11
20
962
-
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d73c2ca8875eeb213fc7959d2b5c7efa
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Title
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
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Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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Swarthmore Offers to Take More Negroes
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
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Francis Geary
Publisher
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Philadelphia Bulletin
Date
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01/11/1969
Format
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JPG
1969 sit-in
Black admissions
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c9e11c930e7c7a54dfe5dfc97f8f67d8.jpg
f1e98bf5f338ee39c04e0926c40e10e2
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
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Protest at Swarthmore
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
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[none]
Publisher
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The New York Times
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
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f3f6c49c9751100937849a501c6f7eb9.pdf
a0eb54cd9576f8981133aeb72a5f09f5
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Title
A name given to the resource
Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr.
Source
A related resource from which the described resource is derived
Franklin and Marshall
Christopher Raab
Description
An account of the resource
During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
A name given to the resource
Sam Jordan on Scene at Swarthmore Clash
Date
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01/11/1969
Format
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PDF
Creator
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Daily Intelligencer Journal
Samuel Jordan Jr.
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e4d90a418986f7e7f69ac1cb4acc2f0d.pdf
5cad3bad5e0a02b18ccdbc0751f895c0
PDF Text
Text
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/
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,
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,
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Swarthmore College SHart,h mor8 Pennsylvania 12 January' 1969 Faculty meeting morning 12 Jamuary 1969
The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) it resolved that 'the col leg e enter irtto negotiations with institutions at present conducting summe r cnric,hment o r l:l:1.im'D~X reinforceme nt programs ,for entering freshmen, so that students accepted qy SHarthmore for th e academic year 19691970 tv-ho need this preparation may attend such a program. 2) ' It resolved that the coll ege recruit, ,\ encourage the enrolment of, black student~ "from community and junior colleg es, and remain open to black transfer students from four year colleges. Financial aid Hill be available to such students t'7here, appropriate. 3) The faculty decided not to discuss the question of holding classes at thi s time. [In so acting , it Has the sense of the meeting that th e faculty would discuss this issu e during its afternoon meeting today, when it has a better idea of the }immx Bmountof work it can complete during this meet in g.i] 4) It resolved tha t the college endeavor to enhance opportunities for all black students to attend college: that it should in con s ultation v7ith the Ad _~o<:. Black Admis sions Committee a) continue to support and maintain an upward bound program. b) consider· the use of its f ad, lities during the summe r for the establishment of a program similar in na ture to the ABC prog ram . c) establish a commi ttee of interested faculty and students to explore the possibility of establishing a one-ev e ning-a -we ek s eminar program on the c ampus for able, socioc economically deprived 11th and /o r l~th grade students from local secondary schoolg . d) continued its participation in programs . eg, the KBiluHDXX College Bound Co rporation of Philadelphia, whose efforts ~re exp ended on beh a lf of incr easing the number of s econdary school graduates in the area that goon to college. e) undert ake negotiations Hith several private secon~ary schoQls to arrange tha t black studc"nts applying to S~·wrthm or e for Scptember, 1969, Hhoneed further 'preparation, may attend such a school on a scholarship basis for one year prior to "entering a college.
tl rJ r,
,
I
Amplification: 1) The action of the faculty this morning uas addressed to the substance of d" emands or prop osa ls in th e tHO above-mentioned~rcports as follo ws : a) Resolution l(a bov c )p c rt ains to SASS dema nd b. pg . 1 of the 23 Dec embe r 1968 set of demands . Th e t erm 'risk' 'vas deleted bec ausE' of its unfortunate connota tion s , anel the ,.;orels '\-7b o need this pl'eparation ' Here in ser t e d so th at it not be prejudge d uho might or might not enter such a progr3111 . b) Ref~o lution 2( above )p e rtains <I to SASS d emand f, PR. 2.23 December docume nt. In ch ang in g th e \wnling , the fa cu lty uishec1 to di stingu i sh betH e en" tHO year colleges (coimnul)it)' coll er,e s anel :i unior coll ep,e$ )cmd re gula r four year c:ollcgcs . It Hi s h eel also to" avoid any connota tion of raidirig th e latt e r, ",11:1.1e siinu ltc1.11 eo usly inc1i.cati1l8 receptivity to applications fro m students of such SC1100ls. 1~e facul ty also wished not to i1ggr.-1Vi1te the br ain drain fro m bl ack fOUl: year colleges . Fin i1 11y, th e f 3c ulty Hishcs to point o'lt tll at fin :11lcial ai. el h as ahlays been i mmc dirltely ava il ab l(~ to cnterin :; student s from tHO year collcr.es, nnc1 31so to tho se fro m four year coll eges Hhc:n
�• • ,r•• • •
12 January 196 9(mornins ) Faculty meeting no question of competing fin a ncially for ent~rirtg stlldents was involved. e) Re s olution 4(above)pert a ins SASS demand c, pg. 1, 23 Decemb e r document, and Admis sions Policy Committee report (of 30 December 1968), Pi> 9, recommendations A,B,C,D. The intention of the faculty ill this resolution wa s to propose me as ures ",hich addre ss the problems of black education in the broader society, ",ithout precluding otller possible measures. The. faculty wishes to note that it has .expancled SASS demands to cinclude shcolarship programs which already exist, under the sponsorship of the private s~hools in question. 2) Nr. Leg esse is in cornmunication \vith SASS in his r:: capacity of liaison .
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3) The faculty has scheduled its next meeting for 3:30 tllisafternoon. The agenda for this meeting includes(this agenda is tenative): A) Admissions Policy Committee report proposals that there bEl informal process e s ~lereby the felt needs of black students can find expression and support, and that more programs be arranged "'hich, while open to all, will be largely black in orienta tion. B) The fundin g of already resolved programs. C) The second(9 January 1969) Bfx9~g2xclHnHnclsx set of SASS demands.
I
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Limvood Urhan James Hood -Asmarom Legesse Steven Piker
"
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Faculty meeting
12 January 1969
afternoon
I
Tlte f aculty continued it s discussion of the SASS demands and th e Admission s Policy Report , and took th e foD.oHin g action:
1) The follO'i·, ing resolution HtiS passe d: ~lmxx<~ra.J3:i: yxux gr;:sx :kht!xsxl1r1t:!Ht(X}.: rmmlX};X,mdxG:!;h The faculty urges the st ud en t council and other organ izations to be constantly aware of t h e n eed to piovide support for activi ti es which, ~~il e open to the e ntire stud ent body , Hou.i.d b e l arge ly b l .ack in orien t ation (APC report, pg . 11, C).
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2) As an ammendment to a ~esolution passed on 11 January establishin~ the Ad Hoc bl ack admissions c ommitte:c, ' section D, 2, the follmving Has passed this afternoon: 'Sp eci fic a lly the co~uitte e shall alsorevie0 an d make recommendations conc erhing the coll eg e' s geOgraphical patte r n of recr~itment of black and other m±nn±xi:k,x minority group students.' Th:i.s pertains to SASS d emand , pg. 2, B, of the 23 December communication.
3) As an ammendment to D3 of the same previously passe d resolution, the follmving ammenclment was pas se d today: to add th e words*x ~E~mu~ndxx 'and r e commend' following the word 'consider ' in th e original resolution.
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As an ammenciment > section E of the same resolution Has changed as folloHs:
the Hord ·
'p rofessj.onaJ. Ii! vlh ich occurs b ef ore the 'vord 'consultant " vas deleted.
5) As .all ammendment to th e fourth resolution passed by th e faculty on 10 J C'.c.Tmary , the words ' ~o-called ri sk ' Here removed; and, after the phra se 'b lack i tud ents ,' the Hords 'whose qualifications are outsid e norma l admissions c r iteria ' Here in serte d.
:{~~hn x?11l\:~1~j::.xf.{~}!}':xarJl?)1~!T!;lrll'}}~:t~EX~·Z~X}~)~J].R.Rai::~~ T:H:1x:;~rt X)': [xEflEn~:s_ i.~ Xhf:lx I~ BirnEiHH*x (0 f the s e anllncl1.dlnen t Sit 11 e middl e two - 3 and 4, above - were ennacted in response to cmnmunicat ion fro m SASS . The alllmei1c1mcnt pertaining t o ' geographical pa tt erns of r e cru:i.tmen t' \Vas pass e d Lecau s (~ :a nunber o f th e f acu lty felt that th ere Here many unansHered mechardcal questions in thi s area , and ,·!lshed to leave specific determinntion to the Ad lioc: admissions co mmittee, ",ithin \-7hose ran8 €: of competence such problems \-lould fall . )
6) The faculty urged~ in the form of a re so lution, that th e President and the boarD secure funds to carry out the recommendations of the fa.cuity, b ased on the SASS communication o f
23 Dec emb(~r and the repol't of the Admissions c ornmit t ee ; the facul.ty r ecognizes th at such a cours e requir es a r eap praisa l of budget ar y and fund-r 8:i.s in~ priorities.
The f acul ty moved to send a d e le Ba ti on to the st udent p].enary session this evening to t hat cl as ses Hill' be held ton,or rm-T at the dj sCi.'C'tion of the :i.nstructors ; a nd that: th e f aculty ui l l c,ontinu e its meetings this evening ~lt e: 30 .
7)
an nO lll1C 2 '.·lh3 L th e faculty has do ne today;
,
i ~
Lim-lOOd Urh~m
JC:lTI1CS
Pooel
Stev en Piker
�At its M eeting on Saturda~ morning, 11 Janu ar y ~ 1969, the ' {aGul ty p a~sed the following motion~ .
