13 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e2c4cb837005d50b92dfa186d0d203de.jpg 9ea93c489e195bd63ec0118db34b0c18 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 [Letter from Samuel Griscom '51, 01/14/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Samuel Griscom Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eaf02b2ba79c3049e85aedec2632212f.jpg 032763ad9489541ad4fb5038cbadc38f 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 [Letter from David Ullman to Courtney Smith, 01/14/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource David Ullman Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea4812f7c4eea4e62944b54068fbf4ef.jpg 07b0686a8c4e8850d7dbff925981885e 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 [Letters from Teachers Concern to Courtney Smith, 01/14/1969] Creator An entity primarily responsible for making the resource Lary Workman Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG Description An account of the resource Box 67, SASS 1968-1969 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0ebc8dc851ac3082e4e7550a93723558.pdf 89a181edd7ecbb1bfcdb5e9561efbb68 PDF Text Text Swarthmore College Swarthmore, Pennsylvania January ." 15, 1969 T. all Students, Faculty and Administration From Raymond F. Hopkins, Assistant Professor As a faculty member in the political science department, I would like to express my views relevant to the crisis at Swarthmore precipitated by the direct action of SASS's occupation of the Admissions Office. 1. Swarthmore College is governed by a set of rules which define the decision-making process. Some of these are written, many are unwritten, and together they constitute the constitution of the College's political system. I lookfurward to President Smith's early public statement describing our constitution since some aspects of it are unclear to me. 2. At this point I favor changes in the Swarthmore constitution including increased participation by students in areas of concern to them, as a minimum along lines suggested by the EX-SAC report, and by the faculty in areas where they may desire greater participation. This week has reinforced my judgment on several matters. First, it would be wise to identify the interests of different members at Swarthmore and to distribute power accordingly. For instance, students should decide the question of black integration or separatism among students. This decision should include consultation with other constituencies. Please read a statement by Christian Bay on "Academic Citizenship" which I am circulating. Many of his comments I agree with. Emotional action can be unwise and large decision-making groups are unwieldly. The student plenary sessions amply demonstrate this point. Needed changes should be made orderly, thoughtfully and soon. 3. Changes in the political system of Swarthmore can occur in two ways: first, by changes according to the procedures provided by the constitution, and second, by changes based on methods not among the rules. The latter process is revolution or non-constitutional change. Threats, demands and the use of force, including direct action, are, I believe, not methods provided by the Swarthmore constitution. Any member in the Swarthmore political system who would like to change the decision-making structure could act in one of these two ways. 4. A dissatisfied member of a political s y stem who judges that reforms he deems important cann'ot be made within the rules of the constitution has two alternatives--emigration or non-constitutional action. When the political system is corrupt, both alternatives are commendable and the latter is courageous in many instances. In my judgment, in spite of my discontent with some aspects of the wayfuings are done, Swarthmore is not corrupt--it is a healthy and vital organization. Non-constitutional actions are not justified. 5. The action of SASS has been interpreted by some as a use of direct action which has brought changes which could ~nt otherwise have occurred. Except for certain questions of wording and immediate responses to the action of SASS, this is not true. The faculty has moved with urgency and speed, the need for which is evident from the short time remaining before next year's admissions acceptances are decided, and was communicated effectively by SASS's action. The faculty's substantive action to recommend changes at Swarthmore was not based on coercion or threat. Once fue need for change was made evident, I believe the faculty would have come to some a-imilar conclusions, though surely over a longer period--p f time. Since I do not believe the faculty has acted substantively in response to duress, a non-constitutional change has not yet occurred. �6. In conclusion, I wish to say that I am unalterably opposed to change by revolution at Swarthmore. Its preservation as a viable college is more important than the speed or substance of needed change. If anyone-the administration, the faculty or students--should attempt to make or have made decisions by force or fiat, I will oppose it with all my vigor. � Swarthmore College Swarthmore, Pennsylvania January ." 15, 1969 T. all Students, Faculty and Administration From Raymond F. Hopkins, Assistant Professor As a faculty member in the political science department, I would like to express my views relevant to the crisis at Swarthmore precipitated by the direct action of SASS's occupation of the Admissions Office. 