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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Why We Can't Wait
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Swarthmore Afro-American Students' Society
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[n.p.]
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Black admissions
SASS
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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Friends Historical Library
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The Revolt of the College Intellectual
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Everett Hunt
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Aldine
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1963
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pdf
Black admissions
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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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[SASS letter to College Faculty]
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Swarthmore Afro-American Students' Society
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[n.p.]
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03/11/1970
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1970 sit-in
President's Office
SASS
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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Open Letter to the Parents of Black Students at Swarthmore College
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William and Eileen Cline
Edwin and DeLois Collins
Harold Hoffman
Robert and Lee Williams
Rachel Williams
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[n.p.]
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[n.d.]
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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
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Friends Historical Library
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[Memo From Ad Hoc Black Admissions Committee to Faculty and Students]
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Ad Hoc Black Admissions Committee
William Cline
Uwe Henke
Franciena King
Asmarom Legesse
Don Mizell
Jean Perkins
Alan Robin
Gilmore Stott
Delmar Thompson
Aundrea White
Publisher
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[n.p.]
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01/05/1970
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Aundrea White (Kelley)
Black admissions
Delmar Thompson
Don Mizell
Faculty
post-enrollment support
President's Office
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Friends Historical Library General Reference Files
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An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
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Friends Historical Library
Text
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[Student Statement of support 01/07/1969]
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SASS file
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Hank Levy et al
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01/07/1969
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Black admissions
Student Body
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"
COLLECTION SPEECH by President Robert D. Cross October 2, 1969
I am honored by this opportunity to speak at the First Collection at Swarthmore this year. It was a wise decision last year, I think, to change Collection from a required assembly to an occasion where members of the college community come together, not only in the expectation of fellowship, but on the hope that something worthwhile would transpire. ~,
At the same time that I feel honored, I feel nervous. The Phoenix has been conducting a war of nerves with me. Last week I was ~di torially enjoined to deliver a major address. (Nothing they could have said would be more conducive to making me feel like a congenitally minor poet.) Then a week ago, a friendly reporter asked, 'What are you going to say that will bring the boys up from ML?" This was truly a stunning question to one like me who lived in Mar,y lyons for 7 years, and had by the end of that time come to realize that one of my duties was to make a weekly report to at least one of the student residents there about what was happening on the other side of the tracks. The Phoenix this past Tuesday reported I was indeed going to speak, then headed the remaining section of the article, which referred to subsequent Collection speakers under the hopeful term "better quality." To the Phoenix, I can only respond: (1) Paul Ylvisaker and Jean Cahn are remarkable people, and I don I t mind an invidious comparison with them:- (2) I don I t know whether the ML boys are here or not; it will be up to the Phoenix to carr,y the news up there. (3) MY own intention is to present a view of Swarthmore College; (whether it is a I~jor address" is for others to decide) I do not presume that my view will coincide with that of all others, though I hope to persuade at least a few dissenters; but that my main purpose is not to carve on stone a creed for the college, but to raise some issues that I hope can be muttered about, or discussed, or, hopefully, clarified as the year goes on. I invite any and all to meet with me in Commons after this talk to pursue the discussion. When I was introduced to many of the upperclassmen last Spring, I acknowledged that the last time I had spoken from this platform (in 1959) I had discussed what students who had finished Swarthmore faced, as they left the College, thereby immediately confronting the problems of old age. And I said last Spring, in the decade that I had been away from Swarthmore, I had come increasingly to wonder about the institution of a college; I had come to regard it as a gamble (but a gamble worth taking); and that I intended to spend as much of the summer thinking what sort of a gamble or game it was. Then, ten days ago, when I addressed an audience in the Meeting House, composed of 8 faculty and administrators, 45 upperclassmen helping with orientation, 360 freshmen, and 413,000 mosquitoes, I tried to suggest some of the purposes which had motivated the Founding Fathers of the College, and by implication, some part of the ethos which the past had recommended to the present and the future of the College. I'd now like to concentrate more directly on the present existential situation of the College. Because I need to save some of the ideas that have occurred to me for my inauguration speech
�- 2 -
next week,~ I propose to consider today what the internal relations - the domestic state o'f the College - seems to be and what it ought to be. Next week, I shall concentrate on our foreign relations, in short, with our society and our world. In making this distinction, I acknowledge IIEverything correlates,," as a i ts artificiality, and misleadingness. brilliant college book of a few years ago proclaimed. And the time has long since passed, if it ever existed, when a college, any more than this nation, could pretend t~t its department of health, education, and welfare could be conducted oblivious of what the department of state and department of defense (in more straightforward days, we called the latter departments of war and navy) were up to. But since it is primarily students and faculty here today, and since next week many alumni, Board members, and friends from the community will be here, I shall use the distinction, hopefully with appropriate reservations. I don't suppose that there has ever been a time when people generally agreed just what a college was or ought to be. Historians of the language, of the law, and of education instead make clear that there have always been pronounced variations, even within the same culture and the same period. And in the United states, one is tempted to paraphrase the late Bill Klem, the greatest of all baseball umpires, who, when questioned what his definition of a strike was, declared that a strike was what he called a strike. A liberal arts college in America, one might be led to conclude, has been what the man or men with the loudest voices declared was a liberal arts college. It is probably true that in our own time there has been a greater lack of agreement than at any other time, and at the same time less and less inclination to admit that there is any legitimate umpire to settle the dispute. I suspect these developments stem partly from the enormous increase in colleges, and the even greater number of people attending them, sending their children to them, or paying taxes to support them. It also results from the acceleration of social development - at a rate which would have staggered even Henry Adams which have rendered all previous definitions suspect and made all institutions seem anachronistic. And this at the very time that most people have retained a faith that education, even liberal education, may just be more important than ever. To sum up, our culture, with no clear tradition of what liberal arts education consists of, has simultaneously insisted that more and more of it be provided, at the same time that it has, more passionately than ever, disagreed on what liberal arts education should be, should so, should mean. In formulating my own conception of liberal arts education, I have been helped by trying to describe two models, two "ideal types ll ; I do not imagine that anyone, now or in the past, ever subscribed to every detail of these models, but I have tried to avoid constructing men of straw, from whom it would be too easy to knock the stuffing. But let me say here that after criticizing these models, I do not intend to present a wholly coherent one of m,y own, but simply to advance, later on, some notes towards a strategy of action appropriate to Swarthmore.
�- 3 -
The first model I shall, with some sense of risk, call the Establishment ,model. At its most glorious, it flourished during the late Middle Ages -and. the Renaissance; at its most banal, it still exists today, though as a paroqy of both premise and practice. Informing this model was the conviction that there was what can be called an encyclopedia of learning, comprising not only a swnma of what was known, but also tested methods for extending the boqy of knowledge, with respect both for the intrinsics~bject, and for the other areas of knowledge. It is an admirable convict~on. If, for convenience, specialization of knowledge and inquiry proved desirable, it would be specialization within an overarching conception of knowledge, and in the conviction that knowledge reached its fruition in being and doing. An educational in..;. stitution dominated by this conception would seek to initiate all comers into both the awareness of the grand schema, and the techniques by which knowledge could be advanced, at least in some area or discipline. Professors acquired a hearing by their ability both to outline the whole framework of knowledge, and to tell students how to develop specialized competences of their own. If the Ranaissance University constituted the apogee of this educational model, perhaps the old-time liberal arts college in the early 19th century illustrated the nadir. Students disenchanted with their college experience might find it illuminating to read Edward Gibbon's comments on Oxford in the 18th century, or Henry David Thoreau's account of his years at Harvard. Discontent with this model is not an invention of the contemporary generation. The second model was prefigured in Thoreau's participation in the first great romanticist revolution in western culture; we are, I think, nearly drowned by the in-flow of the second surge of romanticism today. In contrast to the belief that an encyclopedia of learning existed (at least in the mind of educated men), Thoreau believed that he would learn more by rowing up the Concord and Merrimack Rivers, or gazing intently through the ice of Walden Pond, or, perhaps most importantly, by looking into his own mind and soul, in the isolation of his own hut or of the town jail. Instead of disciplining himself to what his friend !Werson called the IIcorpse-cold n knowledge of Harvard and State Street, he preferred to instruct himself, listening to the discourse of neighboring farmers and itinerant Irish laborers, and reading only that which liberated him from the ' conventional wisdom of his times - such as the books of Eastern religion, and the literatur~ of contemporary English and German romantics. Like some students today, he could accept a college only if it helped him learn what he himself knew and thought; all that others knew and professed and believed in was obstruction and interference. He could echo Melville's complacent remark that the world of experience was his Yale College and his Harvard. In referring to these two types I do not mean either to lampoon them, nor to idealize them. I should hope that we could learn from them, and especially from their sense that the crucial aspect of the college lies in the quality of transaction between those who are gathered together in the artificial relationships that comprise a college. In the first
�- 4,.