A) T o facilita~the establishment of ·this committee g t he faculty r ecommen ds the promp t e sta blishment of an Ad Hoc Bl ack Admis sions Commi t tee,
B)
rep EGsentatives of each group to be chosen by tha t
5 student s i ncl ud i ng represerrGa ·('1 on of SASS 9 2 administrato rs 9 t,ne
group~
We prop ose that this Commit tee consist of 3 faculty
~embersg
C) The dairm an of 'chis commit:tee will be C bO~3Gn frorn the commi tte8 b y th e cornrrli tte e.o
COT,rimi ttee are t he following.;
D)
Among the respo nsibi lities of the Ad Hoc Black Admissions
1) To se ek out and recommend appo ; ntment at the earliest possible date, of an Admissions Officer who shall be black o
~. rro J..' C>1r~ e'·r -!) .i t.::.-:>'.:;.t.1 ~ (."'\...1 .. l' S" ·1' o ~ c.: st Cl ...n~ d (..1.1- U !:.;, c; r'1\... 'p"'o" C! t..r1.1 ;~... \~ I...." " ......... !:l ~'·m _ ! '" " ·",. ,1~' rl' ,..., '" -t- 2 ) h . ~~, r' '0' "-"',., 0__ t..·v ... • 1 , . ~ •. , . ... ' . J .nVO_'l.'8a :Ln eva 1 ua '" :t.ng "1 ac.{ "J:1 c o.. 1 1:{TI:0! appj.learn::. s . Ico rec:ommena st.,anoc\:ccls "1 r' '"'1D I ·L'; v . t"-"In~ ~ 71 r- ~~'~~"c~ 8 ! 0' p .. oced'Jrc:~"" ~-o 'o ~:. e'l -) ..J. 0(1 ,leo bl"'cK- C·1-·, _~.".c:._ ll,,;> 9 o. \..\ ••. • T ) eu: .,J. C"'j "'l p. ~<:: , ' - c\ •. ~-\Dl"i r~;"'·fl-!··<''' '-.~;;:> v ~ U_._'.J
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to propose means for implementing black admissions policyo
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It, 1.s und erstood that this corn:miVi:.ee be f :re,? to make u se of
ou~sid e
professional consultantso
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Swarthmore College SHart,h mor8 Pennsylvania 12 January' 1969 Faculty meeting morning 12 Jamuary 1969
The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) it resolved that 'the col leg e enter irtto negotiations with institutions at present conducting summe r cnric,hment o r l:l:1.im'D~X reinforceme nt programs ,for entering freshmen, so that students accepted qy SHarthmore for th e academic year 19691970 tv-ho need this preparation may attend such a program. 2) ' It resolved that the coll ege recruit, ,\ encourage the enrolment of, black student~ "from community and junior colleg es, and remain open to black transfer students from four year colleges. Financial aid Hill be available to such students t'7here, appropriate. 3) The faculty decided not to discuss the question of holding classes at thi s time. [In so acting , it Has the sense of the meeting that th e faculty would discuss this issu e during its afternoon meeting today, when it has a better idea of the }immx Bmountof work it can complete during this meet in g.i] 4) It resolved tha t the college endeavor to enhance opportunities for all black students to attend college: that it should in con s ultation v7ith the Ad _~o<:. Black Admis sions Committee a) continue to support and maintain an upward bound program. b) consider· the use of its f ad, lities during the summe r for the establishment of a program similar in na ture to the ABC prog ram . c) establish a commi ttee of interested faculty and students to explore the possibility of establishing a one-ev e ning-a -we ek s eminar program on the c ampus for able, socioc economically deprived 11th and /o r l~th grade students from local secondary schoolg . d) continued its participation in programs . eg, the KBiluHDXX College Bound Co rporation of Philadelphia, whose efforts ~re exp ended on beh a lf of incr easing the number of s econdary school graduates in the area that goon to college. e) undert ake negotiations Hith several private secon~ary schoQls to arrange tha t black studc"nts applying to S~·wrthm or e for Scptember, 1969, Hhoneed further 'preparation, may attend such a school on a scholarship basis for one year prior to "entering a college.
tl rJ r,
,
I
Amplification: 1) The action of the faculty this morning uas addressed to the substance of d" emands or prop osa ls in th e tHO above-mentioned~rcports as follo ws : a) Resolution l(a bov c )p c rt ains to SASS dema nd b. pg . 1 of the 23 Dec embe r 1968 set of demands . Th e t erm 'risk' 'vas deleted bec ausE' of its unfortunate connota tion s , anel the ,.;orels '\-7b o need this pl'eparation ' Here in ser t e d so th at it not be prejudge d uho might or might not enter such a progr3111 . b) Ref~o lution 2( above )p e rtains <I to SASS d emand f, PR. 2.23 December docume nt. In ch ang in g th e \wnling , the fa cu lty uishec1 to di stingu i sh betH e en" tHO year colleges (coimnul)it)' coll er,e s anel :i unior coll ep,e$ )cmd re gula r four year c:ollcgcs . It Hi s h eel also to" avoid any connota tion of raidirig th e latt e r, ",11:1.1e siinu ltc1.11 eo usly inc1i.cati1l8 receptivity to applications fro m students of such SC1100ls. 1~e facul ty also wished not to i1ggr.-1Vi1te the br ain drain fro m bl ack fOUl: year colleges . Fin i1 11y, th e f 3c ulty Hishcs to point o'lt tll at fin :11lcial ai. el h as ahlays been i mmc dirltely ava il ab l(~ to cnterin :; student s from tHO year collcr.es, nnc1 31so to tho se fro m four year coll eges Hhc:n
�• • ,r•• • •
12 January 196 9(mornins ) Faculty meeting no question of competing fin a ncially for ent~rirtg stlldents was involved. e) Re s olution 4(above)pert a ins SASS demand c, pg. 1, 23 Decemb e r document, and Admis sions Policy Committee report (of 30 December 1968), Pi> 9, recommendations A,B,C,D. The intention of the faculty ill this resolution wa s to propose me as ures ",hich addre ss the problems of black education in the broader society, ",ithout precluding otller possible measures. The. faculty wishes to note that it has .expancled SASS demands to cinclude shcolarship programs which already exist, under the sponsorship of the private s~hools in question. 2) Nr. Leg esse is in cornmunication \vith SASS in his r:: capacity of liaison .
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3) The faculty has scheduled its next meeting for 3:30 tllisafternoon. The agenda for this meeting includes(this agenda is tenative): A) Admissions Policy Committee report proposals that there bEl informal process e s ~lereby the felt needs of black students can find expression and support, and that more programs be arranged "'hich, while open to all, will be largely black in orienta tion. B) The fundin g of already resolved programs. C) The second(9 January 1969) Bfx9~g2xclHnHnclsx set of SASS demands.
I
!
I I
i
I
Limvood Urhan James Hood -Asmarom Legesse Steven Piker
"
�I
~
I I
I
Faculty meeting
12 January 1969
afternoon
I
Tlte f aculty continued it s discussion of the SASS demands and th e Admission s Policy Report , and took th e foD.oHin g action:
1) The follO'i·, ing resolution HtiS passe d: ~lmxx<~ra.J3:i: yxux gr;:sx :kht!xsxl1r1t:!Ht(X}.: rmmlX};X,mdxG:!;h The faculty urges the st ud en t council and other organ izations to be constantly aware of t h e n eed to piovide support for activi ti es which, ~~il e open to the e ntire stud ent body , Hou.i.d b e l arge ly b l .ack in orien t ation (APC report, pg . 11, C).
!
I
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·1
2) As an ammendment to a ~esolution passed on 11 January establishin~ the Ad Hoc bl ack admissions c ommitte:c, ' section D, 2, the follmving Has passed this afternoon: 'Sp eci fic a lly the co~uitte e shall alsorevie0 an d make recommendations conc erhing the coll eg e' s geOgraphical patte r n of recr~itment of black and other m±nn±xi:k,x minority group students.' Th:i.s pertains to SASS d emand , pg. 2, B, of the 23 December communication.
3) As an ammendment to D3 of the same previously passe d resolution, the follmving ammenclment was pas se d today: to add th e words*x ~E~mu~ndxx 'and r e commend' following the word 'consider ' in th e original resolution.
if)
!
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f
I
As an ammenciment > section E of the same resolution Has changed as folloHs:
the Hord ·
'p rofessj.onaJ. Ii! vlh ich occurs b ef ore the 'vord 'consultant " vas deleted.
5) As .all ammendment to th e fourth resolution passed by th e faculty on 10 J C'.c.Tmary , the words ' ~o-called ri sk ' Here removed; and, after the phra se 'b lack i tud ents ,' the Hords 'whose qualifications are outsid e norma l admissions c r iteria ' Here in serte d.
:{~~hn x?11l\:~1~j::.xf.{~}!}':xarJl?)1~!T!;lrll'}}~:t~EX~·Z~X}~)~J].R.Rai::~~ T:H:1x:;~rt X)': [xEflEn~:s_ i.~ Xhf:lx I~ BirnEiHH*x (0 f the s e anllncl1.dlnen t Sit 11 e middl e two - 3 and 4, above - were ennacted in response to cmnmunicat ion fro m SASS . The alllmei1c1mcnt pertaining t o ' geographical pa tt erns of r e cru:i.tmen t' \Vas pass e d Lecau s (~ :a nunber o f th e f acu lty felt that th ere Here many unansHered mechardcal questions in thi s area , and ,·!lshed to leave specific determinntion to the Ad lioc: admissions co mmittee, ",ithin \-7hose ran8 €: of competence such problems \-lould fall . )
6) The faculty urged~ in the form of a re so lution, that th e President and the boarD secure funds to carry out the recommendations of the fa.cuity, b ased on the SASS communication o f
23 Dec emb(~r and the repol't of the Admissions c ornmit t ee ; the facul.ty r ecognizes th at such a cours e requir es a r eap praisa l of budget ar y and fund-r 8:i.s in~ priorities.
The f acul ty moved to send a d e le Ba ti on to the st udent p].enary session this evening to t hat cl as ses Hill' be held ton,or rm-T at the dj sCi.'C'tion of the :i.nstructors ; a nd that: th e f aculty ui l l c,ontinu e its meetings this evening ~lt e: 30 .
7)
an nO lll1C 2 '.·lh3 L th e faculty has do ne today;
,
i ~
Lim-lOOd Urh~m
JC:lTI1CS
Pooel
Stev en Piker
�At its M eeting on Saturda~ morning, 11 Janu ar y ~ 1969, the ' {aGul ty p a~sed the following motion~ .
