1
20
115
-
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/f570883c23083a22fb79c71d4232e3d7.jpg
988fd8a25329fd357ad861ca1f086fcc
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
Friday's Agenda
Description
An account of the resource
Black Students: African American/Black Studies
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/10/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ee0b62da222a017432d5029136512c03.jpg
c0f311dea69be7232bf43cfab681cda1
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
[Black Student Statement of support, 01/10/1969]
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
An entity primarily responsible for making the resource
Karen Johnson et al
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/10/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Michael Fields
Myra Rose
Sherryl Browne (Graves)
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/780b566903248bdbcc00917976849a23.jpg
8db432869acdcc8218f9fc759c864d5f
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 200 students, 01/11/1969]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/11/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7e827966e56532d5313a9ea7dadb5eee.pdf
e8da4f878846f299642630d817a24ccc
PDF Text
Text
--"" " '@
{6V11f'L-':"L~rJTS
,
,
. ,
.
. ~,
;.... '~.
--
- .;"
or
11ft:
cI/ '
PdCC:IVI'/
" C'C
f-fw'l
QVlc.<;no~~
,,;vt(UIRtf
Jt;rr
{p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : "
I , . ,
,"""
"'",':
/9"
'
\<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12.
;.
'
..
,~.
.
\
,
.. "
"
,",-
. . :".
:..
......
'
_We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS:
'e
,
---_......
".<~
-.,...--,- -
'
..
- ..
we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j
" .;.•
. ... . .J
".........l. ...
• .....
J
..:. .
v ~ ., Y..x-. ''''' .......... __ ...
~
_
_
";
'
.•
p'l'1"J. 'I (J" ' '
J . •
. . .'.~.'
~
-
,
.
.' ........:... -.
.
,
~
,
.,.: ;
The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es.
- -. ~ .---
'l".,:j ;,(;'!(~k po s~i ble dat~~
1)
':Hl;,
of an
'.
{iF FJ(J ' n. t. : ne .n "r~
:) f'fi (>~ r ' \v"h()
. .
~.
'n l~
sJ,<~ l 1.
':~! d~
G ;..; e l i e ';; t bt'>bla ck .,
~
..
'
OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '"
;~
. .. ...
,
.. ;;
'.
' .;.: : '
That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969.
.
.' .
:..
"
That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:"
'>:. .., .\",', '.
" " '", / ' I ,
".; ;
,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :},
"
" ,"', '
'(:_h.~:·~:..;"
/'
, ' ; ~:l ':~,;:i; ,
:_. ,~'"2_
... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~.
•
-
.... . ..
. ...... . -
.
..
.
.
_
.. "
,.
p'
•
"~_
,... ... . .
~
. .. . . ...... . ......
... ~ . ...:. ,.
w 'o •
.
.
,"
�!"
'f:'
.-, .
.'
,"
< ..
F,aculty resolution on numhe r of bla :-k studen'cs to be accepted:
r' ,'
"
..
'
.,
, Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1:
at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975.
~hat
I
.-';:
.
of bl Gck trans f ers ~ith scholarshipso
...
It 1s understood that we accept th e resolution to
..
encoura~e
enrollment .
.'
,
...... 'r '
-' .,
, :- '
The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee
,
ori~inally
Our position i s:
demanded.
reco ~ nize
That the college : charp:er'l 1-'1i th:
a hlack interest commi tte e \'l hich sha ll b e
1)
ohtqlnl ~ ga
2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for
p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s
d e lin ea tion of the ne clslo r-ma kln g proc e ss eR '
the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community.
o
'.
,
.
.:.
. '" . .' , i, --; r
I ' • .
,,, ,\ , , .
.'. .
>
• ;.
1 .~
, ',
'I \
,J
" ,, ~' I, r
f' ,
I
, \
\
.
�-~--
... ...---...~. -
-
.
~
......
' .~
,
\1 "
I.; ~: :.
r f ,O r-,
" f ,'
Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts
~ollowin ~ :
1 ° •
J
.
•
~
1 ','T1'1 i t est url e n t
3 f su:; ulty 1l1cm':lers, one of wnom shall
~
h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives
..
I.'
'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~
It
~s
s8 i~
in accor d
.,
l
•
: "~ ,
.'
conmltt ee ' s pol\rtes
,i
• • ,J
un,1ers toori Poc
th ~\t
~upportlve
I,
. the
Ar1
pro~r~ms are PI " c1.-: ,6(1111. ISS
thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee.
at prcsent fr eohmcn p so
�.
'.
"
"':" > ' : .
;~
,",-
~l
1,
~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~
•.• .... .•
if i ; ) ,'.'
'.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . .
' . t "
.
.
~
,
I'
' @)
....,..
..