model, the transaction was a flow of knowledge and skill from the learned professi~nal.>toward the young amateur; in the second, the student was uniquely active r if he did not regard the learned professor as irrelevant, he might be inclined to treat him as a simple resource, like books which Emerson declared were fit only for the inquirer's idle moments. As one modern romanticist would have it, students should come to college not to learn what a professoriat knows, but to find out what they themselves know, and f'eel,and believe.
My notion of the college is one that presupposes a more qynamic interaction among students and teachers than either model stipulates. Both students and teachers are active, though not necessarily at the same time, nor in the same way. There is room and need, for both tradition and innovation. There is a responsibility to seek out not only the encyclopedia of learning as it has been perceived, however dimly, but to restore its coherence - or, what I think is much the same thing, - to sense its many-faceted relevance to all the activities of all of us as we are and as we would want to become, - as our society is now, and as we would want it to be in the future.
For a college to realize such a notion, there are, I am afraid, no easy guides, no simple organizational charts. I do conf'ine myself to offering here some criteria, or notes tOl-lard the definition of an appropriate politics, or ethics, or tactics for an evolving liberal arts college of the kind I would admire. These criteria are directed not so much at defining the ultimate goal of the liberal arts college, as toward the conduct by which all of us at an institution which yearns to become one can advance that likelihood. Let me sum up a variety of suggestions under two main headings: authenticity and civility. Other terms, or broad categories might be equally appropriate, but these allow me to celebrate some important characteristics. By stressing two themes, I mean to give emphasis to their complementarity. Authenticity without civility may produce chaos; civility without authenticity is certain to mean stultification.
By authenticity, I mean nothing more nor less than the achievement of true individuality. Certainly nothing is more dif'f'icult. The popular slogan of "doing your own thing," however admirable as an injunction, is no invitation to an easy, or unexamined life. Only the most romantic would assume that it means simply "doing what comes naturally." It is probably true that the steaqy development of contemporary mass culture has made the task steadily harder; yet it remains one of the most important responsibilities of liberal education to help the individual achieve true individuality, or authenticit,y. I certainly do not imply that for.ma1 education can hope to do the job alone, do it for everybody, or do it rapidly. But I am persuaded that it is one of' the supremely important jobs for liberal education to be concerned with.
It is a sad fact, but a true one, that the roles we play in a college sometimes conspire to hamper the development of authenticity,
�-5rather than to foster it. (Since I am a newcomer to the modern SWarthmore, I shall speak. mostly in general terms, making specific references to other places and-other rooms; if there are analogies to the Swarthmore you know, I imagine that you will be able to draw them.) To profess to be a teacher at a liberal arts college is an act of confidence, at times even bravado. For he must, given the role he has chosen to play, respond to the claims of both the art or science to which he is committed, and of the ~students with whom he must relate. Times may have changed, and hopefully changed in the right direction, but when I was a graduate student, I was given to understand that my aim in life was to be an historian. It seemed to me then, and still does, to be a most demanding profession. I took my cues from my professors, and other alreaQy-practicing historians. I attended many meetings of scholarly associations, and produced several scholarly papers, before I ever taught a class, or gave much thought to what teaching involved. Much of this was wholly proper, if seen as an emphasis for a phase of my training and not a whole preoccupation for a whole life. Surely, to be carefree or oblivious of the intellectual claims of one's discipline is not only irresponsible; it obviates the possibility of becoming the serious scholar that every teacher purports, or ought to purport to be. It was my good fortune to do my first substantial amount of teaching at Swarthmore, where I very swiftly came to realize both the intrinsic pleasure and the absolute necessity of establishing rapport with my students. This, too, is hard to accomplish authentically. Neither the student nor the professor benefits if in fact the professor, out of an excess of fellow-feeling or insecurity or responsiveness to the needs and interests of the student, becomes nothing more than a mirror to the student's glance. Emerson, in describing "The American Scholar," pointed to the best possible escape from the predicament I have sketched, by arguing that the scholar must above all else be a man, - one who stands on his own feet, and thinks rds own thoughts, and speaks his own mind. Anxious to respond wholeheartedly to the legitimate demands of his discipline, and also to the ambiance of his students, he must above all else find his own stance; he must, in short, be authentic. The task is, if anything, even more difficult for the student. He will be aided by great teachers, - defined as I have just done as men so committed to authenticity that they mean to reward or acclaim nothing less in their students. Every college I have known has been defaced by the spectacle of students - whether encouraged or not by faculty members is not in point here - who resolutely emulate a teacher, in his intellectual, social, or emotional style. Sadly enough the teachers emulated frequently are resolutely authentic themselves, yet somehow, in a manner perhaps obvious to members of the Psychology Department, convey to students the message that to respect is to emulate, or, if I may be explicit, to imitate, or to ape. A much more potent threat to the student comes from his peer-culture. It is devastatingly simple, and for much of one's psychological life profoundly reassuring to submerge oneself in the opinions, the preferences,
�- 6"
the behavior-patterns of one's peers. Usually, of course, one does not drown in the~ores of all one's peers, but rather in those of a select group, - ' those of one's precise age, one's own sex, one's dormitory, one's ethnic group, one's academic field. I do not wish to be misunderstood as advocating a hyper-individualism. It is right and proper, even healthy, to receive cues from one's fellow-students; to prefer the company of some to that of others; to unite in pursuit of goals that are common to a few other students, ,or common t~ all of them. What I hope for, what I think essential, is a self-conscious balancing of these legitimate claims with the steadfast pursuit of individual authenticity. Lest I assume the character of a common scold with admonitions for everyone but myself, may I add that the quest for authenticity is an important obligation for those whose chief task in a college is administrative. So long as we continue the curious custom of having a president in a college, it seems to me essential that he be more than a supremely other-directed man, however great his temptation to try to be all things to all men - or at least to all students, faculty, alumni, trustees, the foundations, the environing public, the government, and every other reference-group. Administrators need to cherish convictions of their own, need to know who they are (not just who is beating on them, or whom it might be pleasurable to beat on), and what they stand for. All those of you who encountered, if only briefly, Courtney Smith, the late President of SWarthmore College, recognized that you had met a man, a unique man, a man of authenticity. That is the kind of recognition all of us, - in administration, on the faculty, in the student boqy, should like to deserve. Complementary to the need for authenticity is the need in the College for civility. As with authenticity, it is both a goal and a precondition of liberal arts education. In a traditional society and in a traditional college, this point would not need to be argued. In a society like ours where tradition is not abandoned, but simply ignored, and in a college like Swarthmore where convention is more respected in poetry than anywhere else, the point may not be so obvious; but I think it is a persuasive one. All societies, and all colleges, have codes of conduct; some favor elaborately explicit, detailed, perhaps even written-down codes; others like Swarthmore, with a high regard for the wisdom and faith of the individual, have tended to promulgate relatively few hard-and-fast, and legible rules. The ultimate justification for civility, however it is sought, is not some abstract order - not some supernal calm - not some fastidious distaste for the dissidence of dissent - but rather the fostering of a climate in which it is plausible to hope that true authenticity, (among other goals) may flourish. Its pragmatic rationale is respect for the reasonable pursuit of authenticity of others. Its presupposition is that the reasonableness of others' enterprises may always be questioned, and that, if found to be in fact unreasonable, that they can be either rendered reasonable, or abated, promptly and reasonably.