A) T o facilita~the establishment of ·this committee g t he faculty r ecommen ds the promp t e sta blishment of an Ad Hoc Bl ack Admis sions Commi t tee,
B)
rep EGsentatives of each group to be chosen by tha t
5 student s i ncl ud i ng represerrGa ·('1 on of SASS 9 2 administrato rs 9 t,ne
group~
We prop ose that this Commit tee consist of 3 faculty
~embersg
C) The dairm an of 'chis commit:tee will be C bO~3Gn frorn the commi tte8 b y th e cornrrli tte e.o
COT,rimi ttee are t he following.;
D)
Among the respo nsibi lities of the Ad Hoc Black Admissions
1) To se ek out and recommend appo ; ntment at the earliest possible date, of an Admissions Officer who shall be black o
~. rro J..' C>1r~ e'·r -!) .i t.::.-:>'.:;.t.1 ~ (."'\...1 .. l' S" ·1' o ~ c.: st Cl ...n~ d (..1.1- U !:.;, c; r'1\... 'p"'o" C! t..r1.1 ;~... \~ I...." " ......... !:l ~'·m _ ! '" " ·",. ,1~' rl' ,..., '" -t- 2 ) h . ~~, r' '0' "-"',., 0__ t..·v ... • 1 , . ~ •. , . ... ' . J .nVO_'l.'8a :Ln eva 1 ua '" :t.ng "1 ac.{ "J:1 c o.. 1 1:{TI:0! appj.learn::. s . Ico rec:ommena st.,anoc\:ccls "1 r' '"'1D I ·L'; v . t"-"In~ ~ 71 r- ~~'~~"c~ 8 ! 0' p .. oced'Jrc:~"" ~-o 'o ~:. e'l -) ..J. 0(1 ,leo bl"'cK- C·1-·, _~.".c:._ ll,,;> 9 o. \..\ ••. • T ) eu: .,J. C"'j "'l p. ~<:: , ' - c\ •. ~-\Dl"i r~;"'·fl-!··<''' '-.~;;:> v ~ U_._'.J
J..
!I-,>
\;....-1-
...I..
v..!.
to propose means for implementing black admissions policyo
Jm ~ ... ~ 'i A Q :..J.."::;:-)_ aD'" 0
.
3)
To consider
})nJ-~ 1" r,-·· U \....oj'
COJ·('·"·I ·l~· ·... ~t;') tlL. u,~· ,,- '"
chan~es
in 'the
.:)
il:1f:~1
membership of the s t.a n.d:i.ng
It, 1.s und erstood that this corn:miVi:.ee be f :re,? to make u se of
ou~sid e
professional consultantso
/
�
Dublin Core
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Title
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
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Friends Historical Library
Text
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Title
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[Faculty actions, 01/12/1969]
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
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Linwood Urban
James Wood
Asmarom Legesse
Steven Piker
Date
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01/12/1969
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PDF
1969 sit-in
Black admissions
Faculty
post-enrollment support
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2ae9cd2515ba62979e459159d237da7e.jpg
d4841c6c05368129dbf1d98c24bd46df
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
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Courtney Smith's statement regarding Drew Pearson's article]
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
Courtney Smith
Date
A point or period of time associated with an event in the lifecycle of the resource
01/12/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/32fd6f0f1ccc0a55303ce2ac55e6fd37.pdf
52cb2618362811d9a74f1604b65d16a4
PDF Text
Text
C /- 12- 1 969..:7
h GEND :., for J anu~J" ry 12 I l cn a ry Mee ting ' ,
"
,
I~
3::q~ l ana tion" of
FI'oc e dure
II. Approv3.l of h ge ndo. III. stn teme nts Conc u rning ' A.ctions of SABS 1. W don 't s ec a ny need to ge t SiaSS out of th e ad mi s Siol1s e Office if this rne c.ns e ithe r i rar.lc dia t e ly a gree ing to thc ! r d em.i_ d s or the us e 'o f outs ide forc e . -!.n
2. w sUPI?ort th e refusa l by to~ a d1,lli,nlst!a tion a nd the e . f...t Lc ~l ty to be move d by threa ts • . .
3. A.
~ie don't SU(' J~ ort SASd' S confpontn tion te.ctics. B. Sit.SS 'S s.ction, its condemna tion of the a <imi11istra tlon a s r a cist a nd totsdly}.Ulrc s ·[~. ons i v a • its de cision to m-::lk e n on-ne gbti£l. bl'e de ma nds , i s a n unjus tifi e d a ction. The ir: ,r e fus a l to l ea v e the :Cid:: :.t issions of f ic e a n d thre a ts cohc ~ rn ltig ' t his ii s only t he begi n':'>'1 ing a r e bla ckm&il a nd i n dire bt Of f osition to c cns tructive co;nmuni ty de cision-making, wh i ch ShSS h Si S s ,,' id 1s one of its g oa ls.
I
.~
,
4.
'~Je ,
do n ot , support [;"n y i::;e rson a l c. tt'a < ks, including t h o s e c on Nr. Ha rg8..don, ~t h ich is to ' s a y \,;e don't sUfport the demand 2 s k ing tha t h e 'b e fir od if th e d ema nds o. r e n t t me t. l<;snt to rnnk e s ure tha t non-81.sS Blc.ck stude nts 8. r e r c r·resentcd o~ h e a rd.
5.
~w
IV. Rema ining SASS Dema nds '
A.., 1. '!he inclusion o~ , 'Bla ck pe ople8. t a ll r e l e v a nt l e v e ls
of 'de cision i}1£"k1ng procc ss in the college . W ile in h the future v!O fe e l tha t this 5i~5 dem nd ~'J ill be me t a by the e,})pointment ' of Bla ck f a culty, a dmi n istra tors or couns (llors, until ,such time a s t h e r e _ exi s ts s uf fi c i e nt Black re ~: res e nta tion in the f 9.culty to' a ccom;:)lish G e q ua t e r e r r es e nt8 tion of Bl a cl{ intGr e s t s , t h i s dc d ID9.n d must be me t by t he inclu sion of Bla ck ~ tu~ ~ outside r e source T o r l e ~, cc c r t '3. bl e to both ~~l\AJC.tth..? Jc l.a~t~, Th iS 1's to insure tha t no d e cision con~e rning Bla ck I-'c ople c a n be made l;"i thout Bl a ck lnt;e r e st be ing r err Of3c nte d in th e r.roc ess of r eaching , tha.'tde cision •.
2. a . Tha t the ii..d Hoc Bla ck Ad:'n issions Committee hnv o the fina l DOli': e r to hire a Bla ck L iIo.ssista nt Dean of l~dinissions a nd dc 'c lde on policy mat te rs •.
At this time the Committe be corn f:;os c d of fou r pe r s ons Lp p01nte d by 3.t\SS, · one f e r s on chos e n from the ,? tudc nt bQdYJ one ' f a cUlty membe r e ndors e d by &bSS, and~ f a culty me mbers c h os e n by the f a Culty! ~ +-u,>o ~ C>~ ~ ~ --i-u' J.'f'"C<~" This committe e shOUld be gl v on ~;olicy-maklng pO'!J'?e r because a t th1s' time 1;his is th e ,o nly vJ'ay in 'Ij<.~hich it is . pos s ible :to a s s UI!e ' ~ Bl~ ck I;e rs ,[,:c ct1 v a on the a dmis s ions problem. B. Tha t no discIplina ry a ction be t ak e n by th e f a culty or a dministra tion' conce rning a nyone conne cte d ,,',1 th file SASS a ction in occupying t he l~dJn issions Offico .'
�v.
Fro·oosa ls .on Stud ent \.Jcek ' a nd Inte rim SenSl. t e .. , A.
~ tudent v"ee k
1. Tha t the f a culty a pprove Ct · th o conclusion of th e L
c dmissions crisis a stude nt we ek to be he ld be fore the end of Fe brua ry to be dlre cte d [..l.t cha n g ing the deci" sion-making proce ss of the Collage . Tha t th e Student Council . be dlr8cted to t,', ork l'· i th the f :;lcul ty to ' organize a body to d e t e rmine the structure of this Stude nt W eek.
�B.
AGENm t
page 2
,
2 ./Ifh!:l t the fa cuI ty commit itself before Student Week to a restructuring of the dec, is1..on~l'c.aking, r rocess of the College .
:. J .
A. Th [: ~ t
the f c,cul ty coromi t i tsolf before Student Week to a studcnt-faculty governing body.
Sen:~':. tc
B.Interim
1. The.,t plenary s 6 ss1oni tonight c:onstder proposals for 8,n interim Studen~~Facul ty ' SenG', t e .
, 2. ResOlved: thc.t a tcm'pora ry d e cision-ma king hody be ' esta'l:;llished;"
£'~ '.
Compositl.oh
" r
(1) 50%
'3~,ud e nts
50% Faculty and Administration
(8.) l/~ of the students v-Ii ll be d es i gns.ted
by SaSS. (b) the Student Council president ex-offiCio. (c) the rema inderof : stud6nts to be chosen immedia tely in ,s: general election of tho student body. ' (d) the l-'resident of the College ex-officio
(e) the rOTfl<S11ndo r of the f a culty a nd a dJrinistra'{flaY
tionto be chosen' i rrUlledia tely in '~ihatevcr they ~lT ish.
q
(2) 40% Students
40% Faculty -- 20% Administration
FJ;\c]llty _
ljJ Admini strn.t.io~
=--=--<
i3--~stud:.e.n-ts - .. 1/~
b. Responsibilities (1) To bring to a n end th e pr e s ent crisis by d e vising tho n e a ns of implementing SaSS d emands. (2) (a) To provide for
:;1
constitutional convention.
(b) To a ct as a constitutiona l convention.
�VI. ~~~ umPtion of ~cademic Busines s
£ }V~e
~ (~ hThat as
\ \\; " ~, r-b."{.J
business of the co-lloge resumes if th e f a culty decides it sh ~ ll.
finish od ~'\i i th the agc ndSi of
the busines s of the
coll~e resv~e , mands to f af 8.cul ty if the culty de
fj... ~SS
'" s a tis,f a c tion. ,'
h ~ Th0, t th e busine ss of the college r eSu..rn,0 if SASS h il s
volunta rily vacated the ' Admissions Office.