1. Swarthmore College is governed by a set of rules which define the decision-making process. Some of these are written, many are unwritten, and together they constitute the constitution of the College's political system. I lookfurward to President Smith's early public statement describing our constitution since some aspects of it are unclear to me. 2. At this point I favor changes in the Swarthmore constitution including increased participation by students in areas of concern to them, as a minimum along lines suggested by the EX-SAC report, and by the faculty in areas where they may desire greater participation. This week has reinforced my judgment on several matters. First, it would be wise to identify the interests of different members at Swarthmore and to distribute power accordingly. For instance, students should decide the question of black integration or separatism among students. This decision should include consultation with other constituencies. Please read a statement by Christian Bay on "Academic Citizenship" which I am circulating. Many of his comments I agree with. Emotional action can be unwise and large decision-making groups are unwieldly. The student plenary sessions amply demonstrate this point. Needed changes should be made orderly, thoughtfully and soon. 3. Changes in the political system of Swarthmore can occur in two ways: first, by changes according to the procedures provided by the constitution, and second, by changes based on methods not among the rules. The latter process is revolution or non-constitutional change. Threats, demands and the use of force, including direct action, are, I believe, not methods provided by the Swarthmore constitution. Any member in the Swarthmore political system who would like to change the decision-making structure could act in one of these two ways. 4. A dissatisfied member of a political s y stem who judges that reforms he deems important cann'ot be made within the rules of the constitution has two alternatives--emigration or non-constitutional action. When the political system is corrupt, both alternatives are commendable and the latter is courageous in many instances. In my judgment, in spite of my discontent with some aspects of the wayfuings are done, Swarthmore is not corrupt--it is a healthy and vital organization. Non-constitutional actions are not justified. 5. The action of SASS has been interpreted by some as a use of direct action which has brought changes which could ~nt otherwise have occurred. Except for certain questions of wording and immediate responses to the action of SASS, this is not true. The faculty has moved with urgency and speed, the need for which is evident from the short time remaining before next year's admissions acceptances are decided, and was communicated effectively by SASS's action. The faculty's substantive action to recommend changes at Swarthmore was not based on coercion or threat. Once fue need for change was made evident, I believe the faculty would have come to some a-imilar conclusions, though surely over a longer period--p f time. Since I do not believe the faculty has acted substantively in response to duress, a non-constitutional change has not yet occurred. �6. In conclusion, I wish to say that I am unalterably opposed to change by revolution at Swarthmore. Its preservation as a viable college is more important than the speed or substance of needed change. If anyone-the administration, the faculty or students--should attempt to make or have made decisions by force or fiat, I will oppose it with all my vigor. � 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 [Open Letter from Raymond Hopkins] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Raymond Hopkins Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 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/3f43928fed438dc685939749432b700e.jpg 56d36d6f36410679fd4beacc1d895222 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 It Has Been Said that the Crisis is Over Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty SASS Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/02a64599e11bf96e1ccfa2590d36aea8.pdf 7db7705a4bf9c684eca8238f44e991e4 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 [Material sent to the Board without covering memo on 15 January 1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Board of Managers President's Office Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/49db4485f6ab6cdc906812a5d5099cfd.pdf 6a4b07fc63e9212170dee84d92b15939 PDF Text Text r' - SASS-FACULTY CO}1MITTEE CLARIFICATION MEETING " " 14 January Night - 15 Janua ry Afternoon I. Description of Decision Making : SASS Position "That a complete identification and description of the decision making organs of the College on every level be l2-l~ made~' Action taken by the faculty during the meeting of January is as follmvs: "The President and faculty 'velcome an opportunity to provide any information they can that identifies and describes the decision-ma king organs of the college on every level, and will do so Hithin a matter of days after the resumption of normal college activity." SASS representatives accept t his, with the specification that the report be complete, that it be written, and that the complete report be issue d to the en tire community. II. AmnesJ:Y: Faculty Action: ( i ~ - \"3, '0",,-':) The College does not contemplate disc iplinary action for the SASS actions that are presently knmm to it. \"Jhile it does not anticipa te cause for disciplinary action, it cannot guarantee amnesty for matter s on which it has no infor ma tion. Amplificatiotl: With reference to resolution 7, concerning amnesty: By "presently known to it" the faculty refers to its knoHl edge of SASS' o~derly occupation of the Admissions Office, and of th e shutting off of windows and ex its. The facult y is encouraged by th ~l verbal assurance s und e rt a ken by r e pres e ntatives of SASS upon their first en t ering the admissions office - to wit, that property would not be harmed, files would no t be rifl e d, and pe ople not det a ine d a ga inst the ir will. are no other grou nds for offense, SASS has no cause for concern. As suming ther e �2. SASS Response "We interpret the faculty's amplified statement of amnest y as an acceptance of our original demand for amnesty." (SASS Jan. l3e,!e). Amplification: We were assured that SASS accepts the faculty's amplified statement as sufficient. LLI. Black Admissions Officer: Faculty Action: i" , On January 11 (morning) resolved to recommend the prompt establishment of AHBAc, one of the responsibilities of which is to be: " (1) to seek out" and recommend the -appointment at the earliest possible date of an admissions officer who shall be Black." SASS Position: "That there be hired an Assistant Dean of Admissions who shall be Black, and who shall have the other administrative duties commensurate with that post, by September 1, 1969. His primary responsibilities shall be in the area of Black admiss{ons. The - Black Assistant Dean of Admissions shall be responsible for the application of Black Admission s Policy to Black