:".,
....~",
.:",
~he
·;l
J
?,:'... . . ..
g .
0.
.
;:.;
~
".-
,
;', ; . i
i
.
t' Oi • of · Rt!- tid
t <; hr)r: " I,.-:.C.,-
,- " . " .' , . .... :) . •
• ,'J .-
..
..
'
~
..",:""'. ..;
:\\:-". ::B 'J ' '1
,
... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.:
. .r·'; nl"'··P·O'- c.i •e ·:
~
r
t. 'o'\~l<- t.bi ~'
:
C01':"11tt'c e' corlsist of, 3 faculty
hie nibG:r$~
.-
~~:
' ..
,
'.~
i
.
.' " t·,
;" :, ;':; c ) ..-,1:hn';' c
. by'
1 .)
t.h~ 'committ.e e:,
~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e
" ' , "
v.:i 11'b/
Ad H, .
chosen fromt he c
rJ '
orr.~}.:~~e&
',.i .'-
,; '
-"
. .{ ' .
c 81 " ;' .I_.:)C/(
".' n 1
I· ~
'.~
d'ml' .,: s)· o n .:> · '11 , -,; . -
'.
~
•
... '
:!
,
'."
,
,r
~
. -) l '
. ;"
: i nvo Hied in ev a 1 uating blacl(
'j: 2)
a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular
me~ he rship
To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards
. 1
to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, .
?,;., >; .~
.. ' . 3 )
~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.(
,.
of tS~ stand ing
," -
To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~
."
.' ,-
(1'.:-'
~l?,~:o.'" .
;1.• ~,.. ~ !
• -•. ~ ,.;. :
f/y ~~'l
r.~.1
.
~.
",
r
';',
~~. '~ :;'J
~;.~;~; l
,,..."".:::~ J ~";
~;'t;:;;~ '~"'1 r ··{ ~~,~
i;~f:~li
""'-":
.... ,i
;~':l( , "
.: ,:,.-
.
,
,
�.,. ' .~ -V!J ' " /;~,; ~ ~.
'1_ "
"~.,'
~" : .~
AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __
':.}~1
.,.1%:'
~ '
~
?'i", ,~,1~~;~,.~:;l'~,eJ
The
~aculty
w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' ,
-
.~
' .i ,
.e'
t,tJ - - - - - - - -
C 1 l
~ ,
t
t: .
~~; . ~ '\~ .
~l; '
11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea.
D(v.!""!::!~~l'
(,)
.__ .. _ . ..- .. -.....
has resolved that:
'~.
i?'1 ~:,, ~1 v·':
i~
j~
t~l
'~.:
f~i
. ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. ,
:, ~
.: ..
~~J
.•..
':t.:~ j
." "'-t.
'.'
; , .,
., .. ..
/J.:1
.,'.;
\....
J'"
.- :
"
:' .-'
>.!>
'. '
r.
",I
;"
,
",
.
'.:~'
' --,
,
.'.,.
r~ .
'" ,\ ,
.
'.~
i
, ;
t.,.
)",
< '"
"'i '
t o'
:
\"
�
--"" " '@
{6V11f'L-':"L~rJTS
,
,
. ,
.
. ~,
;.... '~.
--
- .;"
or
11ft:
cI/ '
PdCC:IVI'/
" C'C
f-fw'l
QVlc.<;no~~
,,;vt(UIRtf
Jt;rr
{p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : "
I , . ,
,"""
"'",':
/9"
'
\<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12.
;.
'
..
,~.
.
\
,
.. "
"
,",-
. . :".
:..
......
'
_We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS:
'e
,
---_......
".<~
-.,...--,- -
'
..
- ..
we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j
" .;.•
. ... . .J
".........l. ...
• .....
J
..:. .
v ~ ., Y..x-. ''''' .......... __ ...
~
_
_
";
'
.•
p'l'1"J. 'I (J" ' '
J . •
. . .'.~.'
~
-
,
.
.' ........:... -.
.
,
~
,
.,.: ;
The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es.
- -. ~ .---
'l".,:j ;,(;'!(~k po s~i ble dat~~
1)
':Hl;,
of an
'.
{iF FJ(J ' n. t. : ne .n "r~
:) f'fi (>~ r ' \v"h()
. .
~.
'n l~
sJ,<~ l 1.
':~! d~
G ;..; e l i e ';; t bt'>bla ck .,
~
..
'
OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '"
;~
. .. ...
,
.. ;;
'.
' .;.: : '
That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969.
.
.' .
:..
"
That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:"
'>:. .., .\",', '.
" " '", / ' I ,
".; ;
,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :},
"
" ,"', '
'(:_h.~:·~:..;"
/'
, ' ; ~:l ':~,;:i; ,
:_. ,~'"2_
... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~.
•
-
.... . ..