�- 7 -
Last year,. on many college campuses and at Swarthmore"" after the occupation of the Admissions Office, there developed a widespread feeling that~here" ~as no longer any consensus on what constituted the legitimate demands of civility on a college campus. At Swarthmore, a student-faculty-administration-Board of Hanagers cOIlllllittee produced after thorough discussion a lengtny document outlining the arguments for what I call civility, and stipulating general ground-rules for dealing with occasions when it would seem to have broken down. The three student members on the committee ' a~ded concu~ring opinions which noted a measure of dissent from one part or another of the document. (Both the report and the special opinions are available, in the Library or the President's Office.) Subsequently last Spring the faculty approved, though not unanimously, the main report; the Board of Managers approved it in principle, though believing it might well be briefer and more explicit; the Student Council took no formal action on it. At the beginning of this new academic year, I feel obliged to make as clear as I can where I think the College stands in regard to this report, to the principles it enunciates, and the actions it suggests in the case of the breakdown of civility. (1) I believe the Report has served a useful purpose in advancing the College as a whole towards at least a partial consensus. I do not think it is likely to be fruitful to continue the search for fuller and more complete ratification of this document. On the other hand, I welcome continuing discussion of the issues, and continuing efforts not only to define the characteristics of a genuinely civil college community, but also to propose mechanisms by which felt grievances, which are frequently the provocation for breaches of community rules, can be received and relieved sympathetically and promptly. The Wise commission, concerned as it is with matters of governance, may make recommendations in these matters. But in the meantime, it is certainly highly appropriate for individuals or groups to advance proposals which may advance our understanding or develop plans which may improve our practice in these areas. I should certainly like to be helpful - either by participating, or keeping out of the way, of such enterprises. (2) In the meantime, as the chief administrative officer of the College, I ought to make as clear as I can at what point I am likely to conclude that the bounds of civility have been overstepped, and what I would be prepared to do if such an overstepping occurred. (Obviously I do not refer here to the occasional and individual transgressions that occur in any society. I assume that the College community has adequate judicial and disciplinar,y procedures to deal with them.) I do refer to occasions when individuals or groups, acting out of an authentic desire for authenticity or a perverse desire for perversity, or some mixture of motives and drives, undertake to deny to other members of the college community access to, or use of, college facilities to which they are entitled. I construe my job to be to ~ to it that ~ denial ~ ~ take place. I hope to be able to accomplish this responsibility through the kinds of transactions that are normal to civility, - that is, by discussion and persuasion. (3) But if these enterprises of mine fail, and functions of
�- 8 "
the College are obstructed, then I shall take what seem to me to be appropria1te steps, leading towards disciplinary action, up to and including suspension OJ' expulsion. I should say, too, that if those persons should there be any, God forbid - disrupting college functioning who are not led either by my persuasion or by the imminence of college disciplinary action into abandoning their obstruction, then I shall feel obliged to ask the police or the courts to intervene. I imagine this kind of ~\discussion is as distasteful to you as it is Be assured that I entertain no illusions. A college in which frustration is at such a high level that the most attractive recourse for serious, concerned people is disruption is not in a healthy condition. We must do everything we can to make the opportunities that civility offers for change, reform, even radical reform, a wholly reasonable recourse. Furthermore, let me say that having seen at close range the effects of both extended acquiescence in the obstructing of a college and the use of force to end the obstruction, I devoutly hope that Swarthmore experiences neither eventuality.
to me.
Whether a liberal arts college in the America of today can successfully foster both authenticity and civility I do not know. If any college can, I imagine that Swarthmore can. That, at any rate, is why I came here, and I imagine that these considerations, perhaps phrased more personally and persuasively, were among those that moved you. l.Je are embarked together on an experiment. I wish you and me and the College a successful voyage.
�
"
COLLECTION SPEECH by President Robert D. Cross October 2, 1969
I am honored by this opportunity to speak at the First Collection at Swarthmore this year. It was a wise decision last year, I think, to change Collection from a required assembly to an occasion where members of the college community come together, not only in the expectation of fellowship, but on the hope that something worthwhile would transpire. ~,
At the same time that I feel honored, I feel nervous. The Phoenix has been conducting a war of nerves with me. Last week I was ~di torially enjoined to deliver a major address. (Nothing they could have said would be more conducive to making me feel like a congenitally minor poet.) Then a week ago, a friendly reporter asked, 'What are you going to say that will bring the boys up from ML?" This was truly a stunning question to one like me who lived in Mar,y lyons for 7 years, and had by the end of that time come to realize that one of my duties was to make a weekly report to at least one of the student residents there about what was happening on the other side of the tracks. The Phoenix this past Tuesday reported I was indeed going to speak, then headed the remaining section of the article, which referred to subsequent Collection speakers under the hopeful term "better quality." To the Phoenix, I can only respond: (1) Paul Ylvisaker and Jean Cahn are remarkable people, and I don I t mind an invidious comparison with them:- (2) I don I t know whether the ML boys are here or not; it will be up to the Phoenix to carr,y the news up there. (3) MY own intention is to present a view of Swarthmore College; (whether it is a I~jor address" is for others to decide) I do not presume that my view will coincide with that of all others, though I hope to persuade at least a few dissenters; but that my main purpose is not to carve on stone a creed for the college, but to raise some issues that I hope can be muttered about, or discussed, or, hopefully, clarified as the year goes on. I invite any and all to meet with me in Commons after this talk to pursue the discussion. When I was introduced to many of the upperclassmen last Spring, I acknowledged that the last time I had spoken from this platform (in 1959) I had discussed what students who had finished Swarthmore faced, as they left the College, thereby immediately confronting the problems of old age. And I said last Spring, in the decade that I had been away from Swarthmore, I had come increasingly to wonder about the institution of a college; I had come to regard it as a gamble (but a gamble worth taking); and that I intended to spend as much of the summer thinking what sort of a gamble or game it was. Then, ten days ago, when I addressed an audience in the Meeting House, composed of 8 faculty and administrators, 45 upperclassmen helping with orientation, 360 freshmen, and 413,000 mosquitoes, I tried to suggest some of the purposes which had motivated the Founding Fathers of the College, and by implication, some part of the ethos which the past had recommended to the present and the future of the College. I'd now like to concentrate more directly on the present existential situation of the College. Because I need to save some of the ideas that have occurred to me for my inauguration speech
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next week,~ I propose to consider today what the internal relations - the domestic state o'f the College - seems to be and what it ought to be. Next week, I shall concentrate on our foreign relations, in short, with our society and our world. In making this distinction, I acknowledge IIEverything correlates,," as a i ts artificiality, and misleadingness. brilliant college book of a few years ago proclaimed. And the time has long since passed, if it ever existed, when a college, any more than this nation, could pretend t~t its department of health, education, and welfare could be conducted oblivious of what the department of state and department of defense (in more straightforward days, we called the latter departments of war and navy) were up to. But since it is primarily students and faculty here today, and since next week many alumni, Board members, and friends from the community will be here, I shall use the distinction, hopefully with appropriate reservations. I don't suppose that there has ever been a time when people generally agreed just what a college was or ought to be. Historians of the language, of the law, and of education instead make clear that there have always been pronounced variations, even within the same culture and the same period. And in the United states, one is tempted to paraphrase the late Bill Klem, the greatest of all baseball umpires, who, when questioned what his definition of a strike was, declared that a strike was what he called a strike. A liberal arts college in America, one might be led to conclude, has been what the man or men with the loudest voices declared was a liberal arts college. It is probably true that in our own time there has been a greater lack of agreement than at any other time, and at the same time less and less inclination to admit that there is any legitimate umpire to settle the dispute. I suspect these developments stem partly from the enormous increase in colleges, and the even greater number of people attending them, sending their children to them, or paying taxes to support them. It also results from the acceleration of social development - at a rate which would have staggered even Henry Adams which have rendered all previous definitions suspect and made all institutions seem anachronistic. And this at the very time that most people have retained a faith that education, even liberal education, may just be more important than ever. To sum up, our culture, with no clear tradition of what liberal arts education consists of, has simultaneously insisted that more and more of it be provided, at the same time that it has, more passionately than ever, disagreed on what liberal arts education should be, should so, should mean. In formulating my own conception of liberal arts education, I have been helped by trying to describe two models, two "ideal types ll ; I do not imagine that anyone, now or in the past, ever subscribed to every detail of these models, but I have tried to avoid constructing men of straw, from whom it would be too easy to knock the stuffing. But let me say here that after criticizing these models, I do not intend to present a wholly coherent one of m,y own, but simply to advance, later on, some notes towards a strategy of action appropriate to Swarthmore.
