program. I. 1. Person Clyde Giles Assoc. Prof., Univ. of Buffalo Ronald V. Dellums Congressman Prof. Inez Reid Assoc. Prof., Brooklyn College Mr. Haskell Ward Ford. Foundation Nikki Giovani Assistant Professor Rutgers University (tentative) Speakers: Expenses: Cost $100.00 and expenses 2. 3. 700.00 and expenses 100.00 and expenses 4. 5. 100.00 and expenses 300.00 and expenses Sub-total Total ./ $1,300.00 210.00 $1,510.00 I spoke with Dave Closs Gn and President Cross in June about drawing upon Michener funds to meet these cost s. They bo t h agr eed that it would be appropriate to us e Michene r Funds for this purpo s e . � 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 Robert Cross 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 Robert Cross' 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 Memo re Speakers for the 1971-72 year Black Studies Program Description An account of the resource Box 12, Black Studies Program 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 09/27/1971 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c0c683fd5ae135d66b06c90ca2a04fa1.jpg 8f964f7df9ab8144581a593f2ce05670 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 Robert Cross 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 Robert Cross' 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 [Memo re Black Studies Committee, 28 February 1972] Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 02/28/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/428644f0b66a694a4bcbb66580b020a6.jpg ece5f2b94925dc60d76f36c2dcfb4968 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 Robert Cross 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 Robert Cross' 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 [Memo re Black Studies Committee, 24 May 1968] Description An account of the resource Box 12, Black Curriculum Committee 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 05/24/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9363b806296723780296e0d746c3fe12.jpg 0c461d0d63f95f78fefa51f8adc51daa 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 Robert Cross 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 Robert Cross' 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 [Memo re Black Studies Committee, 18 May 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Chuck Gilbert Date A point or period of time associated with an event in the lifecycle of the resource 05/18/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office