. ...... . -
.
..
.
.
_
.. "
,.
p'
•
"~_
,... ... . .
~
. .. . . ...... . ......
... ~ . ...:. ,.
w 'o •
.
.
,"
�!"
'f:'
.-, .
.'
,"
< ..
F,aculty resolution on numhe r of bla :-k studen'cs to be accepted:
r' ,'
"
..
'
.,
, Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1:
at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975.
~hat
I
.-';:
.
of bl Gck trans f ers ~ith scholarshipso
...
It 1s understood that we accept th e resolution to
..
encoura~e
enrollment .
.'
,
...... 'r '
-' .,
, :- '
The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee
,
ori~inally
Our position i s:
demanded.
reco ~ nize
That the college : charp:er'l 1-'1i th:
a hlack interest commi tte e \'l hich sha ll b e
1)
ohtqlnl ~ ga
2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for
p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s
d e lin ea tion of the ne clslo r-ma kln g proc e ss eR '
the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community.
o
'.
,
.
.:.
. '" . .' , i, --; r
I ' • .
,,, ,\ , , .
.'. .
>
• ;.
1 .~
, ',
'I \
,J
" ,, ~' I, r
f' ,
I
, \
\
.
�-~--
... ...---...~. -
-
.
~
......
' .~
,
\1 "
I.; ~: :.
r f ,O r-,
" f ,'
Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts
~ollowin ~ :
1 ° •
J
.
•
~
1 ','T1'1 i t est url e n t
3 f su:; ulty 1l1cm':lers, one of wnom shall
~
h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives
..
I.'
'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~
It
~s
s8 i~
in accor d
.,
l
•
: "~ ,
.'
conmltt ee ' s pol\rtes
,i
• • ,J
un,1ers toori Poc
th ~\t
~upportlve
I,
. the
Ar1
pro~r~ms are PI " c1.-: ,6(1111. ISS
thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee.
at prcsent fr eohmcn p so
�.
'.
"
"':" > ' : .
;~
,",-
~l
1,
~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~
•.• .... .•
if i ; ) ,'.'
'.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . .
' . t "
.
.
~
,
I'
' @)
....,..
..
:".,
....~",
.:",
~he
·;l
J
?,:'... . . ..
g .
0.
.
;:.;
~
".-
,
;', ; . i
i
.
t' Oi • of · Rt!- tid
t <; hr)r: " I,.-:.C.,-
,- " . " .' , . .... :) . •
• ,'J .-
..
..
'
~
..",:""'. ..;
:\\:-". ::B 'J ' '1
,
... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.:
. .r·'; nl"'··P·O'- c.i •e ·:
~
r
t. 'o'\~l<- t.bi ~'
:
C01':"11tt'c e' corlsist of, 3 faculty
hie nibG:r$~
.-
~~:
' ..
,
'.~
i
.
.' " t·,
;" :, ;':; c ) ..-,1:hn';' c
. by'
1 .)
t.h~ 'committ.e e:,
~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e
" ' , "
v.:i 11'b/
Ad H, .
chosen fromt he c
rJ '
orr.~}.:~~e&
',.i .'-
,; '
-"
. .{ ' .
c 81 " ;' .I_.:)C/(
".' n 1
I· ~
'.~
d'ml' .,: s)· o n .:> · '11 , -,; . -
'.
~
•
... '
:!
,
'."
,
,r
~
. -) l '
. ;"
: i nvo Hied in ev a 1 uating blacl(
'j: 2)
a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular
me~ he rship
To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards
. 1
to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, .
?,;., >; .~
.. ' . 3 )
~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.(
,.
of tS~ stand ing
," -
To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~
."
.' ,-
(1'.:-'
~l?,~:o.'" .
;1.• ~,.. ~ !
• -•. ~ ,.;. :
f/y ~~'l
r.~.1
.
~.
",
r
';',
~~. '~ :;'J
~;.~;~; l
,,..."".:::~ J ~";
~;'t;:;;~ '~"'1 r ··{ ~~,~
i;~f:~li
""'-":
.... ,i
;~':l( , "
.: ,:,.-
.
,
,
�.,. ' .~ -V!J ' " /;~,; ~ ~.
'1_ "
"~.,'
~" : .~
AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __
':.}~1
.,.1%:'
~ '
~
?'i", ,~,1~~;~,.~:;l'~,eJ
The
~aculty
w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' ,
-
.~
' .i ,
.e'
t,tJ - - - - - - - -
C 1 l
~ ,
t
t: .
~~; . ~ '\~ .
~l; '
11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea.
D(v.!""!::!~~l'
(,)
.__ .. _ . ..- .. -.....
has resolved that:
'~.
i?'1 ~:,, ~1 v·':
i~
j~
t~l
'~.:
f~i
. ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. ,
:, ~
.: ..