applicants." Amp 1 ification: If this man is competent to teach in the area of Black studies, he may do this in light of the pressirig need ; but it is preferable that he not time position, not a part time position. The Black As sistan t Dean of Admissions shall be the Admissions Officer responsible for accepting or rejecting Black applicants in consultation with the rest of the Admissions staff, just as the present Dean of Admissions accepts or rejects white applicants in consultation with the Admissions staff. IV. Black Dean of Students: Faculty Action: {\\ \''-,,\. ~ach . Also, this is to be a full (~ -\ That the College take in®ediate steps to recruit and appoint, subject to revi ew by SASS? a Black counselor available to all Black students for the purpose of providing co n fiden tial advic e and guidance. It is to be und ers tood that this counselor is not to be r es ponsibl e confid en~ia l, to the deans for providing them with any pr ivil eged informa tion. (This corresponds exactly to SASS demand d, page 2 of Dec ember 23, 1968 docume nt.) �3. SASS Position :,. "There shall be hired a Black Dean of Black students \vhe shall serve as coun." selor for Blac'k students while having other administrative duties commensurate with that post by March 1, 1969; hired by this date, not necessarily on the job by this date. It is understood that this counselor is not to be responsible r t to the other deans for providing them with any confidential, privileged information." Amplification: SASS wishes this dean to be as senior in rank as Dean Barr, if at all possible, so he won't have to bea junior partner among the school's deans. They put I f' this fort h as the ideal goal; but are willing to accept having the best man hired at whatever rank his professional experience justifies. SASS does not f t feel this is a change of position, but only a more complete specification of the counselor they seek. v. Hiring of two aforementioned administrators: ---paculty action~' The faculty took no specific action in connection with the hiring of a Black dean of students, but did specifically recommend that AHBAC shouad seek out and recommend a Black admissions officer SASS Position: "That the' hiring of the two aforementioned administrators shall be by Presidential appointment. A list of prospect~ve (see above, EE.) candidates ~ill be develDped through the , @forts of SASS, of any outside organizations it ,deems necessary, and of the administration. ~ , ,-.. Final approval of the two administratori sha ll be at the discretion of ~~' ve . T ~1! .~ . ~~ ). SASS." (SASS eve Jan. 13). Amplifica tion: SASS specifies that it envisages the followin g proc edure : it will produce a list �4. of candidates; the . administration and/or 6thers will produce a list; there shall be personal interviews of alL candidates by SASS and the administration. If there are discrepancies uetween the ·final candidates chosen by the various parties, SASS shall make the final recommendation to the President. VI. Admissions Policy: . Faculty Action: (I c ~<'-"'. ') . 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 S"18rthmore, 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 Cpllege vigorously extend its recruitment of the best Black secondary school graduates and continue to encourage Swarthmore Black 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 norm adal missions criteria for the academic year 1969-70.'1 (~dopted on 10 t h, afternoon; amended on 12, aft.) SASS Position: "That th·e college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomoda te the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975." Amplifiaction: SASS understands tha t these figures represent goals tm- ard the achievement of l whic h the College will ·make a consistent and sustain ed effort. VEE. Tran s fer Students : Facuity Action: (\0_ I ~"'c, . Nv--(-"vv,\ '). It resolved that the college recruit and enc ourage the enrollment of, black students �5. from community and junior colleges, and remain open to Qlack transfer students ,. from four year colleges. Financial aid will be available to such students where appropriafe • ..;. AmplHication: Resolution 2 (above) pertains to SASS demand f, pg. 2, 23 December document. In changing the wording, the , faculty wished to distinguish between two year colleges ~\ (community colleges and junior colleges) and regular four year colleges. wished also to avoid any connotation of raiding the latter, ~vhile It simultaneously The indicating receptivity to applications from students of such sc hools. faculty also wished not to aggravate the brain drain 'from black four year colleges. Finally, the faculty wishes to point out that financial mediately available to entering students from t~vo aid has always been imals9 to year colleges, and those from four year colleges when no question of competing financially for entering students was involved. SASS psoition: "It is understood that ~ve accept the resolution to encourage the enrollmenm of Black transfers with scholarships'.' (SASS eve Jan. 13) (for more on admissions and transfer, see section on AHBAC). VIII. AHBAC (Ad Hoc Black Admissions Committee) At its meeting on Saturday morning, 11 January 1969, the faculty passed th e following motion: (This is the amended 12 Jan. version). · A) To facilitate the establishment of this committee, the faculty recommends the prompt establishment of an Ad Hoc Black Admissions Comm ittee. B) We propose that this Commit tee consist of 3 faculty menbers , 5 students, ineluding repre sen tation of SASS, 2 administrators; the representatives of each group to be chosen by that group. C) The chainna n of this committee will be chos en fro m the committee by the committee. �6. D) Among the responsibilities of the Ad Hoc Black Admissions Committee are " the following: 1) to seek - out ·'an~ recom mend appointment at the earliest possible date, of an Admissiotis Officer who shall be Black. 