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The first model I shall, with some sense of risk, call the Establishment ,model. At its most glorious, it flourished during the late Middle Ages -and. the Renaissance; at its most banal, it still exists today, though as a paroqy of both premise and practice. Informing this model was the conviction that there was what can be called an encyclopedia of learning, comprising not only a swnma of what was known, but also tested methods for extending the boqy of knowledge, with respect both for the intrinsics~bject, and for the other areas of knowledge. It is an admirable convict~on. If, for convenience, specialization of knowledge and inquiry proved desirable, it would be specialization within an overarching conception of knowledge, and in the conviction that knowledge reached its fruition in being and doing. An educational in..;. stitution dominated by this conception would seek to initiate all comers into both the awareness of the grand schema, and the techniques by which knowledge could be advanced, at least in some area or discipline. Professors acquired a hearing by their ability both to outline the whole framework of knowledge, and to tell students how to develop specialized competences of their own. If the Ranaissance University constituted the apogee of this educational model, perhaps the old-time liberal arts college in the early 19th century illustrated the nadir. Students disenchanted with their college experience might find it illuminating to read Edward Gibbon's comments on Oxford in the 18th century, or Henry David Thoreau's account of his years at Harvard. Discontent with this model is not an invention of the contemporary generation. The second model was prefigured in Thoreau's participation in the first great romanticist revolution in western culture; we are, I think, nearly drowned by the in-flow of the second surge of romanticism today. In contrast to the belief that an encyclopedia of learning existed (at least in the mind of educated men), Thoreau believed that he would learn more by rowing up the Concord and Merrimack Rivers, or gazing intently through the ice of Walden Pond, or, perhaps most importantly, by looking into his own mind and soul, in the isolation of his own hut or of the town jail. Instead of disciplining himself to what his friend !Werson called the IIcorpse-cold n knowledge of Harvard and State Street, he preferred to instruct himself, listening to the discourse of neighboring farmers and itinerant Irish laborers, and reading only that which liberated him from the ' conventional wisdom of his times - such as the books of Eastern religion, and the literatur~ of contemporary English and German romantics. Like some students today, he could accept a college only if it helped him learn what he himself knew and thought; all that others knew and professed and believed in was obstruction and interference. He could echo Melville's complacent remark that the world of experience was his Yale College and his Harvard. In referring to these two types I do not mean either to lampoon them, nor to idealize them. I should hope that we could learn from them, and especially from their sense that the crucial aspect of the college lies in the quality of transaction between those who are gathered together in the artificial relationships that comprise a college. In the first
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model, the transaction was a flow of knowledge and skill from the learned professi~nal.>toward the young amateur; in the second, the student was uniquely active r if he did not regard the learned professor as irrelevant, he might be inclined to treat him as a simple resource, like books which Emerson declared were fit only for the inquirer's idle moments. As one modern romanticist would have it, students should come to college not to learn what a professoriat knows, but to find out what they themselves know, and f'eel,and believe.
My notion of the college is one that presupposes a more qynamic interaction among students and teachers than either model stipulates. Both students and teachers are active, though not necessarily at the same time, nor in the same way. There is room and need, for both tradition and innovation. There is a responsibility to seek out not only the encyclopedia of learning as it has been perceived, however dimly, but to restore its coherence - or, what I think is much the same thing, - to sense its many-faceted relevance to all the activities of all of us as we are and as we would want to become, - as our society is now, and as we would want it to be in the future.
For a college to realize such a notion, there are, I am afraid, no easy guides, no simple organizational charts. I do conf'ine myself to offering here some criteria, or notes tOl-lard the definition of an appropriate politics, or ethics, or tactics for an evolving liberal arts college of the kind I would admire. These criteria are directed not so much at defining the ultimate goal of the liberal arts college, as toward the conduct by which all of us at an institution which yearns to become one can advance that likelihood. Let me sum up a variety of suggestions under two main headings: authenticity and civility. Other terms, or broad categories might be equally appropriate, but these allow me to celebrate some important characteristics. By stressing two themes, I mean to give emphasis to their complementarity. Authenticity without civility may produce chaos; civility without authenticity is certain to mean stultification.
By authenticity, I mean nothing more nor less than the achievement of true individuality. Certainly nothing is more dif'f'icult. The popular slogan of "doing your own thing," however admirable as an injunction, is no invitation to an easy, or unexamined life. Only the most romantic would assume that it means simply "doing what comes naturally." It is probably true that the steaqy development of contemporary mass culture has made the task steadily harder; yet it remains one of the most important responsibilities of liberal education to help the individual achieve true individuality, or authenticit,y. I certainly do not imply that for.ma1 education can hope to do the job alone, do it for everybody, or do it rapidly. But I am persuaded that it is one of' the supremely important jobs for liberal education to be concerned with.
It is a sad fact, but a true one, that the roles we play in a college sometimes conspire to hamper the development of authenticity,
�-5rather than to foster it. (Since I am a newcomer to the modern SWarthmore, I shall speak. mostly in general terms, making specific references to other places and-other rooms; if there are analogies to the Swarthmore you know, I imagine that you will be able to draw them.) To profess to be a teacher at a liberal arts college is an act of confidence, at times even bravado. For he must, given the role he has chosen to play, respond to the claims of both the art or science to which he is committed, and of the ~students with whom he must relate. Times may have changed, and hopefully changed in the right direction, but when I was a graduate student, I was given to understand that my aim in life was to be an historian. It seemed to me then, and still does, to be a most demanding profession. I took my cues from my professors, and other alreaQy-practicing historians. I attended many meetings of scholarly associations, and produced several scholarly papers, before I ever taught a class, or gave much thought to what teaching involved. Much of this was wholly proper, if seen as an emphasis for a phase of my training and not a whole preoccupation for a whole life. Surely, to be carefree or oblivious of the intellectual claims of one's discipline is not only irresponsible; it obviates the possibility of becoming the serious scholar that every teacher purports, or ought to purport to be. It was my good fortune to do my first substantial amount of teaching at Swarthmore, where I very swiftly came to realize both the intrinsic pleasure and the absolute necessity of establishing rapport with my students. This, too, is hard to accomplish authentically. Neither the student nor the professor benefits if in fact the professor, out of an excess of fellow-feeling or insecurity or responsiveness to the needs and interests of the student, becomes nothing more than a mirror to the student's glance. Emerson, in describing "The American Scholar," pointed to the best possible escape from the predicament I have sketched, by arguing that the scholar must above all else be a man, - one who stands on his own feet, and thinks rds own thoughts, and speaks his own mind. Anxious to respond wholeheartedly to the legitimate demands of his discipline, and also to the ambiance of his students, he must above all else find his own stance; he must, in short, be authentic. The task is, if anything, even more difficult for the student. He will be aided by great teachers, - defined as I have just done as men so committed to authenticity that they mean to reward or acclaim nothing less in their students. Every college I have known has been defaced by the spectacle of students - whether encouraged or not by faculty members is not in point here - who resolutely emulate a teacher, in his intellectual, social, or emotional style. Sadly enough the teachers emulated frequently are resolutely authentic themselves, yet somehow, in a manner perhaps obvious to members of the Psychology Department, convey to students the message that to respect is to emulate, or, if I may be explicit, to imitate, or to ape. A much more potent threat to the student comes from his peer-culture. It is devastatingly simple, and for much of one's psychological life profoundly reassuring to submerge oneself in the opinions, the preferences,
