5 20 115 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ded54afcf475319447342da0941525f2.pdf 71ae7b8548ac29257781474a2b9f600d PDF Text Text ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 Some thoughts regarding Asmaron Legesse's open letter Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Elisa Aseusio 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 Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5435f69c51c43546caca3a24ba049470.pdf 4eb097ab7f0aa67b3b555a66032285c6 PDF Text Text j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � 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 [SASS statement to faculty, 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [03/11/1970] Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/be5b106fbfb27ea142b0a9f449116b29.pdf c451c5d7d2d6b3646410de712e06f195 PDF Text Text <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � 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 [SASS statement 01/09/1969] Description An account of the resource Black Students: African American/Black Studies 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 [01/09/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2e9874367a44bc76021d5e007b345194.jpg e30e0496f19b2d9b26195eaafb27382b 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 [SASS statement 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 03/11/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b10a848078925e5960157210bc12e42e.jpg 14e2b8ab3c3ed5237f4d56317db35735 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 [SASS statement 01/11/1969] Description An account of the resource Black Students: African American/Black Studies 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 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/abdc59038afc72df4a6ff482e5fbad1e.pdf e78666dec50c7e009d76e07be85393a1 PDF Text Text 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � 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 Results of SASS-Faculty Clarification Committee Meetings During the Week of January 19, 1969 Description An account of the resource Black Students: African American/Black Studies 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 01/19/1969 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/39b8846f5664a99603ba8d7b019b3de1.pdf 8f92d6c5fd635e0d68f8ca4488f9275b PDF Text Text REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � 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 Resolutions of the Student Body Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Body 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 PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b419da0259896fcdb225278aa8a3fcf9.jpg 3ab4178b1afbb7ab93e98819f698f949 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 [Radical Caucus statement 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Radical Caucus 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 Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/36208766e8a95915ae7951a5feb02164.pdf 362546b5cd374b24390fc0e5d3922a01 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 Professor Unsurprised by FBI Surveillance Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Paul Levy Kitsi Burkhart Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 03/21/1971 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/610e00a42105585ba09b28eab1f14843.pdf f2ee9c834f5e89d17840602342f03f90 PDF Text Text An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � 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 An Open Letter to the Swarthmore Faculty Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2375e083fe2de1c36394b5704010d061.jpg 1efbb29eb06c9835a9781c6a00aa2b11 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 Open Letter to the Parents of Black Students of Swarthmore College Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource William and Eileen Cline et al Date A point or period of time associated with an event in the lifecycle of the resource [03/14/1970] Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a594bd239a0a34c3d3132e94b07d4eb0.jpg a638847040ec0f62225f3ad73da8d8d7 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 [Open letter from students, 03/14/1970] Creator An entity primarily responsible for making the resource Steve Hanson et al Date A point or period of time associated with an event in the lifecycle of the resource 03/14/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/519ecf6374b749bb3a22b45ef026326e.jpg 579f9e17cab9f89023742684461e3259 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 [Open letter from Robert Cross 03/29/1971] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/29/1971 Format The file format, physical medium, or dimensions of the resource JPG FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f1223bbfac50ad70ba7f597c028de5e.pdf 6e2e4deef4b1ce51b1ab9f733f6c2d47 PDF Text Text SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � 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 [Open Letter from Robert Cross, 04/08/1971] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 04/08/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dd16eafbf15b3504ce85f71c9d5632ba.jpg 98e0f7a09c510d737f96cad871a15d86 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 [Memo re SASS-Faculty liaison committee discussions 01/27/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Linwood Urban et al Date A point or period of time associated with an event in the lifecycle of the resource 01/27/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f932f110f2e0d0755d860957eee01d6.jpg cdae21f5237eecbab6616809e55ac107 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 [Memo from faculty members of the Black Studies Curriculum Committee 03/10/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Asmarom Legesse et al Date A point or period of time associated with an event in the lifecycle of the resource 03/10/1969 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b9e8fb81343c21064111056e9bb26ce1.pdf 6fc0671a4f4347013536219c59201a64 PDF Text Text 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � 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 Statement of American Civil Liberties Union concerning Corporation and Government Recruiters on the College Campus Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource American Civil Liberties Union Date A point or period of time associated with an event in the lifecycle of the resource 10/08/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7594604688c60a5955102b195605d0a0.pdf 9c8458fd698f580c25da16b250cff4b8 PDF Text Text SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � 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 [Memorandum from Swarthmore AAUP 10/21/1968 re hiring next president] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore College AAUP Date A point or period of time associated with an event in the lifecycle of the resource 10/21/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e119c1595cc49fd9baa254c38fb61423.jpg 791cdf6ae21360921318a87cceca3864 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 [Letter to faculty from 6 faculty members, 01/03/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Monroe Beardsley et al Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11be0132aef7f624af872c88e02b5f98.jpg 26e8f49a74511c480215c5c00d69a177 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 [Letter to faculty and administration from 6 faculty members] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Dean Peabody et al 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