2) To review present admissions standards and procedures involved in evaluating Black applicants, to recommen4 standardp and procedures to be applied to Black applicants, and in particular to propose means for implementing Black admissions polic y. Specifically, the committee shall also revie\v 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) To prepare reports as it sees fit. E) It is understood that this committee be free to make uS,e of outside consultants. SASS Position: (Pho enix Supp. 14 Jan. pg 9, as amended by SASS representatives at this meeting .), . "\;Te accept the resolutions with additions: that t he committee for Black admissions be charged Hith: 1) The proposal of Black admissions policies, i.e., criteria. pro~edures and qualifica tion This committee v7111 also be charged \vith recommending the number of po1ici ~ s. Black applicants to be enrolled unde r such However, the se numbers have already been detennined for the next six years. 2) A revieH of the application of these policies by the college admissions staff and conside ration of any problems resulting from such application. 3) The revie'\v of Bla ck Admissions Policy in the fu t ure if the committee sees fit. $) The pD'\ver to elect a ch a irman from the com mitt e e and to increase its functions in making proposals pertaining to Black admiss ions (e.g. pre-enro1lmerit pro gr ams ) �L 7. ,. ! , I j c ! ! i- ! I I i as it sees fit. 5) to prepa:;e r'ep'Q Fts as it sees fit. f , f , • That the structure of said committee consist of the follm"ing: 4 Black students. , f I f 1 white student. 3 faculty members, one of whom shall be Black. t t t 2 administrators, one Black when he arrives. Further specifications: 1) In the event that Mr. Legessee decides not to be a member of this committee, he shall be replaced by~outside f t , t a.tJ consultant chosen by SASS in consultati6n with the faculty, or a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members shall be chosen by the faculty in consultation with SASS. 3) In the event that there be more than one Black faculty member from \"hom to choose the Black faculty reprenentative, this shall be done in consultation SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That the final approval or disapproval of said committea policies are to rest with SASS. Amplification: This is und ~r stood .l , L.. with to mean that SASS shall exerc~se f!na1 judg~ent on the policies of. the committee and that in this area the legislative function of the faculty is performed by SASS. By \"ay of explaining their position SASS representatives said: this is definitely not minority coera ion, but rath e r Bl ack self--det ermina tion. They ask that SASS have the final say only in areas pertaining to the special interests of Black people, since the Black perppective is the most relevant per sp pective in these -ar eas. Our position i mplies that SASS shall encourage and res- �8. pect perspect~ves •. and ' opinions from the faculty and administration and students Thus it will be insured that SASS will not before reaching reach decisions a final solution. ~vhich fail to take into account all the prespectives of the college community. commlilttee . IX. Support Programs Faculty Action: Finally, SASS understands this to be a standing, not an Ad Hoc, (Pre- and pt{,st-matric'u lation:) :' ".A.A:/ ·'VV, \ , (rJ- ~""'" That immediate action be taken to design and implement for the academic year 196970 a support program that will be available to Black students as necessary. Such a progra~ shall be designed by the Curriculum Committee in consultation with SASS. It resolved that ihe College enter into negotiations with insti- 12 Jan. morn. tutions at present conducting sumnler enrichment or reinforcement programs for entering freshmen, so students accepted by Svlarthmore for the academic year 196970 who need such preparation may attend such a program. It resolved that the College endeavor to enhance opportunities for all Black . students to attend college: Black Admissions Committee a) continue to support and maintain an upward bound program. b) consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. c) establish a committee of interested faculty and stud ents to ex plore the possibility of establishing a one-evening-a-~vee k that it should in consultation with the Ad Hoc I I semina r program on the campus for able, socio-economically deprived 11th and/or 12th grade stud ents from local seconda ry schools. d) continued its participation in programs , ego the College Bound Corporation of Philadelphia , whose efforts are exp ended on behalf of increasing the numbe r of seconda ry school graduates in the area that go on to college. �9. e) undertake n~gotiations \"ith several private secondary_ sc hoo1s to arrange that Black students applying- to S\"arthmore for September 1969, who need further ., preparation, may attend such a school on a scholarship basis for one year prior to entering a college. SASS Position: ''It is understood that these resolutions which deal specifically with pre-mat- ricu1ation and support programs are acceptable as appropriate for investigation by the Black Admi ssions Committee." Amplification: With regard to pre-registration enrichment or reinforc ement programs, that the Black SASS feels Admissions Committee will study the types of programs available, are suitable, find out ,,,hether they exis t on determine the types of programs that other campuses; and, if not, will determine hm" to set them up. At this point, t he college \.]ill enter into necessary negotiations for the i mpl©:nentation of said programs. SASS is concerned about summer enrichment pro grams set up \"ith a \"hite It is neces- perspective add therefore not responsive to the Black perspective. sary that Black people in such programs be exposed to the Black X. Black Inte rest Committee: perspective~ . (Histor ical Note: on 16 October SASS presented four dema nds to the Admissions Policy - Committee, of ",hich No.2 reads: "That the faculty and administration form a comn~ttee I to cooperate actively with the SASS College Relations Committee on an onThis Black Interest Committ ee ,,,ould insure tha t S\"a rthmore in the be sensitive to the interes ts of Black people. If) going basis. future "Till Faculty Position: The .Admissions Policy Commi ttee recommended that there be an informa l process organized ",hereby those "felt needs" deemed by Black students to be uniquely th eirs �10. can find expression and su~~ort within the ~ollege. This was moved by the faculty on 12 Jan. afternoon, and tabled until consideration ' of Black stud ents at all levels. ·of .decision making had been considered. returned to the floor, and the This motion has not yet been 12 Jan. aft. faculty has taken no action on it. 1) The follmving resolution was passed: The faculty urges the student council and other organizations to be constantly aware of ,the need to provide support for acott . ~ tivities which, while open to the entire student body, would be largely Black in orientation (APC report, pg. 11, C). SASS Position: "The faculty has made no resolutions abou.!