4 20 115 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3946a1a3f1df11d55d158a40b560592e.pdf 2281a9f7062746f24b4785acb1d878d8 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. 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 [Invitation to meeting at Media Fellowship House] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Robert Woodson Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Clinton Etheridge Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e142688fb4216d682355c86072bd0a5e.pdf 849b08066cbb97941bfca08ff4997a46 PDF Text Text OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Given to the Press by the News Office] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [Swarthmore College News Office] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e0151b41106ee4f94ca0ffe91d43d63b.pdf f20c4ec7e0f6039a9b131fcbe51f137a PDF Text Text ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College: Ivory Tower in a Class Society Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Frank Ackerman Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dd0a83d34aa082963cacd8d8e22dc55d.jpg e06b93ef5c3452ef16a0de29ef09f152 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty statement 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9cc522c7449b0eddbdb5786eee956cba.jpg a56acce63e00109a34179cf825016dc6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty meeting agenda 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/942487ef1a3784fea0ff3b491ccc81d7.jpg b91cc997e7963cbe79dc266e8ea0b098 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty arrangements regarding registration and final exams, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6c6012d7e843df50ee5fb3a725285eb7.jpg 3117da11d51a4e26d502bca34390b1e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Excerpt from Courtney Smith's Speech to Faculty and Students in Clothier Jan 14 1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a65b973ffda21261ddadee22fe7a0489.jpg b6dc0706533c1907a1c113140c0944eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Another Modest Proposal Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Don Mitchell Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/73a432f3f6d4aa621d4fab31c4b5b490.pdf a3a049313623d2ef7050fa33c2a6a09b PDF Text Text I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). 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" " ·"v,S1!;.S,S ',,' ,T1)I[,i~ , t~i ~h"' T\;tS}c , ~~ tu<;t~~tsJ . ~n,ze~tigatioJ;l" ot , t~e¥ 'po~~i9il$ti~s , ~:t SUDlInE?r ~ro-" ,I , '; ;,~)f.1f.w.'1U'; 01' ~ EtI1; : ex~r:a: ft.ea.:: 7 ' work 'wiph t~es~e~'/ lt6 ' im:(JrQye ,, ~,l9-l,l'~ I , er:e,d.:Lt : ~or l ,'r; , r; , · :tp~'p;n::~!l~ ~t·~lj. ~;nts 'Gak~ne co:urge~a~~:' U", 9£: ,p~ , ~unttnttr :.8eh:ooland~ tllt~r~ ." . " ,f or . rr':e i~hm~p ; ' a ', p i]:aek guj;d~'1.ee eoUs.'"l,s~J19r, anq.aB].ae;k s't'eer' itl,~, ,CqllBl'4 ttee '; / ::f\);r- b"op.bil~p~boti.pg,p" ;ree :"'~~j. tP1ep~~n tIi,e .sou13b: 'a nd W~sj; and o:C ! Plfert-o :a,:icap.~, : ', enF9i:1rtl~rl:~;" o'f m01"e r" tianS,:t'el""&,J.,Q JVni9F , ari'~;6 !~elea~~d a list d!reyo~~hg:~,tion& :i,n~~'udgt~': c : ' :~nroifnlent )of' !" ' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). "-. ,: , ,i)!I\: a:'0trlm91?ehec.~us !e: o.f:. ,SAS.S /t ' ~\1];ta,p.c~; ,SASS r c,:q.a:l'l~enged trh~ 1\.d;ni ,~~rons ' , I ti6)3:rr..it'\],ee,'! t.o', pravideconcre,te ,pro'o f.: bey-end' ITheresaj and 'g~ssi:p. tt , J' - .' . ~,:-/..;I..' : .;;: > .