~~J
.•..
':t.:~ j
." "'-t.
'.'
; , .,
., .. ..
/J.:1
.,'.;
\....
J'"
.- :
"
:' .-'
>.!>
'. '
r.
",I
;"
,
",
.
'.:~'
' --,
,
.'.,.
r~ .
'" ,\ ,
.
'.~
i
, ;
t.,.
)",
< '"
"'i '
t o'
:
\"
�
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 response to faculty resolutions]
Description
An account of the resource
SASS Material 1969 (part 2)
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
[01/12/1969]
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Faculty
post-enrollment support
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e6e5da9c263479ff631405e7ad097f1e.pdf
d9921f54cf737d47f9086dc4811d7dc8
PDF Text
Text
IV.D
SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. -
I.
We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates.
II.
II.A.
III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions.
�IV.
We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods.
V.
�(21)
VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members.
VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time.
-- -
�·' "
'-;
WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis
T.
III.
IV.
That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote •
. . ,; -< :
!, ;, ; .:
~:
VI.
:-
"
�Proposa l s Concernin~ The Actions of SASS and the Course of College Life
I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et.
2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration
as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals.
~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. .
3. We oon't see any need to
4.
We want to mak e s ure that non-SASS Black stUdents are reuresented or heard.
5.
We suppo r t the r~fus21l by the faculty to be r: oved by threats.
II. · Pro and Con
a0 ~ inistration
and the
1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess.
�
IV.D
SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. -
I.
We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates.
II.
II.A.
III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions.
�IV.
We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods.
V.
�(21)
VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members.
VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time.
-- -
�·' "
'-;
WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis
T.
III.
IV.
That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote •
. . ,; -< :
!, ;, ; .:
~:
VI.
:-
"
�Proposa l s Concernin~ The Actions of SASS and the Course of College Life
I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et.
2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration
as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals.
~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. .
3. We oon't see any need to
4.
We want to mak e s ure that non-SASS Black stUdents are reuresented or heard.
5.
We suppo r t the r~fus21l by the faculty to be r: oved by threats.
II. · Pro and Con
a0 ~ inistration
and the
1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suggestion for Discussion
Description
An account of the resource
Black Students: African American/Black Studies
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/13/1969]
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
post-enrollment support
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f593fcdc84c08cd4c917d65d29c196ec.jpg
6b9674860364b32af8959742901dcbfa
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
[Black student statement of support, 01/13/1969]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
Mike Fields, et al
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/13/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Black admissions
Michael Fields
Myra Rose
SASS
Sherryl Browne (Graves)
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/728f62e9e52e91d64729742a6c02b67d.jpg
1cc2222e014df6c2fe204d029bdc589b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Student Council Statement, 01/16/1969]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
Ellen Schall
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/16/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
Courtney Smith's death
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/978ee4bbbcc7ca40e0d6d27bbc125100.jpg
52e1d5e184ce33af9a33ebfb6c1770ca
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Student Takeover Ends at Swarthmore
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/17/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Courtney Smith's death
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3ae4380663b63baee314b3fbe53d8458.jpg
8ac44c2e051d24e194c5af8efed6481c
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
[Schedule of speakers at Courtney Smith's memorial]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/19/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
Courtney Smith's death
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/77cc6da113aae94bd0c2c79569b1b98d.jpg
7235febf8fc42a431c757b0b14d71490
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Announcement of Dialogue for Truth and Understanding 01/1969]
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
Student Council
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
Black admissions
SASS
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fa0d28d560db6c799a176ccc036a5060.jpg
6275fa8ce11b23add2c1496355b510a0
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
Concerning SASS' Priorities
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
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
Black admissions
post-enrollment support
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f426a28cb85cbd72056e1c521dfb7df9.jpg
568b77a1c4f98fe0391fb1d938243657
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 from SASS to administration and faculty, 01/1969]
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
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
Black admissions
SASS
-
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
-
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/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/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/b1fceea2f358a88120a7037ffdd08e0f.jpg
6cf553d65bd180918ead1e3792008200
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Student Statement of support
Description
An account of the resource
Black Students: African American/Black Studies
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a1fee45e896251e74127a02309103b10.jpg
64667fca74037a6b95fb09bb9bff8232
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Announcement of Moderates' Meeting, 01/1969]
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
An entity primarily responsible for making the resource
Bob Goodman
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/852ab38b2ab01dcd1ed056fbb3dd449f.jpg
6a342a16874f67d279917a43fe74d3bb
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Student Appeal, 01/1969]
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
An entity primarily responsible for making the resource
[none]
Date
A point or period of time associated with an event in the lifecycle of the resource
[01/1969]
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Student Body