/~~~ck Interest Com mittee demanded. Our position is: that the college publicly recognize the existence of and encourage the use of a Black interest committee which sha ll be charged with: 1) obtaining a delineation of the decision- making process as pertaining to cultur al activitie s. (SASS understands th i s to mean processes by Hhich funds, time slots and \vha t not are allocated). 2) Receiving funds and time slots for programs of a cultural nature done in the name 6f the entire coll ege community from the Cooper Foundation, Collection Committee, Husic Department , LTC, and similar groups. I 3) Reviewing cultura l programs at the College \Jhich they are presented, if the party making in no way i mplies censo r ship. 4) Recowmending actions utilized. pert ~ in to Black people BEFORE so wishes . 'Reviewing ' the pr e sentation to the SASS membership should its offer of review not be This conm dttee shall consist of Black people cho sen by and responsible be a va ilabl e for recommenda tion s and cons ultations to the entir e to SASS Vlho sha ll college co n~unity. Amplification SASS in ~is r egard do es not wish to have s epa r a t e fund s for its progr ams, but rath er to be entitled to r eceive funds from s uch organi zat ions a s Coop e r Founda tion �11. and to present programs under the auspices of such organizations, with time slots decided upon b'y the parties involved. hopes that " it will . ..' In amplification of No,. 3, above, SASS be consulted beforehand concerning presentations that may be If its consultation is not sought offensive to the sensitivites of Black people. and/or if its advice is not heeded, ' then SASS reserves the right to protest. SASS wishes this committee ,to operate mach as the Hamburg committee, but not \vith the censorship preroggativcs of the Hamburg committee. no authority to prevent a program from occuring . This committee would have In asking that the college pub- licly recognize the committee , SASS \vants all-college notification and notification of foundations and committees that are conc erned \'lith cultural programs. This com- mittee would not address itself to specifically departmental programs, but only to programs that have college-Hi ( e scope. XI. Black Particip a tion in Faculty Position: Policy-making 12-13 Jan. . J In the actions of the faculty responding to the SMl8 cpmmunication of 23 Decemb er and to the report of the Committee on Admissions Policy, the faculty has authorized the participation of Black people in shaping policies on matters relating direc t ly to the special interests of Black students. to this principle wherever it applies. SASS Position: "Black people shall participate in policy shaping and decision making processes The faculty is determined to adhere I on all levels of the colle ge community ,relating to the sp e cial interests of Black people." Amplification Not to be part of resolution but to be read at faculty meetimg. 'Poiicy shaping and dec ision making ' is intended to refer to all stages of the process - e.g. identification of the probl em or issue, committee work on the problem, for mula tion of res6lutions to dea l with it, acting on re s olutions , and implementing them as solutions. �12. XII. Funding: Faculty position: ,"' 12 Jan af~.' The faculty' " uri~d,. . in the form of a resolution, that t he President and the Board secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the repo r t of the Admissions Committee; the faculty reco gnizes that fund-raising priorities. SASS Position: SASS Sincerely appreciates the faculty's initiative on this resolution. However, s~ch a course requires a reappraisal of budgetary and SASS recommends that the resolution be amended to insert the words, "and 9 Jan." after the vlOrds 1123 Dec."; and that "Communication" be changed to "communications." By 'levels" SASS understands both areas of op e ration (eg. curriculum, admissions, or cultural) and hierarchical levels (eg. students, faculty and administration). XIII Presidential Support: The 12-13 Jan. President announces his strong support of the actions taken by the fac ulty, of ,.;hich he is the presiding officer, and will strongly recommend them to the Board of Hanagers. He is confident that the Board share s the s ane values and concerns that have motivated the Pres ident and the f aculty in their actions. The undersigned would like to point out that they rn ve understood their task to be solely that of relay ing SASS' present position, for the purpose of identifying discrepancies between it and the faculty actions of ?-13 January. We have avoided all editoralizing, and h ave added amplifications only where we felt they were rigorously indicated by the remarks made by SASS rEPresentatives to us. , Asmaron Legesse Steven Piker' Linwood Urb an J ames Wood � r' - SASS-FACULTY CO}1MITTEE CLARIFICATION MEETING " " 14 January Night - 15 Janua ry Afternoon I. Description of Decision Making : SASS Position "That a complete identification and description of the decision making organs of the College on every level be l2-l~ made~' Action taken by the faculty during the meeting of January is as follmvs: "The President and faculty 'velcome an opportunity to provide any information they can that identifies and describes the decision-ma king organs of the college on every level, and will do so Hithin a matter of days after the resumption of normal college activity." SASS representatives accept t his, with the specification that the report be complete, that it be written, and that the complete report be issue d to the en tire community. II. AmnesJ:Y: Faculty Action: ( i ~ - \"3, '0",,-':) The College does not contemplate disc iplinary action for the SASS actions that are presently knmm to it. \"Jhile it does not anticipa te cause