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the behavior-patterns of one's peers. Usually, of course, one does not drown in the~ores of all one's peers, but rather in those of a select group, - ' those of one's precise age, one's own sex, one's dormitory, one's ethnic group, one's academic field. I do not wish to be misunderstood as advocating a hyper-individualism. It is right and proper, even healthy, to receive cues from one's fellow-students; to prefer the company of some to that of others; to unite in pursuit of goals that are common to a few other students, ,or common t~ all of them. What I hope for, what I think essential, is a self-conscious balancing of these legitimate claims with the steadfast pursuit of individual authenticity. Lest I assume the character of a common scold with admonitions for everyone but myself, may I add that the quest for authenticity is an important obligation for those whose chief task in a college is administrative. So long as we continue the curious custom of having a president in a college, it seems to me essential that he be more than a supremely other-directed man, however great his temptation to try to be all things to all men - or at least to all students, faculty, alumni, trustees, the foundations, the environing public, the government, and every other reference-group. Administrators need to cherish convictions of their own, need to know who they are (not just who is beating on them, or whom it might be pleasurable to beat on), and what they stand for. All those of you who encountered, if only briefly, Courtney Smith, the late President of SWarthmore College, recognized that you had met a man, a unique man, a man of authenticity. That is the kind of recognition all of us, - in administration, on the faculty, in the student boqy, should like to deserve. Complementary to the need for authenticity is the need in the College for civility. As with authenticity, it is both a goal and a precondition of liberal arts education. In a traditional society and in a traditional college, this point would not need to be argued. In a society like ours where tradition is not abandoned, but simply ignored, and in a college like Swarthmore where convention is more respected in poetry than anywhere else, the point may not be so obvious; but I think it is a persuasive one. All societies, and all colleges, have codes of conduct; some favor elaborately explicit, detailed, perhaps even written-down codes; others like Swarthmore, with a high regard for the wisdom and faith of the individual, have tended to promulgate relatively few hard-and-fast, and legible rules. The ultimate justification for civility, however it is sought, is not some abstract order - not some supernal calm - not some fastidious distaste for the dissidence of dissent - but rather the fostering of a climate in which it is plausible to hope that true authenticity, (among other goals) may flourish. Its pragmatic rationale is respect for the reasonable pursuit of authenticity of others. Its presupposition is that the reasonableness of others' enterprises may always be questioned, and that, if found to be in fact unreasonable, that they can be either rendered reasonable, or abated, promptly and reasonably.
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Last year,. on many college campuses and at Swarthmore"" after the occupation of the Admissions Office, there developed a widespread feeling that~here" ~as no longer any consensus on what constituted the legitimate demands of civility on a college campus. At Swarthmore, a student-faculty-administration-Board of Hanagers cOIlllllittee produced after thorough discussion a lengtny document outlining the arguments for what I call civility, and stipulating general ground-rules for dealing with occasions when it would seem to have broken down. The three student members on the committee ' a~ded concu~ring opinions which noted a measure of dissent from one part or another of the document. (Both the report and the special opinions are available, in the Library or the President's Office.) Subsequently last Spring the faculty approved, though not unanimously, the main report; the Board of Managers approved it in principle, though believing it might well be briefer and more explicit; the Student Council took no formal action on it. At the beginning of this new academic year, I feel obliged to make as clear as I can where I think the College stands in regard to this report, to the principles it enunciates, and the actions it suggests in the case of the breakdown of civility. (1) I believe the Report has served a useful purpose in advancing the College as a whole towards at least a partial consensus. I do not think it is likely to be fruitful to continue the search for fuller and more complete ratification of this document. On the other hand, I welcome continuing discussion of the issues, and continuing efforts not only to define the characteristics of a genuinely civil college community, but also to propose mechanisms by which felt grievances, which are frequently the provocation for breaches of community rules, can be received and relieved sympathetically and promptly. The Wise commission, concerned as it is with matters of governance, may make recommendations in these matters. But in the meantime, it is certainly highly appropriate for individuals or groups to advance proposals which may advance our understanding or develop plans which may improve our practice in these areas. I should certainly like to be helpful - either by participating, or keeping out of the way, of such enterprises. (2) In the meantime, as the chief administrative officer of the College, I ought to make as clear as I can at what point I am likely to conclude that the bounds of civility have been overstepped, and what I would be prepared to do if such an overstepping occurred. (Obviously I do not refer here to the occasional and individual transgressions that occur in any society. I assume that the College community has adequate judicial and disciplinar,y procedures to deal with them.) I do refer to occasions when individuals or groups, acting out of an authentic desire for authenticity or a perverse desire for perversity, or some mixture of motives and drives, undertake to deny to other members of the college community access to, or use of, college facilities to which they are entitled. I construe my job to be to ~ to it that ~ denial ~ ~ take place. I hope to be able to accomplish this responsibility through the kinds of transactions that are normal to civility, - that is, by discussion and persuasion. (3) But if these enterprises of mine fail, and functions of
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the College are obstructed, then I shall take what seem to me to be appropria1te steps, leading towards disciplinary action, up to and including suspension OJ' expulsion. I should say, too, that if those persons should there be any, God forbid - disrupting college functioning who are not led either by my persuasion or by the imminence of college disciplinary action into abandoning their obstruction, then I shall feel obliged to ask the police or the courts to intervene. I imagine this kind of ~\discussion is as distasteful to you as it is Be assured that I entertain no illusions. A college in which frustration is at such a high level that the most attractive recourse for serious, concerned people is disruption is not in a healthy condition. We must do everything we can to make the opportunities that civility offers for change, reform, even radical reform, a wholly reasonable recourse. Furthermore, let me say that having seen at close range the effects of both extended acquiescence in the obstructing of a college and the use of force to end the obstruction, I devoutly hope that Swarthmore experiences neither eventuality.
to me.
Whether a liberal arts college in the America of today can successfully foster both authenticity and civility I do not know. If any college can, I imagine that Swarthmore can. That, at any rate, is why I came here, and I imagine that these considerations, perhaps phrased more personally and persuasively, were among those that moved you. l.Je are embarked together on an experiment. I wish you and me and the College a successful voyage.
�
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September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together.
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School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall.
�-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were
�-4 ...
taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition,
�-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.)
Pomona:
I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf.
�A
App1ication~ . last
year
.Men: . 1,092 W6:men: '1 ,187 Total:
2,279
~\
Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448
The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6
Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know.
Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners.
�B
Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76
7
268
448
Scholarship funds Offered: Accepted: $189,950 127,550
Loan Funds Offered: Accepted: $7,600
6,900
(This is for the freshman class alone.)
Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500
�
/
September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together.
�-2-
School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall.
�-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were
�-4 ...
taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition,
�-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.)
Pomona:
I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf.
�A
App1ication~ . last
year
.Men: . 1,092 W6:men: '1 ,187 Total:
2,279
~\
Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448
The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6
Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know.
Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners.
�B
Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76
7
268
448
Scholarship funds Offered: Accepted: $189,950 127,550
Loan Funds Offered: Accepted: $7,600
6,900
(This is for the freshman class alone.)
Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500
�
Dublin Core
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
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[Letter from Frederick Hargadon to Alumni Interviewers 09/1966]
Description
An account of the resource
SASS file
Creator
An entity primarily responsible for making the resource
Frederick Hargadon
Date
A point or period of time associated with an event in the lifecycle of the resource
09/1966
Format
The file format, physical medium, or dimensions of the resource
PDF
Black admissions
Frederick Hargadon
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/65e17c30f5e62ab36e013e2287566134.jpg
464dcb6579021f0e062e11fe8b5370c7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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The Radical Radical Caucus Demands
Description
An account of the resource
Black Cultural Center
Creator
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[none]
Date
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[n.d.]