\ ~ .3 Tha t
~IfIa f
, ,
the business of th e' CO, lege resume lf the studen ts l decide that the f a culty has S E'- tisf~~t:cblrl\1y r,assed on a ll business. '
£t
mSl.j ority 0 enr agre e s that the Ulty has Co .sid.e r d th C::)Lill , dOL;a. ds ?',nd me t th6se dO! ends to th '" lTIaj or1!ty's s c. t sfa ctio ; and e v (m in th 8 cv.;;:. t , tha t ~ - :'8 does ot f cc its , de mab~s h a ve been me t nns 81~S stl 1 r e fu se to l Si ve t ilG Of f\~e ; cla sses ,\:·: 11 r e sume. ';, "
~he studcn~ ,
l-],;~,cnt
HO't\TC cr, i 3,,~S I'l i11 n r ~i3:1ogue' on r ema ining issue; liT 1 th e f s,culty, stua.cnts liv' illst 3.;Y out of cl- sses. This r e , ircsthat (£'. ) SA;;)S va ca te's th e ad\ ~; issions office a nd (b) the f1 d ;:;lnistrs. tion does not re-ent - th E: a d missions office.
rc,
�AGENlh, page 3
The students believe tha t the injustice of barring student obse rvers from faculty nee tings ha s become l:articul!?, rly obvious in the recent crisis. We fe~l thn t this f~culty a ction violates the stu.ted desire to increase studentfaculty communica tion on the issues. de t he refore protes t the f a culty's decision in f a vor of close d mectinps.
VIII. Next
~eeting
Tha t the next plcrr~ ry s ess ion be scheduled a t the discretion of the Frcs ident of the Student Council, bu# tha:t this mee tin ~: t cke pla ce no l a t e r th0 a ~'!cel{ before tn an esta blish ed student v)(lek.
�.pac '::;...:,lJum:;;
MOTION 1. Main Motion
SECOND DEBAT* REQ'D LBLE Ye s Ye s 1/3 1/3 Yes Ye s Yes Ye s Ye s Ye s Ye s Ye s
~,
AY ttNEND- REQUIRED M INTER* VOTE ABLE RUPT SPEAKER Yes No Ye s No Ye s Ye s Ye s (time ) No No No No Ye s No No Ye s No' No No No No No Majority M jority a M jority a M e.jori ty M jority .e. M jority a 2/3 2/3 M jority : M jority s M jority 8 2/3 2/3 M jority a
r1'?~ jori
..
Ye s Ye s Ye s Ye s Yes Ye s Ye s :KXXNo No ' No Ye s Ye s No No No No No No No No No Yes No Ye s (time )
No No No No No Ye s No No No No No No No' No No Ye s No Ye s Ye s Ye s Ye s 1'-Jo No Ye s
~.
2. TO" po s t pon e indefinite ly 3. To' amend 4. To amend an amendment 5. To r e f e r to a committee 6. To postpone to a c e rta in time 7. To limit or extend debate 8. Previous question 9. To l a y on t a ble lO.To tak e from t a ble 11.To r ec-onslder 1 2 .To rescind
Ye s 13. To suspend the rule s 14.Leave to modify/ No wi thdraw 8 . motion 15.Todivide a Ye s motion 16.0bject to consi- No der ~::t tion of q ues. 17. To' ca ll for a Ye s roll c a ll vote 18.Rise to 8 point No of order or pe.r9 :t~ li ament. ry proc ed. 19. Appe a l a d e cision Ye s of cha ir 20.Call for the orders XRX of th e d ":' y No' 21.Ris e to a que s. No of privilege Ye s 22.To rec e ss 23.To a djourn 24.To fix time for r eassembling Yes Ye s
ty
2/3 1/5 Decision of cha ir M jority a De cision of ch a ir De cision of ch 2.ir M <~ jori ty
Ye s (time ) Yes M jority s (time ) Yes M jority a (time)
�
C /- 12- 1 969..:7
h GEND :., for J anu~J" ry 12 I l cn a ry Mee ting ' ,
"
,
I~
3::q~ l ana tion" of
FI'oc e dure
II. Approv3.l of h ge ndo. III. stn teme nts Conc u rning ' A.ctions of SABS 1. W don 't s ec a ny need to ge t SiaSS out of th e ad mi s Siol1s e Office if this rne c.ns e ithe r i rar.lc dia t e ly a gree ing to thc ! r d em.i_ d s or the us e 'o f outs ide forc e . -!.n
2. w sUPI?ort th e refusa l by to~ a d1,lli,nlst!a tion a nd the e . f...t Lc ~l ty to be move d by threa ts • . .
3. A.
~ie don't SU(' J~ ort SASd' S confpontn tion te.ctics. B. Sit.SS 'S s.ction, its condemna tion of the a <imi11istra tlon a s r a cist a nd totsdly}.Ulrc s ·[~. ons i v a • its de cision to m-::lk e n on-ne gbti£l. bl'e de ma nds , i s a n unjus tifi e d a ction. The ir: ,r e fus a l to l ea v e the :Cid:: :.t issions of f ic e a n d thre a ts cohc ~ rn ltig ' t his ii s only t he begi n':'>'1 ing a r e bla ckm&il a nd i n dire bt Of f osition to c cns tructive co;nmuni ty de cision-making, wh i ch ShSS h Si S s ,,' id 1s one of its g oa ls.
I
.~
,
4.
'~Je ,
do n ot , support [;"n y i::;e rson a l c. tt'a < ks, including t h o s e c on Nr. Ha rg8..don, ~t h ich is to ' s a y \,;e don't sUfport the demand 2 s k ing tha t h e 'b e fir od if th e d ema nds o. r e n t t me t. l<;snt to rnnk e s ure tha t non-81.sS Blc.ck stude nts 8. r e r c r·resentcd o~ h e a rd.
5.
~w
IV. Rema ining SASS Dema nds '
A.., 1. '!he inclusion o~ , 'Bla ck pe ople8. t a ll r e l e v a nt l e v e ls
of 'de cision i}1£"k1ng procc ss in the college . W ile in h the future v!O fe e l tha t this 5i~5 dem nd ~'J ill be me t a by the e,})pointment ' of Bla ck f a culty, a dmi n istra tors or couns (llors, until ,such time a s t h e r e _ exi s ts s uf fi c i e nt Black re ~: res e nta tion in the f 9.culty to' a ccom;:)lish G e q ua t e r e r r es e nt8 tion of Bl a cl{ intGr e s t s , t h i s dc d ID9.n d must be me t by t he inclu sion of Bla ck ~ tu~ ~ outside r e source T o r l e ~, cc c r t '3. bl e to both ~~l\AJC.tth..? Jc l.a~t~, Th iS 1's to insure tha t no d e cision con~e rning Bla ck I-'c ople c a n be made l;"i thout Bl a ck lnt;e r e st be ing r err Of3c nte d in th e r.roc ess of r eaching , tha.'tde cision •.
2. a . Tha t the ii..d Hoc Bla ck Ad:'n issions Committee hnv o the fina l DOli': e r to hire a Bla ck L iIo.ssista nt Dean of l~dinissions a nd dc 'c lde on policy mat te rs •.
At this time the Committe be corn f:;os c d of fou r pe r s ons Lp p01nte d by 3.t\SS, · one f e r s on chos e n from the ,? tudc nt bQdYJ one ' f a cUlty membe r e ndors e d by &bSS, and~ f a culty me mbers c h os e n by the f a Culty! ~ +-u,>o ~ C>~ ~ ~ --i-u' J.'f'"C<~" This committe e shOUld be gl v on ~;olicy-maklng pO'!J'?e r because a t th1s' time 1;his is th e ,o nly vJ'ay in 'Ij<.~hich it is . pos s ible :to a s s UI!e ' ~ Bl~ ck I;e rs ,[,:c ct1 v a on the a dmis s ions problem. B. Tha t no discIplina ry a ction be t ak e n by th e f a culty or a dministra tion' conce rning a nyone conne cte d ,,',1 th file SASS a ction in occupying t he l~dJn issions Offico .'
�v.
Fro·oosa ls .on Stud ent \.Jcek ' a nd Inte rim SenSl. t e .. , A.
~ tudent v"ee k
1. Tha t the f a culty a pprove Ct · th o conclusion of th e L
c dmissions crisis a stude nt we ek to be he ld be fore the end of Fe brua ry to be dlre cte d [..l.t cha n g ing the deci" sion-making proce ss of the Collage . Tha t th e Student Council . be dlr8cted to t,', ork l'· i th the f :;lcul ty to ' organize a body to d e t e rmine the structure of this Stude nt W eek.
�B.
AGENm t
page 2
,
2 ./Ifh!:l t the fa cuI ty commit itself before Student Week to a restructuring of the dec, is1..on~l'c.aking, r rocess of the College .
:. J .
A. Th [: ~ t
the f c,cul ty coromi t i tsolf before Student Week to a studcnt-faculty governing body.
Sen:~':. tc
B.Interim
1. The.,t plenary s 6 ss1oni tonight c:onstder proposals for 8,n interim Studen~~Facul ty ' SenG', t e .
, 2. ResOlved: thc.t a tcm'pora ry d e cision-ma king hody be ' esta'l:;llished;"
£'~ '.
Compositl.oh
" r
(1) 50%
'3~,ud e nts
50% Faculty and Administration
(8.) l/~ of the students v-Ii ll be d es i gns.ted
by SaSS. (b) the Student Council president ex-offiCio. (c) the rema inderof : stud6nts to be chosen immedia tely in ,s: general election of tho student body. ' (d) the l-'resident of the College ex-officio
(e) the rOTfl<S11ndo r of the f a culty a nd a dJrinistra'{flaY
tionto be chosen' i rrUlledia tely in '~ihatevcr they ~lT ish.
q
(2) 40% Students
40% Faculty -- 20% Administration
FJ;\c]llty _
ljJ Admini strn.t.io~
=--=--<
i3--~stud:.e.n-ts - .. 1/~
b. Responsibilities (1) To bring to a n end th e pr e s ent crisis by d e vising tho n e a ns of implementing SaSS d emands. (2) (a) To provide for
:;1
constitutional convention.