~ ~. ;: /:, :-i / ,' -~.'" -~. ) '. ' ;),... , ' =-" / , ) . ~; ~ :- ~ ,<' ~, ~ ';'ti)~ 1 )-' ';, " , ' . : " ( ' 1,,'Si:;:t'0 $f;t"ectiV'E?I?-y[3s o;t; . ,~.A.,SS r;eqrui:tm~p,t" 'EpffQ:qt's; " th.e,' SA§S , i¢;-pe~ poinA:;e<;ir 0 1l:'\; /" " ' 't;lp:e:p,. all thre~'e ' mp).e :freshman first citsqover! 'd l ~wart-rllllorE? , t):P?d'1l.g~ pAS~I..', <':,, !c: e ;':;!:b/i;~:Q._cifITE?12 ' (}~l,a~;eie;1.~)J,ul:n;bier?:t: Negr0st¥,d,ent~ ' qec~de:d ' t9 :with~,~~t~'()In" : ~:', . 1. _\ . " [iq r.l s:t;;ateI!Ien-cs i:n ('~hef ,.W<:)· rki:q.g :p~per W'h,iCh¢oncerned; sASS,. ' ':page ,, 23~hti+lenSed ' "", \ .:: . . '. )' r,'\ . , . ' .\':,: ;' , , . ' " (, . . ) . , ", ' ,> I, ". I ' ~ '. " " ·"v,S1!;.S,S ',,' ,T1)I[,i~ , t~i ~h"' T\;tS}c , ~~ tu<;t~~tsJ . ~n,ze~tigatioJ;l" ot , t~e¥ 'po~~i9il$ti~s , ~:t SUDlInE?r ~ro-" ,I , '; ;,~)f.1f.w.'1U'; 01' ~ EtI1; : ex~r:a: ft.ea.:: 7 ' work 'wiph t~es~e~'/ lt6 ' im:(JrQye ,, ~,l9-l,l'~ I , er:e,d.:Lt : ~or l ,'r; , r; , · :tp~'p;n::~!l~ ~t·~lj. ~;nts 'Gak~ne co:urge~a~~:' U", 9£: ,p~ , ~unttnttr :.8eh:ooland~ tllt~r~ ." . " ,f or . rr':e i~hm~p ; ' a ', p i]:aek guj;d~'1.ee eoUs.'"l,s~J19r, anq.aB].ae;k s't'eer' itl,~, ,CqllBl'4 ttee '; / ::f\);r- b"op.bil~p~boti.pg,p" ;ree :"'~~j. tP1ep~~n tIi,e .sou13b: 'a nd W~sj; and o:C ! Plfert-o :a,:icap.~, : ', enF9i:1rtl~rl:~;" o'f m01"e r" tianS,:t'el""&,J.,Q JVni9F , ari'~;6 !~elea~~d a list d!reyo~~hg:~,tion& :i,n~~'udgt~': c : ' :~nroifnlent )of' !" ' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Condensed History of the Swarthmore-SASS Admissions Dispute Description An account of the resource SASS Material 1969 (part 1) 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 [01/1969] Format The file format, physical medium, or dimensions of the resource PDF Black admissions Clinton Etheridge Don Mizell Frederick Hargadon SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/852ab38b2ab01dcd1ed056fbb3dd449f.jpg 6a342a16874f67d279917a43fe74d3bb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Appeal, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a1fee45e896251e74127a02309103b10.jpg 64667fca74037a6b95fb09bb9bff8232 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Announcement of Moderates' Meeting, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Bob Goodman Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/437a6c67a121e7d675a09e637ba2df75.pdf b3a176f5c31567313fa288f995337523 PDF Text Text I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Recommendations concerning Black Admissions Policy Description An account of the resource Ad Hoc Black Admissions Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/05/1970 Format The file format, physical medium, or dimensions of the resource PDF Alan Robin Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell Faculty Franciena King President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/60a0c980c0b07f6278ff7af585dcd57e.pdf c3408bbef234cd9ac0ae6c2aebafe588 PDF Text Text .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . 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This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. 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Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . Ig,J?'"J , I ~ ~ . oth"r• ';: .". ~~~~ d<··~"", ,,·,,, .r1 ~ '.~ o ~ <" rv b ~ th e, ,c' C:'i ~ ion 3 d .. r-T11 1ttee , ·r~';· ~ C'c v ~~'-:CO '.. v ~ v . _~~V~. .~'~ ~ ~:~. ~ .II ~ ·· ".