Format
The file format, physical medium, or dimensions of the resource
JPG
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/07a13120e5d33239960c8efe057dd5af.pdf
db29bbeb764074235b2a459cd2589956
PDF Text
Text
��
��
Dublin Core
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
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Notes taken during SASS and Cross press conference Fri March 13
Description
An account of the resource
Black Cultural Center
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[none]
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03/13/1970
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PDF
1970 sit-in
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0e9c6e325500acc0fade855108b7597c.pdf
49dabf73d6cabc6caa710a7d5883f980
PDF Text
Text
.J-I) -/f 1t7
SASS
, SW, rtlml.Orc-Afrn. Ameticnn Stlldmts' Society· a -
.
",
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.
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.
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.
"
Swarthmore, Pennsylvania 19081
, March 13, ,1970 '
,
, . ,; ., Rober/t Cross , : Presi:d~nt of ,Swarthmore Cot'l,ege :. . ~ 1 resi,dent Cross:
'." I
"
/
._,
" ,
.'
.
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,
'
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SASS regrets that you ignored the detai led insistence of our Horeover, \"e re,ject the terms under which
.
,
/.' . '! . letter of .Barch 11, 1970.
,
I
' Robinson House has been offered o
The first requirement you mentioned
\ is that the Cent~r ~e subject to general College.polici~s and reiul,. ations. A Black Cultural Center is necessary prec1 isely bec.a~se these
' policies and regulations have e.,xcluded· and/or subordina ted the interests of black p eople;; it is imperative , th a t nevI policies and r ,egulations, ones that are defined and implemented primarily through the black per; specti ve be found. Provided that the specifications outlined in our
----
.... " letter of Narch 11 are met in toto, a working group designed to i m ple..c. '
~
•
these criteria is acceptable to SASS. However, the distinction you have made beh/een determination of and determination , of access t 'o the center, breadth of partiin its acti vi ties, -and methods; of funding the center and its fact no distinction at all. ' The
co~cepts
of self-
are crucial components of ' our pOSition, and if they ' are Swarthmore ,College, ( as is' seemingly 'indicated
.
'
,
~ake
;,!:·t 'o. exist'
" .
' .
he~e
,"
.~'
this in a
~e~
dig~
"
that it is •.
.&/~~
~cr.;,
' :' , ..1::'
, . p·.u ppets in 'a black play wri
'
tten',·· ~ed
', " ..
~le refuse
~~
~ot
possible for black people to be cast as black
and \ old out to white people: .. . . ..
for
the~l~~k
cOlllllluni t y.
1.
.
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. 2..",
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�SASS
SU)(lrtiL?17orr; . Afro-AmeriaI1l Stuikllfs' SOcif~J'
Swanblll<)Je College
Swarthmore, PClwiy1vania 19081
We are calling a press confer ence to dispel the notion currently propagated throueh
th~
media that the issue of a Black Cultural
~\
Center,operating according to the needs of the Black cocimunity of Swarthmore College is settled;and to inform you that the Black student co mmunity m:E: here,in a sincere effort to resolve these difficulties,s o that we might survive as spiritual,moral,intellectual and social bei ngs at white-defined,white-controlled,and white-dominated Swarthmore Co lleee,are occupying the good Pres ident's office until such time as the le g iti macy of our position is acknowledged in toto,or until we are confront ed with the threat of le gal ,forcible t~movalti.e. i ns titutionalized violence; our sit-in is peaceful,orderly and is reso rted to only after it is clear that the integrity of a philosophy of Black liberation is not repected at
~
white Swarthmore Co lIege .Our repeated attempts to plead rationally,
has fallen on cold,ins ensitive ears;we move now only at the apex of frustr ation and disillusionment.We trust that the public will see that ours is a humane cause. 1)support of Black administra tors 2)support of most Black workers here 3)support of large part of Student body • . 4)we
h ~ve
moved outof the dormitories.
�SASS
S'wartlunorf, .(~fro-~ merimtl
:~ SwarthJllore College 'n. .
I ' .
,/
.~~:'
I
/
'Swarthmore, Pennsylvania 19081
Your let,t er "las conspicuous in its al sence of specifics with ,reference to financial allocations,and its ambiguity and power-oriented
~\
'
.
I
'
'~ euphemisms
are once again indicC3;ti VEil of mpre attempts to avoid total
,
"
commi ttment to' some semblance of black. ,potier and black liberation. The deadline ,is past.
SASS
·1
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I"
....
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"
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.
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"
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,'1
,
!
�
.J-I) -/f 1t7
SASS
, SW, rtlml.Orc-Afrn. Ameticnn Stlldmts' Society· a -
.
",
/
'
/
.
."
,~ ~~.
.
"1
7·
..
.
"
Swarthmore, Pennsylvania 19081
, March 13, ,1970 '
,
, . ,; ., Rober/t Cross , : Presi:d~nt of ,Swarthmore Cot'l,ege :. . ~ 1 resi,dent Cross:
'." I
"
/
._,
" ,
.'
.
.,"
,
'
,.. :l
/" I.'
SASS regrets that you ignored the detai led insistence of our Horeover, \"e re,ject the terms under which
.
,
/.' . '! . letter of .Barch 11, 1970.
,
I
' Robinson House has been offered o
The first requirement you mentioned
\ is that the Cent~r ~e subject to general College.polici~s and reiul,. ations. A Black Cultural Center is necessary prec1 isely bec.a~se these
' policies and regulations have e.,xcluded· and/or subordina ted the interests of black p eople;; it is imperative , th a t nevI policies and r ,egulations, ones that are defined and implemented primarily through the black per; specti ve be found. Provided that the specifications outlined in our
----
.... " letter of Narch 11 are met in toto, a working group designed to i m ple..c. '
~
•
these criteria is acceptable to SASS. However, the distinction you have made beh/een determination of and determination , of access t 'o the center, breadth of partiin its acti vi ties, -and methods; of funding the center and its fact no distinction at all. ' The
co~cepts
of self-
are crucial components of ' our pOSition, and if they ' are Swarthmore ,College, ( as is' seemingly 'indicated
.
'
,
~ake
;,!:·t 'o. exist'
" .
' .
he~e
,"
.~'
this in a
~e~
dig~
"
that it is •.
.&/~~
~cr.;,
' :' , ..1::'
, . p·.u ppets in 'a black play wri
'
tten',·· ~ed
', " ..
~le refuse
~~
~ot
possible for black people to be cast as black
and \ old out to white people: .. . . ..
for
the~l~~k
cOlllllluni t y.
1.
.
;.<'
,. '
•.
.'.
. 2..",
,
j
I,. "
�SASS
SU)(lrtiL?17orr; . Afro-AmeriaI1l Stuikllfs' SOcif~J'
Swanblll<)Je College
Swarthmore, PClwiy1vania 19081
We are calling a press confer ence to dispel the notion currently propagated throueh
th~
media that the issue of a Black Cultural
~\
Center,operating according to the needs of the Black cocimunity of Swarthmore College is settled;and to inform you that the Black student co mmunity m:E: here,in a sincere effort to resolve these difficulties,s o that we might survive as spiritual,moral,intellectual and social bei ngs at white-defined,white-controlled,and white-dominated Swarthmore Co lleee,are occupying the good Pres ident's office until such time as the le g iti macy of our position is acknowledged in toto,or until we are confront ed with the threat of le gal ,forcible t~movalti.e. i ns titutionalized violence; our sit-in is peaceful,orderly and is reso rted to only after it is clear that the integrity of a philosophy of Black liberation is not repected at
~
white Swarthmore Co lIege .Our repeated attempts to plead rationally,
has fallen on cold,ins ensitive ears;we move now only at the apex of frustr ation and disillusionment.We trust that the public will see that ours is a humane cause. 1)support of Black administra tors 2)support of most Black workers here 3)support of large part of Student body • . 4)we
h ~ve
moved outof the dormitories.
�SASS
S'wartlunorf, .(~fro-~ merimtl
:~ SwarthJllore College 'n. .
I ' .