(b) To a ct as a constitutiona l convention.
�VI. ~~~ umPtion of ~cademic Busines s
£ }V~e
~ (~ hThat as
\ \\; " ~, r-b."{.J
business of the co-lloge resumes if th e f a culty decides it sh ~ ll.
finish od ~'\i i th the agc ndSi of
the busines s of the
coll~e resv~e , mands to f af 8.cul ty if the culty de
fj... ~SS
'" s a tis,f a c tion. ,'
h ~ Th0, t th e busine ss of the college r eSu..rn,0 if SASS h il s
volunta rily vacated the ' Admissions Office.
\ ~ .3 Tha t
~IfIa f
, ,
the business of th e' CO, lege resume lf the studen ts l decide that the f a culty has S E'- tisf~~t:cblrl\1y r,assed on a ll business. '
£t
mSl.j ority 0 enr agre e s that the Ulty has Co .sid.e r d th C::)Lill , dOL;a. ds ?',nd me t th6se dO! ends to th '" lTIaj or1!ty's s c. t sfa ctio ; and e v (m in th 8 cv.;;:. t , tha t ~ - :'8 does ot f cc its , de mab~s h a ve been me t nns 81~S stl 1 r e fu se to l Si ve t ilG Of f\~e ; cla sses ,\:·: 11 r e sume. ';, "
~he studcn~ ,
l-],;~,cnt
HO't\TC cr, i 3,,~S I'l i11 n r ~i3:1ogue' on r ema ining issue; liT 1 th e f s,culty, stua.cnts liv' illst 3.;Y out of cl- sses. This r e , ircsthat (£'. ) SA;;)S va ca te's th e ad\ ~; issions office a nd (b) the f1 d ;:;lnistrs. tion does not re-ent - th E: a d missions office.
rc,
�AGENlh, page 3
The students believe tha t the injustice of barring student obse rvers from faculty nee tings ha s become l:articul!?, rly obvious in the recent crisis. We fe~l thn t this f~culty a ction violates the stu.ted desire to increase studentfaculty communica tion on the issues. de t he refore protes t the f a culty's decision in f a vor of close d mectinps.
VIII. Next
~eeting
Tha t the next plcrr~ ry s ess ion be scheduled a t the discretion of the Frcs ident of the Student Council, bu# tha:t this mee tin ~: t cke pla ce no l a t e r th0 a ~'!cel{ before tn an esta blish ed student v)(lek.
�.pac '::;...:,lJum:;;
MOTION 1. Main Motion
SECOND DEBAT* REQ'D LBLE Ye s Ye s 1/3 1/3 Yes Ye s Yes Ye s Ye s Ye s Ye s Ye s
~,
AY ttNEND- REQUIRED M INTER* VOTE ABLE RUPT SPEAKER Yes No Ye s No Ye s Ye s Ye s (time ) No No No No Ye s No No Ye s No' No No No No No Majority M jority a M jority a M e.jori ty M jority .e. M jority a 2/3 2/3 M jority : M jority s M jority 8 2/3 2/3 M jority a
r1'?~ jori
..
Ye s Ye s Ye s Ye s Yes Ye s Ye s :KXXNo No ' No Ye s Ye s No No No No No No No No No Yes No Ye s (time )
No No No No No Ye s No No No No No No No' No No Ye s No Ye s Ye s Ye s Ye s 1'-Jo No Ye s
~.
2. TO" po s t pon e indefinite ly 3. To' amend 4. To amend an amendment 5. To r e f e r to a committee 6. To postpone to a c e rta in time 7. To limit or extend debate 8. Previous question 9. To l a y on t a ble lO.To tak e from t a ble 11.To r ec-onslder 1 2 .To rescind
Ye s 13. To suspend the rule s 14.Leave to modify/ No wi thdraw 8 . motion 15.Todivide a Ye s motion 16.0bject to consi- No der ~::t tion of q ues. 17. To' ca ll for a Ye s roll c a ll vote 18.Rise to 8 point No of order or pe.r9 :t~ li ament. ry proc ed. 19. Appe a l a d e cision Ye s of cha ir 20.Call for the orders XRX of th e d ":' y No' 21.Ris e to a que s. No of privilege Ye s 22.To rec e ss 23.To a djourn 24.To fix time for r eassembling Yes Ye s
ty
2/3 1/5 Decision of cha ir M jority a De cision of ch a ir De cision of ch 2.ir M <~ jori ty
Ye s (time ) Yes M jority s (time ) Yes M jority a (time)
�
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Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Friends Historical Library
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Agenda for Jan 12 Plenary Meeting
Description
An account of the resource
Black Students: African American/Black Studies
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[Student Council]
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01/12/1969
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PDF
1969 sit-in
Black admissions
post-enrollment support
Student Body
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/29b790c35296eda3c5603fef87eecc35.pdf
7de2c939248ddde2bc76d4d948a7582c
PDF Text
Text
Swarthmore College Swarthmore Pennsylvania 12 January 1969 . '" Faculty meeting _ morning .... 12 Jamuary 1969
The faculty contin~ed its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the col leg e enter into negotiations with institutions at present conducting summer enric,hme nt o,r ,XRXHl&::.b: reinforceme nt programs for entering freshmen, so that students accepted by Swarthmo£e for the . academic year 19691970 who need this preparation may attend such a program.,
2) ' It resolved that the college recruit,\encourage the enrolme nt of, black students from community and junior colleg es, and ~emain open to black transfer students from four
l'liJ D
j
year colleges.
Financial aid will be available to such students Hhere appropriate.
3) The faculty decided not to discuss the quest ion of holding classes at this time. [In so acting, it Has the sense of the meeting that the faculty Hould discuss this issue during its afternoon meeting today, Hhen it has a bett er idea of the gRM~X smount of work it can complete during this meeting.!] 4) It resolved that the college endeavor to enhance opportunities for all blac k students to attend college: that it should in consultation Hith the Ad Hoc Black Admissions Committee a) continue to support and maintain an uplvard bound program. b) consider the use of its facilities during the sum mer for the establishment of a program similar in nature to the ABC program. c) establish a commit tee of interested faculty and students to explore the possibility of establishing a one-evening-a-~veek seminar pro gram on the campus for able, socio- economically deprived 11th and/or 12th grade students from local seconda ry schools. d) continuelll: its participation in programs, eg, the K~t:h;;gRXX College Bound Corporation of Philade lphia, whose efforts ar e expended on behalf of increasing the number of secondary school graduates in the area that go on to college. e) · undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need furth er preparat ion, may attend such a school on a scholarship basis for one yea r prior to entering a college. Amplifica tion: 1) The action of the faculty this morning was addressed to the ~ubst an ce of demands or proposals in the two above-mentioned reports as follo ws: a) Reso lution l( above )pert ains to SASS dema nd b, pg . 1 of the 23 December 1968 set of demands. The t erm 'risk' wa s deleted because of its unfortunate connotations , and the words 'who need this preparation' were in serted so that it not be prejudged who might or mi ght not enter such a pro gram. b) Resolution 2(above)pertains a to SASSd eman d f, pg. 2, 23 Decembe r document. In changing the wording , th e faculty wi s hed to di s tingu ish b etween two year coll eges (co~munity colleges an d junior colleges ) and regular four year college s. I t wished also to avoid any connotation of raidin g th e latter, "'hile simult aneou s ly indica ting rec e ptivity to applications from studen t s of such schools . The faculty also wi s h e d not to a gg ravate th e br a in dr a in fr om bl ack fou r yea r colleg e s . Fina lly, the f acu lty wish es to point out that financial aid has a lway s been iwne diately available to entering stud ents from t~vo yea r coll eges , and also to those from four yea r college s ~vhen
�..
12 January 1969(morning) Faculty meeting no question of competing financially for entering students was involved. e) Resolution ~.{ab.ove)pertains SASS demand c, pg. 1, 23 December document, and Admissions Policy Committee report(of 30 December 1968), pg. 9, recommendations A,B,C,D. The intention of th e faculty in this resolution was to propose measures which address th e problems of black education in the broader society, without precluding other possible measures. The f~culty wishes to note that it has expanded SASS demands to cinclude shcolarship programs Hhich already exist, under the sponsorship of the private s~hools in ,question. 2) 1'1r. Leg esse is in cOTlli1lUnicat iorf' Hith SASS' in his R capacity of lia'son .
,~
I
!
"
I
f f
I
»
3) The faculty has scheduled its next meeting for 3:30 this afternoon. The agenda for this meeting include s(this agenda is tenative): it) Admissions Policy Committee report proposals that there bd informal processes Hhereby the felt needs of black students can find expression and support, and that more programs b e arranged \vhich, while open to all, Hill be largely black in orientation. B) The funding of already resolved programs. C) The second(9 January 1969) NfxgR~gxMRm3NMsx set of SASS demands.
.1 i
Limvood Urban Jame s Wood Asmarom Legesse Steven Piker
.i
,I
t
L
;I ,
j ,
r
�
Swarthmore College Swarthmore Pennsylvania 12 January 1969 . '" Faculty meeting _ morning .... 12 Jamuary 1969
The faculty contin~ed its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the col leg e enter into negotiations with institutions at present conducting summer enric,hme nt o,r ,XRXHl&::.b: reinforceme nt programs for entering freshmen, so that students accepted by Swarthmo£e for the . academic year 19691970 who need this preparation may attend such a program.,
2) ' It resolved that the college recruit,\encourage the enrolme nt of, black students from community and junior colleg es, and ~emain open to black transfer students from four
l'liJ D
j
year colleges.
Financial aid will be available to such students Hhere appropriate.