for disciplinary action, it cannot guarantee amnesty for matter s on which it has no infor ma tion. Amplificatiotl: With reference to resolution 7, concerning amnesty: By "presently known to it" the faculty refers to its knoHl edge of SASS' o~derly occupation of the Admissions Office, and of th e shutting off of windows and ex its. The facult y is encouraged by th ~l verbal assurance s und e rt a ken by r e pres e ntatives of SASS upon their first en t ering the admissions office - to wit, that property would not be harmed, files would no t be rifl e d, and pe ople not det a ine d a ga inst the ir will. are no other grou nds for offense, SASS has no cause for concern. As suming ther e �2. SASS Response "We interpret the faculty's amplified statement of amnest y as an acceptance of our original demand for amnesty." (SASS Jan. l3e,!e). Amplification: We were assured that SASS accepts the faculty's amplified statement as sufficient. LLI. Black Admissions Officer: Faculty Action: i" , On January 11 (morning) resolved to recommend the prompt establishment of AHBAc, one of the responsibilities of which is to be: " (1) to seek out" and recommend the -appointment at the earliest possible date of an admissions officer who shall be Black." SASS Position: "That there be hired an Assistant Dean of Admissions who shall be Black, and who shall have the other administrative duties commensurate with that post, by September 1, 1969. His primary responsibilities shall be in the area of Black admiss{ons. The - Black Assistant Dean of Admissions shall be responsible for the application of Black Admission s Policy to Black applicants." Amp 1 ification: If this man is competent to teach in the area of Black studies, he may do this in light of the pressirig need ; but it is preferable that he not time position, not a part time position. The Black As sistan t Dean of Admissions shall be the Admissions Officer responsible for accepting or rejecting Black applicants in consultation with the rest of the Admissions staff, just as the present Dean of Admissions accepts or rejects white applicants in consultation with the Admissions staff. IV. Black Dean of Students: Faculty Action: {\\ \''-,,\. ~ach . Also, this is to be a full (~ -\ That the College take in®ediate steps to recruit and appoint, subject to revi ew by SASS? a Black counselor available to all Black students for the purpose of providing co n fiden tial advic e and guidance. It is to be und ers tood that this counselor is not to be r es ponsibl e confid en~ia l, to the deans for providing them with any pr ivil eged informa tion. (This corresponds exactly to SASS demand d, page 2 of Dec ember 23, 1968 docume nt.) �3. SASS Position :,. "There shall be hired a Black Dean of Black students \vhe shall serve as coun." selor for Blac'k students while having other administrative duties commensurate with that post by March 1, 1969; hired by this date, not necessarily on the job by this date. It is understood that this counselor is not to be responsible r t to the other deans for providing them with any confidential, privileged information." Amplification: SASS wishes this dean to be as senior in rank as Dean Barr, if at all possible, so he won't have to bea junior partner among the school's deans. They put I f' this fort h as the ideal goal; but are willing to accept having the best man hired at whatever rank his professional experience justifies. SASS does not f t feel this is a change of position, but only a more complete specification of the counselor they seek. v. Hiring of two aforementioned administrators: ---paculty action~' The faculty took no specific action in connection with the hiring of a Black dean of students, but did specifically recommend that AHBAC shouad seek out and recommend a Black admissions officer SASS Position: "That the' hiring of the two aforementioned administrators shall be by Presidential appointment. A list of prospect~ve (see above, EE.) candidates ~ill be develDped through the , @forts of SASS, of any outside organizations it ,deems necessary, and of the administration. ~ , ,-.. Final approval of the two administratori sha ll be at the discretion of ~~' ve . T ~1! .~ . ~~ ). SASS." (SASS eve Jan. 13). Amplifica tion: SASS specifies that it envisages the followin g proc edure : it will produce a list �4. of candidates; the . administration and/or 6thers will produce a list; there shall be personal interviews of alL candidates by SASS and the administration. If there are discrepancies uetween the ·final candidates chosen by the various parties, SASS shall make the final recommendation to the President. VI. Admissions Policy: . Faculty Action: (I c ~<'-"'. ') . 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 S"18rthmore, 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 Cpllege vigorously extend its recruitment of the best Black secondary school graduates and continue to encourage Swarthmore Black 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 norm adal missions criteria for the academic year 1969-70.'1 (~dopted on 10 t h, afternoon; amended on 12, aft.) SASS Position: "That th·e college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomoda te the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975." Amplifiaction: SASS understands tha t these figures represent goals tm- ard the achievement of l whic h the College will ·make a consistent and sustain ed effort. VEE. Tran s fer Students : Facuity Action: (\0_ I ~"'c, . Nv--(-"vv,\ '). It resolved that the college recruit and enc ourage the enrollment of, black students �5. from community and junior colleges, and remain open to Qlack transfer students ,. from four year colleges. Financial aid will be available to such students where appropriafe • ..;. AmplHication: Resolution 2 (above) pertains to SASS demand f, pg. 2, 23 December document. In changing the wording, the , faculty wished to distinguish between two year colleges ~\ (community colleges and junior colleges) and regular four year colleges. wished also to avoid any connotation of raiding the latter, ~vhile It simultaneously The indicating receptivity to applications from students of such sc hools. faculty also wished not to aggravate the brain drain 'from black four year colleges. Finally, the faculty