,/
.~~:'
I
/
'Swarthmore, Pennsylvania 19081
Your let,t er "las conspicuous in its al sence of specifics with ,reference to financial allocations,and its ambiguity and power-oriented
~\
'
.
I
'
'~ euphemisms
are once again indicC3;ti VEil of mpre attempts to avoid total
,
"
commi ttment to' some semblance of black. ,potier and black liberation. The deadline ,is past.
SASS
·1
..... -
I"
....
'j
,r
I
."
)
"
/
.
. I
,)
"
,
,".'
I r·- .
, I,
",j
i,
I
.
"
"
,:
.~
..
"
,'1
,
!
�
Dublin Core
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
A name given to the resource
[Letter from SASS to Robert Cross, 03/13/1970]
Description
An account of the resource
Black Cultural Center
Creator
An entity primarily responsible for making the resource
Swarthmore Afro-American Students' Society
Date
A point or period of time associated with an event in the lifecycle of the resource
03/13/1970
Format
The file format, physical medium, or dimensions of the resource
PDF
1970 sit-in
Black Cultural Center
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/de58a225e176c328c42d593f1e451573.jpg
006013a1d7b8b3773da93cd63b7809b5
Dublin Core
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
A name given to the resource
[Letter from Mary Gatens to Robert Cross, 03/15/1970]
Description
An account of the resource
Black Cultural Center
Creator
An entity primarily responsible for making the resource
Mary Gatens
Date
A point or period of time associated with an event in the lifecycle of the resource
03/15/1970
Format
The file format, physical medium, or dimensions of the resource
JPG
1970 sit-in
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cec03e328f658884a1e20b68492f9090.pdf
2a68cec86f70cd37389d8a2f4f5a6f1f
PDF Text
Text
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
A name given to the resource
Black cultural center demand marked by Swarthmore sit-in
Description
An account of the resource
Black Cultural Center
Creator
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Martha Morris
Date
A point or period of time associated with an event in the lifecycle of the resource
03/14/1970
Format
The file format, physical medium, or dimensions of the resource
PDF
1970 sit-in
Black Cultural Center
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e32670df527f3162b56872aa7c09e58.jpg
b3ca8a96ff647b0f35beb1a9fdee0b76
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
A name given to the resource
Negro History Week
Description
An account of the resource
SASS Material, 1968
Creator
An entity primarily responsible for making the resource
Swarthmore Afro-American Students' Society
Date
A point or period of time associated with an event in the lifecycle of the resource
[02/1967]
Format
The file format, physical medium, or dimensions of the resource
JPG
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2bea8bbb20816a07fd78c63d2cd5000a.jpg
ef5bcc4a47b870dd76cd7994c6e13525
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Swarthmore College Calendar [12/1968 - 01/1969]
Description
An account of the resource
SASS Material, 1968
Creator
An entity primarily responsible for making the resource
[Swarthmore College]
Date
A point or period of time associated with an event in the lifecycle of the resource
[12/20/1968]
Format
The file format, physical medium, or dimensions of the resource
JPG
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f4217218f044c8a3963c99332f98dd76.jpg
3c4de8ac711983dfa69fa1d3a7bf2c9f
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
A name given to the resource
[Courtney Smith's letter of resignation, 07/16/1968]
Description
An account of the resource
SASS Material, 1968
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
07/16/1968
Format
The file format, physical medium, or dimensions of the resource
JPG
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/04fd470ee082e217416ed5d482560869.pdf
6d8ca06199dae6965dc6b5d217505d3a
PDF Text
Text
Swarthmore College
e w
5
n
News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457
for release Wednesday, July 17, 1968
Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he
has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim
as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the
Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to
feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad.
H ORE
H RE O
HO RE
�Page -2-
Courtney Smith For release:
Swarthmore College Wednesday, July 17, 1968
The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year
the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time
in the Critique of a College published in December of 1967.
of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students,
will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some
hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as
he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it."
�Jl QJJ
\iJ)
\LV
lJ)
vVitt Jllh 11 HU IJj! ~ Jll1 J1J,
"A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962
"But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65
~ I
".
I
I
I ,
III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student."
~
-
- --- - ---
\
. .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62
rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ
----- - --.,
-- -~ --
-
"] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s."
-President Courtney Smith, In a ugural :\dclrcss, 1953 .
.. - . . tv
.
_
"The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral
°
l?
- Courtney Smith, ninth president of Swarthmore
1m
''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce."
IfJ {(I'
r' ..lY
"~ ...........I .,'",
~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../
.L:1____ '-' ......... _
"Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings."
-Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059
�J'
"ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." ,
-President Courtney Smith, R ep orto[ the President, 1953-1954
t"
"... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963
,
-w ,r
~
61)
'.. : ih~ 'private
instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62
U tj)
j,
trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great."
. Presidcnt Counney Smith,Alumni Day, 1962 '
which
trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found.
II , . ' , '
-
President Courtney Smith, Alumni Day, 1962
"It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional."
-:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960
a
It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." .
, -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre
':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily
, /In'! \ nr ;,,1
f r ' '''- n .' ''' ''
1n~<
�
Swarthmore College
e w
5
n
News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457
for release Wednesday, July 17, 1968
Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he
has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim
as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the
Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to
feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad.
H ORE
H RE O
HO RE
�Page -2-
Courtney Smith For release:
Swarthmore College Wednesday, July 17, 1968
The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year
the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time
in the Critique of a College published in December of 1967.
of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students,
will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some
hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as
he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it."
�Jl QJJ
\iJ)
\LV
lJ)
vVitt Jllh 11 HU IJj! ~ Jll1 J1J,
"A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962
"But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65
~ I
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III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student."
~
-
- --- - ---
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. .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62
rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ
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"] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s."
-President Courtney Smith, In a ugural :\dclrcss, 1953 .
.. - . . tv
.
_
"The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral
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- Courtney Smith, ninth president of Swarthmore
1m
''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce."
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~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../
.L:1____ '-' ......... _
"Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings."
-Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059
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"ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." ,
-President Courtney Smith, R ep orto[ the President, 1953-1954
t"
"... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963
,
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'.. : ih~ 'private
instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62
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trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great."
. Presidcnt Counney Smith,Alumni Day, 1962 '
which
trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found.
II , . ' , '
-
President Courtney Smith, Alumni Day, 1962
"It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional."
-:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960
a
It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." .
, -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre
':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily
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Dublin Core
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Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
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Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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[Press release regarding Smith's resignation, 07/17/1968]
Description
An account of the resource
SASS Material, 1968
Creator
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Swarthmore College News Office
Date
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07/17/1968
Format
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PDF
President's Office
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bd77c740486e78cc38468d4da3cfc3f6.jpg
cea30a46546f069a9125396b6658b576
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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Admissions
Description
An account of the resource
SASS Material, 1968
Creator
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Frederick Hargadon
Publisher
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The Phoenix
Date
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10/15/1968
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JPG
Black admissions
Frederick Hargadon
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3e197877c2ddef5e59377817f7de1adb.pdf
23e203949ebc7d104557143eea6d91f6
PDF Text
Text
12. -12- 19
-5", .
'1
· The- TolJ.ow+ng,.J,.s. .a,. ..J,.e-tter-f-:rom "S.tuden-t -Counc i ~ to .Mr. Hargadon l'equcnating a formal channel of communications. be t ween the Admissions policy eommittee a nd SASS.
l~
December 1968
To:
Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions
From: Re:
Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention.
Sincerely, Ellen Scha 11 Student Council President
�~ ln~"'-fonowlng
i-s iVl r. 1far gad on'srep1 y
~ecember
dent Council. 13, 1968
To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee
Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time.
3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.)