3) The faculty decided not to discuss the quest ion of holding classes at this time. [In so acting, it Has the sense of the meeting that the faculty Hould discuss this issue during its afternoon meeting today, Hhen it has a bett er idea of the gRM~X smount of work it can complete during this meeting.!] 4) It resolved that the college endeavor to enhance opportunities for all blac k students to attend college: that it should in consultation Hith the Ad Hoc Black Admissions Committee a) continue to support and maintain an uplvard bound program. b) consider the use of its facilities during the sum mer for the establishment of a program similar in nature to the ABC program. c) establish a commit tee of interested faculty and students to explore the possibility of establishing a one-evening-a-~veek seminar pro gram on the campus for able, socio- economically deprived 11th and/or 12th grade students from local seconda ry schools. d) continuelll: its participation in programs, eg, the K~t:h;;gRXX College Bound Corporation of Philade lphia, whose efforts ar e expended on behalf of increasing the number of secondary school graduates in the area that go on to college. e) · undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need furth er preparat ion, may attend such a school on a scholarship basis for one yea r prior to entering a college. Amplifica tion: 1) The action of the faculty this morning was addressed to the ~ubst an ce of demands or proposals in the two above-mentioned reports as follo ws: a) Reso lution l( above )pert ains to SASS dema nd b, pg . 1 of the 23 December 1968 set of demands. The t erm 'risk' wa s deleted because of its unfortunate connotations , and the words 'who need this preparation' were in serted so that it not be prejudged who might or mi ght not enter such a pro gram. b) Resolution 2(above)pertains a to SASSd eman d f, pg. 2, 23 Decembe r document. In changing the wording , th e faculty wi s hed to di s tingu ish b etween two year coll eges (co~munity colleges an d junior colleges ) and regular four year college s. I t wished also to avoid any connotation of raidin g th e latter, "'hile simult aneou s ly indica ting rec e ptivity to applications from studen t s of such schools . The faculty also wi s h e d not to a gg ravate th e br a in dr a in fr om bl ack fou r yea r colleg e s . Fina lly, the f acu lty wish es to point out that financial aid has a lway s been iwne diately available to entering stud ents from t~vo yea r coll eges , and also to those from four yea r college s ~vhen
�..
12 January 1969(morning) Faculty meeting no question of competing financially for entering students was involved. e) Resolution ~.{ab.ove)pertains SASS demand c, pg. 1, 23 December document, and Admissions Policy Committee report(of 30 December 1968), pg. 9, recommendations A,B,C,D. The intention of th e faculty in this resolution was to propose measures which address th e problems of black education in the broader society, without precluding other possible measures. The f~culty wishes to note that it has expanded SASS demands to cinclude shcolarship programs Hhich already exist, under the sponsorship of the private s~hools in ,question. 2) 1'1r. Leg esse is in cOTlli1lUnicat iorf' Hith SASS' in his R capacity of lia'son .
,~
I
!
"
I
f f
I
»
3) The faculty has scheduled its next meeting for 3:30 this afternoon. The agenda for this meeting include s(this agenda is tenative): it) Admissions Policy Committee report proposals that there bd informal processes Hhereby the felt needs of black students can find expression and support, and that more programs b e arranged \vhich, while open to all, Hill be largely black in orientation. B) The funding of already resolved programs. C) The second(9 January 1969) NfxgR~gxMRm3NMsx set of SASS demands.
.1 i
Limvood Urban Jame s Wood Asmarom Legesse Steven Piker
.i
,I
t
L
;I ,
j ,
r
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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[Faculty actions, 01/12/1969 (morning) with amplification]
Description
An account of the resource
Black Students: African American/Black Studies
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Linwood Urban
James Wood
Asmarom Legesse
Steven Piker
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
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e0151b41106ee4f94ca0ffe91d43d63b.pdf
f20c4ec7e0f6039a9b131fcbe51f137a
PDF Text
Text
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SJARTH10[tE
CC LL E G ;~:
IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67
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years of schooling and they put you on t~e day shift" Bob Dylan
~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school.
�At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable
a
�&-rarthrnore 00 lIege
/
By Frank Ackerman
2.
subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , •
a
�COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; ..
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"
.
~ ,
�Swarthmore College ••• by Frank Ackerman
3.
M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. .
�UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly.
�S':Ie.rthn ore College ••• by Frank Ackerr.an
t.~ •
Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change.
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SJARTH10[tE
CC LL E G ;~:
IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67
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years of schooling and they put you on t~e day shift" Bob Dylan
~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school.
�At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable
a
�&-rarthrnore 00 lIege
/
By Frank Ackerman
2.
subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , •
a
�COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; ..
r
"
.
~ ,
�Swarthmore College ••• by Frank Ackerman
3.
M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. .
�UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly.
�S':Ie.rthn ore College ••• by Frank Ackerr.an
t.~ •
Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change.
�
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Friends Historical Library General Reference Files
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This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
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Friends Historical Library
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Swarthmore College: Ivory Tower in a Class Society
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SASS Material 1969 (part 1)
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Frank Ackerman
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01/12/1969
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1969 sit-in
Student Body
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995ad88e9cdbae358f57ab83c86d4207
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Courtney Smith Papers
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Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
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Friends Historical Library
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Negro Insurgents at Swarthmore Study Proposals; Blacks Average 2% of Enrollment in 20 Private Colleges in This Area
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Box 11, Black Crisis - Newspaper Clippings
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Peter Binzen
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Philadelphia Bulletin
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01/12/1969
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1969 sit-in
Black admissions
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��
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Title
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
A name given to the resource
[Letter from Dori Goggin '71 to Courtney Smith, 01/12/1969]
Creator
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Dori Goggin
Date
A point or period of time associated with an event in the lifecycle of the resource
01/12/1969
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PDF
Description
An account of the resource
Box 67, SASS 1968-1969
1969 sit-in
Student Body
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a092005282a9b277bfc7aad265bd2190.pdf
ef68555fb566360714b7d21a592c5729
PDF Text
Text
A List of Faculty Actions as Amended Thursday evening, January
~
The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process.
That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12)
TheUi~~. ng
motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty.
A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee.
�:
D)
Among the responsibilities of the Ad Hoc Black Admissions Committee are the following:
1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit.
It is understood that tHs comiittee be free to make use of outside
~-
"'.
~.,
.................~. .....
-
consultants.
Saturday afternoon, January
11
The following two resolutions were passed by the faculty of Swarthmore College
as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS.
Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee
�a) b) c)
d)
e)
continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college.
Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of.
a~endments
to previous actions which have already been taken
6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below.
It
proceeded
2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity.
�,
Sunday night, January 12-11 (continued)
;
;;::;
6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es.
~)
communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this
.~, ~
The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information.
8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern.
�
A List of Faculty Actions as Amended Thursday evening, January
~
The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process.
That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12)
TheUi~~. ng
motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty.
A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee.
�:
D)
Among the responsibilities of the Ad Hoc Black Admissions Committee are the following:
1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit.
It is understood that tHs comiittee be free to make use of outside
~-
"'.
~.,
.................~. .....
-
consultants.
Saturday afternoon, January
11
The following two resolutions were passed by the faculty of Swarthmore College
as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS.
Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee
�a) b) c)
d)
e)
continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college.
Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of.
a~endments
to previous actions which have already been taken
6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below.
It
proceeded
2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity.
�,
Sunday night, January 12-11 (continued)
;
;;::;
6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es.
~)
communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this
.~, ~
The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information.
8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern.
�
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
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A List of Faculty Actions as Amended
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
[Faculty]
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Faculty
post-enrollment support
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/921d45b0eccbedd25a8403072bcef296.jpg
d049b9d4e69ce2c63c34a666d62bd71c
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
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Faculty actions, 01/13/1969]
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
Linwood Urban
James Wood
Steven Piker
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
Faculty
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/620179d9d122c8888c910f095d642af9.pdf
fd18df5bb0c1d7b722b81e8c28471724
PDF Text
Text
Courtney President/Smith's Statement to the Faculty and Stud en ts of Swarthmore Coll ege presented at 1:45 .p .M. on I) January 1969 in Clothier Memorial Hall Let me say just a few words about what I think we have b een doing. In my letter of Dec ember 31st to the Faculty I asked our entire Coll ege community to con'sider conscientiously and imagin ative ly ' the b es t way to achieve what I believed to be
'.
I
the und er lying conc erns of SASS·::- , and of the Admis s ions Policy Committee. I believe that we have been doing that.
Certainly the Faculty, for which I can speak as its presiding officer, has responded in a way that has deepened, if that were possible, my pride in Swarthmore. The Faculty
met in long sessions -- last Tues day afternoon, Thursday night, Friday afternoon, Frid a y ni ght , Sat~rday morning, Saturday aft ern oon, Sund ay morning from 10:00 A.M. to clos e ~ to to 2:00 P.M., Sunday afternoon from 3:30 P.M./close to 7:00 P.N., and Sunday night from 8:30
P.f1. to around 3:30 A.M.
At about
One faculty member reports that his youn gest child did not · recogl1ize him Hhen h e got hom e for a quick meal. 3:20 A.M. this morning
Profess~r
Alburt Ros enberg rose to
h~
I
. I
I
I
i
I
I
say that from his supply of thre e buttons
carries with
him for his lap e l he was going to change to a new one with thJ'ee Hords on it. \lIhi Ie he tried to. find th e but ton, the
I I
!
Heary faculty n at ura lly speculated on the Hords, \-lith "H e Try Ha rder " a leadin g po ss ibility. The button
he actually
put on had only t'l'JO Horels -- "Escalate Peace." ·::-S'VJartb m ore Afro - Ame rican Stud ents' S.o ci e ty
, .!
!