-.; ~ ("~ · ,.l~{ '. t,) ., l"lfl .: 01...- it to l m:r:-L :b..;~, t .. ll!1 ,)tL~:r , a ::Ei.:·L.iol', .; . . . Cl.HCh ... . 2) Th ,: ·~in·61v;:;ion. :-;f .51'1C};: r( o ;:h: :: t [tIl r c l,: v :·:·I.t Lv, O :of cl, :c1sLE ion ;,;.}!~ jn::r r·r.:)c ~·; f] ~' in 'th ~ , co11QE:: . vJh11(; in th e ' future 1W fecI that this ::;)ASS dc:nand 1-;111 be met by th e: ::. p point·,1c'nt of Bl f~ c:{ . f ::-teu1 ty t ,,'. dministra tors i or cou..1'J.sclors t until such ttrr.c ~lS the ;. re ex1sts Z1m~i sufficient bl!:~cJ{ rcrrcscntation 1n the faculty t 'o accomplish adequa.t~ representation of Black interests. this demsndmust b2 ;n,-; t by the . inclu~io:r. of Bla ck 8tudents or outside resource people. acceptable to both SASS and the administr-"tion. . This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. O i..; r int. .. r, ' ;.;t. to b.; ;~", t: I) 11' ortkr to \.: :~-.:::J.nd th~ (ivjrsity 0fth ;.' , t1~(1: r;"t " ol·: 1>.1. , t1c· !,~ .:;· lld to ir~cr: ..Lsc ·" .... . .. +Bl ·e:'7 l>nro11'-lr "r:t "'·~O· ""!. ,c ··11tcJ ., .: " ~"":r'ov :'-' ''''L .~11cr:·; .,:· -~: ;:' d oJ:.:.., r~.'. t~li..(...'r bud?c t 'for th :: :::ic,·~ l.s t: io]'lf~ of'~'i c ( ; 'iii > r~.L r to . fir '.0.1 . it to .-;:':·.:.nc} i t i X',,; C l'1.'.i tf11: ' o ~;· .. r :! tio n~: to i:'!clt\d;:; t t ,. tJoutl-; :c.11;; t ,';! :' 't;~ : t>t J ... . ' . .... _. \., _ ",, 1.. ' •• _, -~ : to , ~ ... . . - 4- ~ of reaching that deCision. , l'; e feel th ", t when this c19riflc9.tion or' S;SS d em~nds is met then the r2structuring Of th e c6ll c ge nec e ssary fo~ the insured inclusion of Black interest will have be en accomplished. Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Additional Proposals for Consideration Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Dan Nussbaum et al Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/484311f343416177be604f3227de425a.pdf d6708fd6a68d2bd80f6198b79128c442 PDF Text Text ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Actions of the Faculty Concerning Black Admissions and Other Relevant Topics Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/66cfd7f4000728f9cb90c2a821944211.pdf 35f2e94222779da15abf29d7a4a16089 PDF Text Text AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Call for Open Discussion Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource PDF Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e6e5da9c263479ff631405e7ad097f1e.pdf d9921f54cf737d47f9086dc4811d7dc8 PDF Text Text IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Suggestion for Discussion Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions post-enrollment support Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b1fceea2f358a88120a7037ffdd08e0f.jpg 6cf553d65bd180918ead1e3792008200 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Student Statement of support Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/69b3a650980918b0286070986d398f2f.jpg 8c28e89bbd82beb0732399f0c331aa4f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 02/23/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 02/23/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0cd30ebe278e4ea954b9b4c72dba00d7.jpg 5f3267bcf99b68a7c740e2c9e8255b03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council Statement 01/06/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/63b8c483c416a63db75035d1f6341f02.jpg 184cee6f9611a3a433baad19e5964bd7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support Student Council