wishes to point out that financial mediately available to entering students from t~vo aid has always been imals9 to year colleges, and those from four year colleges when no question of competing financially for entering students was involved. SASS psoition: "It is understood that ~ve accept the resolution to encourage the enrollmenm of Black transfers with scholarships'.' (SASS eve Jan. 13) (for more on admissions and transfer, see section on AHBAC). VIII. AHBAC (Ad Hoc Black Admissions Committee) At its meeting on Saturday morning, 11 January 1969, the faculty passed th e following motion: (This is the amended 12 Jan. version). · A) To facilitate the establishment of this committee, the faculty recommends the prompt establishment of an Ad Hoc Black Admissions Comm ittee. B) We propose that this Commit tee consist of 3 faculty menbers , 5 students, ineluding repre sen tation of SASS, 2 administrators; the representatives of each group to be chosen by that group. C) The chainna n of this committee will be chos en fro m the committee by the committee. �6. D) Among the responsibilities of the Ad Hoc Black Admissions Committee are " the following: 1) to seek - out ·'an~ recom mend appointment at the earliest possible date, of an Admissiotis Officer who shall be Black. 2) To review present admissions standards and procedures involved in evaluating Black applicants, to recommen4 standardp and procedures to be applied to Black applicants, and in particular to propose means for implementing Black admissions polic y. Specifically, the committee shall also revie\v 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) To prepare reports as it sees fit. E) It is understood that this committee be free to make uS,e of outside consultants. SASS Position: (Pho enix Supp. 14 Jan. pg 9, as amended by SASS representatives at this meeting .), . "\;Te accept the resolutions with additions: that t he committee for Black admissions be charged Hith: 1) The proposal of Black admissions policies, i.e., criteria. pro~edures and qualifica tion This committee v7111 also be charged \vith recommending the number of po1ici ~ s. Black applicants to be enrolled unde r such However, the se numbers have already been detennined for the next six years. 2) A revieH of the application of these policies by the college admissions staff and conside ration of any problems resulting from such application. 3) The revie'\v of Bla ck Admissions Policy in the fu t ure if the committee sees fit. $) The pD'\ver to elect a ch a irman from the com mitt e e and to increase its functions in making proposals pertaining to Black admiss ions (e.g. pre-enro1lmerit pro gr ams ) �L 7. ,. ! , I j c ! ! i- ! I I i as it sees fit. 5) to prepa:;e r'ep'Q Fts as it sees fit. f , f , • That the structure of said committee consist of the follm"ing: 4 Black students. , f I f 1 white student. 3 faculty members, one of whom shall be Black. t t t 2 administrators, one Black when he arrives. Further specifications: 1) In the event that Mr. Legessee decides not to be a member of this committee, he shall be replaced by~outside f t , t a.tJ consultant chosen by SASS in consultati6n with the faculty, or a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members shall be chosen by the faculty in consultation with SASS. 3) In the event that there be more than one Black faculty member from \"hom to choose the Black faculty reprenentative, this shall be done in consultation SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That the final approval or disapproval of said committea policies are to rest with SASS. Amplification: This is und ~r stood .l , L.. with to mean that SASS shall exerc~se f!na1 judg~ent on the policies of. the committee and that in this area the legislative function of the faculty is performed by SASS. By \"ay of explaining their position SASS representatives said: this is definitely not minority coera ion, but rath e r Bl ack self--det ermina tion. They ask that SASS have the final say only in areas pertaining to the special interests of Black people, since the Black perppective is the most relevant per sp pective in these -ar eas. Our position i mplies that SASS shall encourage and res- �8. pect perspect~ves •. and ' opinions from the faculty and administration and students Thus it will be insured that SASS will not before reaching reach decisions a final solution. ~vhich fail to take into account all the prespectives of the college community. commlilttee . IX. Support Programs Faculty Action: Finally, SASS understands this to be a standing, not an Ad Hoc, (Pre- and pt{,st-matric'u lation:) :' ".A.A:/ ·'VV, \ , (rJ- ~""'" That immediate action be taken to design and implement for the academic year 196970 a support program that will be available to Black students as necessary. Such a progra~ shall be designed by the Curriculum Committee in consultation with SASS. It resolved that ihe College enter into negotiations with insti- 12 Jan. morn. tutions at present conducting sumnler enrichment or reinforcement programs for entering freshmen, so students accepted by Svlarthmore for the academic year 196970 who need such preparation may attend such a program. It resolved that the College endeavor to enhance opportunities for all Black . students to attend college: Black Admissions Committee a) continue to support and maintain an upward bound program. b) consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. c) establish a committee of interested faculty and stud ents to ex plore the possibility of establishing a one-evening-a-~vee k that it should in consultation with the Ad Hoc I I semina r program on the campus for able, socio-economically deprived 11th and/or 12th grade stud ents from local seconda ry schools. d) continued its participation in programs , ego the College Bound Corporation of Philadelphia , whose efforts are exp ended on behalf of increasing the numbe r of seconda ry school graduates in the area that go on to college. �9. e) undertake n~gotiations \"ith several private secondary_ sc hoo1s to arrange that Black students applying- to S\"arthmore for September 1969, who need further ., preparation, may attend such a school on a scholarship basis for one year prior to entering a college. SASS Position: ''It is understood