�-2I stronely support the actions He have taken as a Faculty, and I will strongly support them to the Board of Mru1agers. I am confident that the Board shares the same values
and concerns that have motivated the Faculty in our actions. I feel so sure of the Board's feelings on these matters that I am ready to begin immediately to implement the actions we . have taken. What we have passed is clear to those of us who have passed it, and vJe believe it to be right. to be worked out as we go along,
Co m~issiOrt
Details will have
just as details of our
on Educational Policy actions have to .be worked out
every day, but I see no probl ems in that if, as I am assuming, \..,e . can work in a spiri t of mutual trust. there Hill riot be any Hho \'li ll seek to
SOhT
I hope, I pray, distrust. I am
SU1'e SASS Hi 11 VJant to work in a spirit of mutual trust, and I call on all of us to seek and work through the good in each oth er. It is possible to use our present problem to esdalate real and fancied differences that exist in any community. But
I would ask of all of us never to trade Swarthmor e 's excellente
. .
and fin enes s and r eadiness to hold itself open to from whatever source it comes , never to for slo gans and h a t e .
ne~"
light,
trad ~ th ese
things
It took no for'ce to brin g about compre It
hensiv e propo sa ls fo r th e development of B l a ck Studies.
took no forco to brine about our fund amonta l and compre h ensive
ex aminatio~ of ourself in our Co mm ission on Educational
POlicy.
Stud ents '-lere involv ed , were .Ul7ged to b e involved) in
�......
-3~ll
of those considerations.
I realize that some now sneor
at the CEP, but there \Vas no sneering in the Danforth groups and no sneering in the referendum Vlhich students l-lere urged to take in order to express themselves on everyone of the recommendations. We have lost something precious at Swarthmore -the feelin,g that force and disruptiveness 'are just not our way. But maybe He can see to it that this one tinle is only For certainly if there are
the exception that proves the rule.
any Hha now think that direct action should eventually be used for Black Stud· es, or Student Heek.) or any proposals that i might come out of a Student Week, or the Sex Rule, or Dormitory Autonomy, or the University City Science Center, or the Physical Education requirement, or Beards, or on the question
of institutional structure and the gove:rnance of higher education [let me di8ress to say that I am far from convinced that the prevailing system of governance of higher education in America . is right for our times, though I'am convinc e d that it is Vlrong
~lso
far from
and I am very conscious of the -
fact that the abstractions of the description of the govern a... lce Y of our
0'\;'11
particular insti tution al\Jays obscure the basic but
hum anity and 'H a rmth vIith "Hhich ",e have tr'iec1 to proceed;
these ma tters of governanc e a r e il, elY opinion ones foy- deep "" " from and thou ghtful consideratio,~7 then.J to cQ n:e back AD my di g r e ssion, 1 hav e to s a y th a t I seriously doubt th e ir faith in educatio n ,
�and the . educational process, and I Hould be saddened to see further accept ance of force as against those qualities of t ru st · an d to I e ran c e an d hum iIi t y an d a.nt i - tot a lit a r ian ism and Hillingn e ss to seek th·e good in others -- those qualities .e specially that hav e made, and can make, Swarthmore E=:,;.~;~::?~ ;~~it~}},~ "fine". '
�
Courtney President/Smith's Statement to the Faculty and Stud en ts of Swarthmore Coll ege presented at 1:45 .p .M. on I) January 1969 in Clothier Memorial Hall Let me say just a few words about what I think we have b een doing. In my letter of Dec ember 31st to the Faculty I asked our entire Coll ege community to con'sider conscientiously and imagin ative ly ' the b es t way to achieve what I believed to be
'.
I
the und er lying conc erns of SASS·::- , and of the Admis s ions Policy Committee. I believe that we have been doing that.
Certainly the Faculty, for which I can speak as its presiding officer, has responded in a way that has deepened, if that were possible, my pride in Swarthmore. The Faculty
met in long sessions -- last Tues day afternoon, Thursday night, Friday afternoon, Frid a y ni ght , Sat~rday morning, Saturday aft ern oon, Sund ay morning from 10:00 A.M. to clos e ~ to to 2:00 P.M., Sunday afternoon from 3:30 P.M./close to 7:00 P.N., and Sunday night from 8:30
P.f1. to around 3:30 A.M.
At about
One faculty member reports that his youn gest child did not · recogl1ize him Hhen h e got hom e for a quick meal. 3:20 A.M. this morning
Profess~r
Alburt Ros enberg rose to
h~
I
. I
I
I
i
I
I
say that from his supply of thre e buttons
carries with
him for his lap e l he was going to change to a new one with thJ'ee Hords on it. \lIhi Ie he tried to. find th e but ton, the
I I
!
Heary faculty n at ura lly speculated on the Hords, \-lith "H e Try Ha rder " a leadin g po ss ibility. The button
he actually
put on had only t'l'JO Horels -- "Escalate Peace." ·::-S'VJartb m ore Afro - Ame rican Stud ents' S.o ci e ty
, .!
!
�-2I stronely support the actions He have taken as a Faculty, and I will strongly support them to the Board of Mru1agers. I am confident that the Board shares the same values
and concerns that have motivated the Faculty in our actions. I feel so sure of the Board's feelings on these matters that I am ready to begin immediately to implement the actions we . have taken. What we have passed is clear to those of us who have passed it, and vJe believe it to be right. to be worked out as we go along,
Co m~issiOrt
Details will have
just as details of our
on Educational Policy actions have to .be worked out
every day, but I see no probl ems in that if, as I am assuming, \..,e . can work in a spiri t of mutual trust. there Hill riot be any Hho \'li ll seek to
SOhT
I hope, I pray, distrust. I am
SU1'e SASS Hi 11 VJant to work in a spirit of mutual trust, and I call on all of us to seek and work through the good in each oth er. It is possible to use our present problem to esdalate real and fancied differences that exist in any community. But
I would ask of all of us never to trade Swarthmor e 's excellente
. .
and fin enes s and r eadiness to hold itself open to from whatever source it comes , never to for slo gans and h a t e .
ne~"
light,
trad ~ th ese
things
It took no for'ce to brin g about compre It
hensiv e propo sa ls fo r th e development of B l a ck Studies.
took no forco to brine about our fund amonta l and compre h ensive
ex aminatio~ of ourself in our Co mm ission on Educational
POlicy.
Stud ents '-lere involv ed , were .Ul7ged to b e involved) in
�......
-3~ll
of those considerations.
I realize that some now sneor
at the CEP, but there \Vas no sneering in the Danforth groups and no sneering in the referendum Vlhich students l-lere urged to take in order to express themselves on everyone of the recommendations. We have lost something precious at Swarthmore -the feelin,g that force and disruptiveness 'are just not our way. But maybe He can see to it that this one tinle is only For certainly if there are
the exception that proves the rule.
any Hha now think that direct action should eventually be used for Black Stud· es, or Student Heek.) or any proposals that i might come out of a Student Week, or the Sex Rule, or Dormitory Autonomy, or the University City Science Center, or the Physical Education requirement, or Beards, or on the question
of institutional structure and the gove:rnance of higher education [let me di8ress to say that I am far from convinced that the prevailing system of governance of higher education in America . is right for our times, though I'am convinc e d that it is Vlrong
~lso
far from
and I am very conscious of the -
fact that the abstractions of the description of the govern a... lce Y of our
0'\;'11
particular insti tution al\Jays obscure the basic but
hum anity and 'H a rmth vIith "Hhich ",e have tr'iec1 to proceed;
these ma tters of governanc e a r e il, elY opinion ones foy- deep "" " from and thou ghtful consideratio,~7 then.J to cQ n:e back AD my di g r e ssion, 1 hav e to s a y th a t I seriously doubt th e ir faith in educatio n ,
�and the . educational process, and I Hould be saddened to see further accept ance of force as against those qualities of t ru st · an d to I e ran c e an d hum iIi t y an d a.nt i - tot a lit a r ian ism and Hillingn e ss to seek th·e good in others -- those qualities .e specially that hav e made, and can make, Swarthmore E=:,;.~;~::?~ ;~~it~}},~ "fine". '
�
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Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
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Friends Historical Library
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President Courtney Smith's Statement to the Faculty and Students of Swarthmore College presented at 1:45 P.M. on 13 January 1969 in Clothier Memorial Hall
Description
An account of the resource
Box 67, SASS 1968-January 1969
Creator
An entity primarily responsible for making the resource
Courtney Smith
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
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PDF
1969 sit-in
Faculty
President's Office
SASS
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b94d55f98630b87541ed52d2d207c572.pdf
0d821677abc788ee6742abee85ed3240
PDF Text
Text
~',
: .
AGENDA for January 13 Plenary Mee ting I. Remaining SASS Demands A. 2. a. That the Ad Hoc "Black Admlssion~ 1 Committee have the final power to hire a Black Assistant Dean of Admissions and decide on policy ma 1tters. This committee should be ·given policy-making power because at thi~~ time this iathe only way in which it is possible to assure a Black perspective on the admissions problem. B. Tha t :no.... di~lCiplinary action be taken by the faculty or adminis. tration concerning anyone connected with the SASS action in occupying the Admissions Office. II.
PropO~lals
on Student Week and Interim Senate
A. Student Week
1. Tha t the faculty a.pprove at the. conclusion of the
admi~H3ions
crisis a student week to be held before the end of February to be directed at changing the decision-making %process of the College. That the $tudent Counci~ be dir~cted to work with the faculty to organize a body to determinethestructure of this Student Week. 2. A. That the faculty commit itself before Student Week to a student-faculty governing body. B. That the faculty commit itself before Student Week to a restructuring of the decision-making prOCe~HJ of the College. B. Interim Senate
1. That plenary
~le~Hlion today consider Student-Faculty Senate . proposal~~
for an interim
Resolve : tPlat a: tempurary decision-making body be established .. a. Composition
(1)
50% Students -- 50% Faculty and Administration (a) 1/4 of the
~~tudents
will be designated by SASS.
(b) the student Council preaident ex-officio. (c) the remainder of students to be chosen immediately in a general election of the student body. (d) the President of the College ex-officio
(e) the remainder of the faculty and administration
to be chosen immediately in whatever way they wish.
(t)
40% Students
40% Faculty
1/3 Faculty
20% Administration
1/3 Administra ti on
(3) 1/3 Students
�b. Responsibilities
(1) To bring ~ to an end the present crisis by devising the meanB of implementing SASS demands. (2) (a) To provide for a constitutional convention. (b) To act
a~
a constitutional convention.