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'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. )
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The Cnrr;;,;i tt c c h as ' sough t l: he Vi C;1.-7S n f (o ther cnll c ge s and univcrsi ti es r cg2':\! ing t he I1~a tt c r at hand u hc):c the ir c:xp c ricnc~s s eemed a p p rn pri atc on~s fo r us to draw u po n . W have al s o cone sulted wit h v ari n us p rog r ams , c ,g. t h e ABC a nd Tr an s itional Yea r prr~g r ams' f cn- inf r,rmation (n p:r (,' grams o f lhat',',a t u;:-c. We have fo un d 1~ r u r cons ul t in g tha~ it i s v~ry easy t o gai ~ gr ~ at n o mbe n; , )i' subjective op~ n i o ~ ~ s , a n d e xtrcITie':'ydi ffic u lt to g ather a riy h'a r'(~n",sed i nfo:!:Tr a t io[l ',".' : racts c o"ccrning 'pr r,grcs s with ri sk pr \3' gr a ms, dcgre;:: of d i fficulty of :Juch prog r ams, c sp": cially fro m co ll eges s i mi lar in their academic p r og ram t o Swarthmore. W have," \vritt E:n to on ,,-\E:si~:; t o n t Dean o f ",dm i ss i n n s a t Pe nn, cc at t he sug ~~2 s t ioi1 of 3 ~1.SS , actd <'1 :'e cx pc:: c ~ing h i s re ply 'tIi th wha t '~ve r pe r tinent i nfo:C,iJa t iO ll he ]--,a.::; b2 Lhei.':: i ~ on th e s ubj e ct. As f Oi' t he i'1:3Si.;' (,]~'P;:( 30" ~ t:: (; orr, : , , ~n (: (" d by SASS ; I hav" ~ ~;p()k e n with ... 'f\ her and sugge s ted tha t \leo: cOLi id rn-:-·r e app:..-opr~at'~ly draw o n her expe ;:-ti se at NSSFUS after S ,):3 r~hfIi O'.:C itself:, :: I-u· ou t h it ;:; faculty , de r id :u the OHle r (Lcd dc::; :'.-c. c ', of i t s i,L! Tities . (NSSFNS is a cl ea ti ng house "'pr.,;c:: ti ,;n fo r Ne E; "'- O .::;<: u duct s thro u g h o ut . the c o untry.) The t en t ati\i\;; recOlTmlcc-.. d<:,tion,s b2 icg dral,J n up by t he Committee wi 11 be in t h re e par t s : U.) :cecol!1n~l ',da ti ()n s con c e r n ing the: rc> c r uit ment and errol lment cf NegrG stuien t s a t Swar t hmo re ; ( B) r e comme n da_ Ot\s (~once:::nin ~; C PJtfl i: ~ (stedent life ;! a:;pects "f ti th e expede nc esof N c ~~;:'o ~turkn t s i n th2 Co llege; an d (C) recomme nd a t ions c o ncer n i ng t he c or'Lllbu tior_s ~"hici l, the Col\egc mi g h t appropr i a te 11' ;nake to'v2 r d enhanc i ng the op por tuni tics , f o r ' Neg r o stude nt s t o ~ r tend col lege in genera l. I woul d emphas i ze tha t th ~ re comme~c J t i o ns th e Committe e is n ow wo rki ng on will be ten t ative and no n e w ill be a d opte d without the provis i o n of o pp ortu n it i e s fo r fu ll d i sc u ss i o n , by the Negro st u d e nt s a lre a d y he r a . S t ncere ly, Fred A. Hargado n
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12 , 0ec ember, 196 3
To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration.
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Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee
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Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1
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17
December 1968
Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident
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'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council
�
12. -12- 19
-5", .
'1
· The- TolJ.ow+ng,.J,.s. .a,. ..J,.e-tter-f-:rom "S.tuden-t -Counc i ~ to .Mr. Hargadon l'equcnating a formal channel of communications. be t ween the Admissions policy eommittee a nd SASS.
l~
December 1968
To:
Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions
From: Re:
Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention.
Sincerely, Ellen Scha 11 Student Council President
�~ ln~"'-fonowlng
i-s iVl r. 1far gad on'srep1 y
~ecember
dent Council. 13, 1968
To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee
Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time.
3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.)
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'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. )
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The Cnrr;;,;i tt c c h as ' sough t l: he Vi C;1.-7S n f (o ther cnll c ge s and univcrsi ti es r cg2':\! ing t he I1~a tt c r at hand u hc):c the ir c:xp c ricnc~s s eemed a p p rn pri atc on~s fo r us to draw u po n . W have al s o cone sulted wit h v ari n us p rog r ams , c ,g. t h e ABC a nd Tr an s itional Yea r prr~g r ams' f cn- inf r,rmation (n p:r (,' grams o f lhat',',a t u;:-c. We have fo un d 1~ r u r cons ul t in g tha~ it i s v~ry easy t o gai ~ gr ~ at n o mbe n; , )i' subjective op~ n i o ~ ~ s , a n d e xtrcITie':'ydi ffic u lt to g ather a riy h'a r'(~n",sed i nfo:!:Tr a t io[l ',".' : racts c o"ccrning 'pr r,grcs s with ri sk pr \3' gr a ms, dcgre;:: of d i fficulty of :Juch prog r ams, c sp": cially fro m co ll eges s i mi lar in their academic p r og ram t o Swarthmore. W have," \vritt E:n to on ,,-\E:si~:; t o n t Dean o f ",dm i ss i n n s a t Pe nn, cc at t he sug ~~2 s t ioi1 of 3 ~1.SS , actd <'1 :'e cx pc:: c ~ing h i s re ply 'tIi th wha t '~ve r pe r tinent i nfo:C,iJa t iO ll he ]--,a.::; b2 Lhei.':: i ~ on th e s ubj e ct. As f Oi' t he i'1:3Si.;' (,]~'P;:( 30" ~ t:: (; orr, : , , ~n (: (" d by SASS ; I hav" ~ ~;p()k e n with ... 'f\ her and sugge s ted tha t \leo: cOLi id rn-:-·r e app:..-opr~at'~ly draw o n her expe ;:-ti se at NSSFUS after S ,):3 r~hfIi O'.:C itself:, :: I-u· ou t h it ;:; faculty , de r id :u the OHle r (Lcd dc::; :'.-c. c ', of i t s i,L! Tities . (NSSFNS is a cl ea ti ng house "'pr.,;c:: ti ,;n fo r Ne E; "'- O .::;<: u duct s thro u g h o ut . the c o untry.) The t en t ati\i\;; recOlTmlcc-.. d<:,tion,s b2 icg dral,J n up by t he Committee wi 11 be in t h re e par t s : U.) :cecol!1n~l ',da ti ()n s con c e r n ing the: rc> c r uit ment and errol lment cf NegrG stuien t s a t Swar t hmo re ; ( B) r e comme n da_ Ot\s (~once:::nin ~; C PJtfl i: ~ (stedent life ;! a:;pects "f ti th e expede nc esof N c ~~;:'o ~turkn t s i n th2 Co llege; an d (C) recomme nd a t ions c o ncer n i ng t he c or'Lllbu tior_s ~"hici l, the Col\egc mi g h t appropr i a te 11' ;nake to'v2 r d enhanc i ng the op por tuni tics , f o r ' Neg r o stude nt s t o ~ r tend col lege in genera l. I woul d emphas i ze tha t th ~ re comme~c J t i o ns th e Committe e is n ow wo rki ng on will be ten t ative and no n e w ill be a d opte d without the provis i o n of o pp ortu n it i e s fo r fu ll d i sc u ss i o n , by the Negro st u d e nt s a lre a d y he r a . S t ncere ly, Fred A. Hargado n
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12 , 0ec ember, 196 3
To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration.
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Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee
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Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1
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17
December 1968
Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident
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'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council
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Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Friends Historical Library
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[Correspondence between Student Council and Hargadon, 12/1968]
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SASS Material, 1968
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Ellen Schall
Frederick Hargadon
Date
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12/17/1968
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PDF
Black admissions
Frederick Hargadon
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/978ee4bbbcc7ca40e0d6d27bbc125100.jpg
52e1d5e184ce33af9a33ebfb6c1770ca
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Student Takeover Ends at Swarthmore
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SASS Material 1969 (part 2)
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[none]
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[01/17/1969]
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JPG
1969 sit-in
Courtney Smith's death