III. The students believe tha it the injustice of barring student observers from i'aculty meetings has become particularly obvious in the recent crisif3. We feel that this faculty action violates the stated desire to increase student-faculty communication on the issues. We therefore protest the faculty's decision in favor of closed meetings.
�j~GENDA,
page 2
IV. That all money won by the CollegE;; Bowl Team b e-; dona ted to a Black Studbnt Scholarship Fund. V" lil e Und 6 r~{ tand.. a~~ thE; ViC8-PrE::~, id.ent ,of ,SASS» haB , ~J tat6d, that SASS now r(;pr G ~H:;nt~l the intGr6st~~ of all member8 ,,: C?f the black SwarthmorG communi ty; and we al~l o UndE:r~l tand that b1acl{ members of ~~aid community who arb notmembeT8 of SASS may vote on i~lt;,ues concerning the ir int e r6t ~ t~;.. In order to iht,Ure that in thE;; future all black ffib mbc rt:l of the Swarthm()re Communi ty are r6pre sented in thE-; d E; ci~:li on-making 1IOprpC(:HH:,6f1, ltl6 a~~ k SASS eithE-~ r
1) to 'g uai-an, t 6 6 tha t non-SASS black memb6r~~ of thE:: Swarthmore
Communi ti will a1way~~ be allowed to vot(~ on i ti ~iUef: concerning the ir inte re s t s , or
2) to allow u~~ to Bubf;ti tut E-~ the .t Grm Iib1ack memb6r~j of the Swa rthmore Communi ty" for the; t e rm II SASS" in the propo~la1n that WE:: pa~~ ~ l -- t; inc E(. . today W:G und6rBtand th€:H;e t e rms to be f:l ynonomou~:l ..
PLEA SE BRING THE PROC EDURE SHEET (p.
J of Sunday ni g ht I t ; Ag enda) TO
THE PLENARY SESSION THIS MORNING -- W ALSO SUGGEST Tffi\ T YOU STUDY E THE PROCEDURES BEFDRETHE MEETING BEGINS SO THAT 1;JE MAY CUT DOl,m ON THE NUMBER OF PROCEDURAL QUESTIONS. "
�
~',
: .
AGENDA for January 13 Plenary Mee ting I. Remaining SASS Demands A. 2. a. That the Ad Hoc "Black Admlssion~ 1 Committee have the final power to hire a Black Assistant Dean of Admissions and decide on policy ma 1tters. This committee should be ·given policy-making power because at thi~~ time this iathe only way in which it is possible to assure a Black perspective on the admissions problem. B. Tha t :no.... di~lCiplinary action be taken by the faculty or adminis. tration concerning anyone connected with the SASS action in occupying the Admissions Office. II.
PropO~lals
on Student Week and Interim Senate
A. Student Week
1. Tha t the faculty a.pprove at the. conclusion of the
admi~H3ions
crisis a student week to be held before the end of February to be directed at changing the decision-making %process of the College. That the $tudent Counci~ be dir~cted to work with the faculty to organize a body to determinethestructure of this Student Week. 2. A. That the faculty commit itself before Student Week to a student-faculty governing body. B. That the faculty commit itself before Student Week to a restructuring of the decision-making prOCe~HJ of the College. B. Interim Senate
1. That plenary
~le~Hlion today consider Student-Faculty Senate . proposal~~
for an interim
Resolve : tPlat a: tempurary decision-making body be established .. a. Composition
(1)
50% Students -- 50% Faculty and Administration (a) 1/4 of the
~~tudents
will be designated by SASS.
(b) the student Council preaident ex-officio. (c) the remainder of students to be chosen immediately in a general election of the student body. (d) the President of the College ex-officio
(e) the remainder of the faculty and administration
to be chosen immediately in whatever way they wish.
(t)
40% Students
40% Faculty
1/3 Faculty
20% Administration
1/3 Administra ti on
(3) 1/3 Students
�b. Responsibilities
(1) To bring ~ to an end the present crisis by devising the meanB of implementing SASS demands. (2) (a) To provide for a constitutional convention. (b) To act
a~
a constitutional convention.
III. The students believe tha it the injustice of barring student observers from i'aculty meetings has become particularly obvious in the recent crisif3. We feel that this faculty action violates the stated desire to increase student-faculty communication on the issues. We therefore protest the faculty's decision in favor of closed meetings.
�j~GENDA,
page 2
IV. That all money won by the CollegE;; Bowl Team b e-; dona ted to a Black Studbnt Scholarship Fund. V" lil e Und 6 r~{ tand.. a~~ thE; ViC8-PrE::~, id.ent ,of ,SASS» haB , ~J tat6d, that SASS now r(;pr G ~H:;nt~l the intGr6st~~ of all member8 ,,: C?f the black SwarthmorG communi ty; and we al~l o UndE:r~l tand that b1acl{ members of ~~aid community who arb notmembeT8 of SASS may vote on i~lt;,ues concerning the ir int e r6t ~ t~;.. In order to iht,Ure that in thE;; future all black ffib mbc rt:l of the Swarthm()re Communi ty are r6pre sented in thE-; d E; ci~:li on-making 1IOprpC(:HH:,6f1, ltl6 a~~ k SASS eithE-~ r
1) to 'g uai-an, t 6 6 tha t non-SASS black memb6r~~ of thE:: Swarthmore
Communi ti will a1way~~ be allowed to vot(~ on i ti ~iUef: concerning the ir inte re s t s , or
2) to allow u~~ to Bubf;ti tut E-~ the .t Grm Iib1ack memb6r~j of the Swa rthmore Communi ty" for the; t e rm II SASS" in the propo~la1n that WE:: pa~~ ~ l -- t; inc E(. . today W:G und6rBtand th€:H;e t e rms to be f:l ynonomou~:l ..
PLEA SE BRING THE PROC EDURE SHEET (p.
J of Sunday ni g ht I t ; Ag enda) TO
THE PLENARY SESSION THIS MORNING -- W ALSO SUGGEST Tffi\ T YOU STUDY E THE PROCEDURES BEFDRETHE MEETING BEGINS SO THAT 1;JE MAY CUT DOl,m ON THE NUMBER OF PROCEDURAL QUESTIONS. "
�
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
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Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Agenda for January 13 Plenary Meeting
Description
An account of the resource
Black Students: African American/Black Studies
Creator
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[Student Council]
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
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PDF
1969 sit-in
Black admissions
Student Body
Student Council
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/484311f343416177be604f3227de425a.pdf
d6708fd6a68d2bd80f6198b79128c442
PDF Text
Text
./
"
ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'.
~F.LEV~\TT
TOPICS
,..
General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69)
AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 )
It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee.
n. \'le
propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee.
C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall
�\
.
•
-2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants.
~\
F. (Still being discussed)
(1-11-69 "lith amendI"ents)
Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.)
5)
6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69)
3)
9)
�--3-
Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69)
11)
12)
d)
e)
Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69)
Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and
~
Fa~l ty
15) a.
ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions
The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. "
�.
1
b.
Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right.
ThePreSid~nt announces his strong support of the actions taken by the
c.
faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69)
16)
The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.)
Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69)
18)
�
./
"
ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'.
~F.LEV~\TT
TOPICS
,..
General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69)
AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 )
It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee.
n. \'le
propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee.
C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall
�\
.
•
-2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants.
~\
F. (Still being discussed)
(1-11-69 "lith amendI"ents)
Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.)
5)
6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69)
3)
9)
�--3-
Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69)
11)
12)
d)
e)
Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69)
Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and
~
Fa~l ty
15) a.
ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions
The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. "
�.
1
b.
Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right.
ThePreSid~nt announces his strong support of the actions taken by the
c.
faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69)
16)
The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.)
Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69)
18)
�
Dublin Core
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Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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
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Actions of the Faculty Concerning Black Admissions and Other Relevant Topics
Description
An account of the resource
SASS Material 1969 (part 1)
Creator
An entity primarily responsible for making the resource
Faculty
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Faculty
post-enrollment support
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9b80fdaa88cbe4478dd477037ed85c97.jpg
47ce03b632f1b759b6760fba79db5b09
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Faculty meeting 12-13 January 1969 (night) [with notes]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
Linwood Urban
James Wood
Steven Piker
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
Faculty
-
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1e19ec60bb0ef6e59fb92b2e59a1b971
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Friends Historical Library General Reference Files
Description
An account of the resource
This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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[Statement of fast, 01/13/1969]
Description
An account of the resource
SASS Material 1969 (part 2)
Creator
An entity primarily responsible for making the resource
Ruth Wilson
George Harrison
Bill Shorter
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
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bfdfc290ea701b30bde09c68a62ae16d.pdf
693bbe9005f5ae465ac6b5b0617eadc9
PDF Text
Text
��
��
Dublin Core
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Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Blacks Harass Schools Which Sought Reform
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
An entity primarily responsible for making the resource
Drew Pearson
Jack Anderson
Publisher
An entity responsible for making the resource available
Philadelphia Bulletin
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Samuel Jordan Jr.
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/99364b8003db1d0089052490928ebac4.pdf
6ae221daaa2465309e05c8a147ad9a0f
PDF Text
Text
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Swarthmore Faculty Joins in Proposals to Admit More Negroes
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
An entity primarily responsible for making the resource
Dominic Sama
Publisher
An entity responsible for making the resource available
Philadelphia Inquirer
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
The file format, physical medium, or dimensions of the resource
PDF
1969 sit-in
Black admissions
Faculty
-
http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8bb1481e86aa84a92a54d7987afe935f.jpg
117cc8764e930a4e5b606b462029dae3
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
Courtney Smith Papers
Description
An account of the resource
Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there.
Source
A related resource from which the described resource is derived
Friends Historical Library
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Swarthmore College Sit-In
Description
An account of the resource
Box 11, Black Crisis - Newspaper Clippings
Creator
An entity primarily responsible for making the resource
[none]
Publisher
An entity responsible for making the resource available
Philadelphia Bulletin
Date
A point or period of time associated with an event in the lifecycle of the resource
01/13/1969
Format
The file format, physical medium, or dimensions of the resource
JPG
1969 sit-in
Black admissions