that these resolutions which deal specifically with pre-mat- ricu1ation and support programs are acceptable as appropriate for investigation by the Black Admi ssions Committee." Amplification: With regard to pre-registration enrichment or reinforc ement programs, that the Black SASS feels Admissions Committee will study the types of programs available, are suitable, find out ,,,hether they exis t on determine the types of programs that other campuses; and, if not, will determine hm" to set them up. At this point, t he college \.]ill enter into necessary negotiations for the i mpl©:nentation of said programs. SASS is concerned about summer enrichment pro grams set up \"ith a \"hite It is neces- perspective add therefore not responsive to the Black perspective. sary that Black people in such programs be exposed to the Black X. Black Inte rest Committee: perspective~ . (Histor ical Note: on 16 October SASS presented four dema nds to the Admissions Policy - Committee, of ",hich No.2 reads: "That the faculty and administration form a comn~ttee I to cooperate actively with the SASS College Relations Committee on an onThis Black Interest Committ ee ,,,ould insure tha t S\"a rthmore in the be sensitive to the interes ts of Black people. If) going basis. future "Till Faculty Position: The .Admissions Policy Commi ttee recommended that there be an informa l process organized ",hereby those "felt needs" deemed by Black students to be uniquely th eirs �10. can find expression and su~~ort within the ~ollege. This was moved by the faculty on 12 Jan. afternoon, and tabled until consideration ' of Black stud ents at all levels. ·of .decision making had been considered. returned to the floor, and the This motion has not yet been 12 Jan. aft. faculty has taken no action on it. 1) The follmving resolution was passed: The faculty urges the student council and other organizations to be constantly aware of ,the need to provide support for acott . ~ tivities which, while open to the entire student body, would be largely Black in orientation (APC report, pg. 11, C). SASS Position: "The faculty has made no resolutions abou.!/~~~ck Interest Com mittee demanded. Our position is: that the college publicly recognize the existence of and encourage the use of a Black interest committee which sha ll be charged with: 1) obtaining a delineation of the decision- making process as pertaining to cultur al activitie s. (SASS understands th i s to mean processes by Hhich funds, time slots and \vha t not are allocated). 2) Receiving funds and time slots for programs of a cultural nature done in the name 6f the entire coll ege community from the Cooper Foundation, Collection Committee, Husic Department , LTC, and similar groups. I 3) Reviewing cultura l programs at the College \Jhich they are presented, if the party making in no way i mplies censo r ship. 4) Recowmending actions utilized. pert ~ in to Black people BEFORE so wishes . 'Reviewing ' the pr e sentation to the SASS membership should its offer of review not be This conm dttee shall consist of Black people cho sen by and responsible be a va ilabl e for recommenda tion s and cons ultations to the entir e to SASS Vlho sha ll college co n~unity. Amplification SASS in ~is r egard do es not wish to have s epa r a t e fund s for its progr ams, but rath er to be entitled to r eceive funds from s uch organi zat ions a s Coop e r Founda tion �11. and to present programs under the auspices of such organizations, with time slots decided upon b'y the parties involved. hopes that " it will . ..' In amplification of No,. 3, above, SASS be consulted beforehand concerning presentations that may be If its consultation is not sought offensive to the sensitivites of Black people. and/or if its advice is not heeded, ' then SASS reserves the right to protest. SASS wishes this committee ,to operate mach as the Hamburg committee, but not \vith the censorship preroggativcs of the Hamburg committee. no authority to prevent a program from occuring . This committee would have In asking that the college pub- licly recognize the committee , SASS \vants all-college notification and notification of foundations and committees that are conc erned \'lith cultural programs. This com- mittee would not address itself to specifically departmental programs, but only to programs that have college-Hi ( e scope. XI. Black Particip a tion in Faculty Position: Policy-making 12-13 Jan. . J In the actions of the faculty responding to the SMl8 cpmmunication of 23 Decemb er and to the report of the Committee on Admissions Policy, the faculty has authorized the participation of Black people in shaping policies on matters relating direc t ly to the special interests of Black students. to this principle wherever it applies. SASS Position: "Black people shall participate in policy shaping and decision making processes The faculty is determined to adhere I on all levels of the colle ge community ,relating to the sp e cial interests of Black people." Amplification Not to be part of resolution but to be read at faculty meetimg. 'Poiicy shaping and dec ision making ' is intended to refer to all stages of the process - e.g. identification of the probl em or issue, committee work on the problem, for mula tion of res6lutions to dea l with it, acting on re s olutions , and implementing them as solutions. �12. XII. Funding: Faculty position: ,"' 12 Jan af~.' The faculty' " uri~d,. . in the form of a resolution, that t he President and the Board secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the repo r t of the Admissions Committee; the faculty reco gnizes that fund-raising priorities. SASS Position: SASS Sincerely appreciates the faculty's initiative on this resolution. However, s~ch a course requires a reappraisal of budgetary and SASS recommends that the resolution be amended to insert the words, "and 9 Jan." after the vlOrds 1123 Dec."; and that "Communication" be changed to "communications." By 'levels" SASS understands both areas of op e ration (eg. curriculum, admissions, or cultural) and hierarchical levels (eg. students, faculty and administration). XIII Presidential Support: The 12-13 Jan. President announces his strong support of the actions taken by the fac ulty, of ,.;hich he is the presiding officer, and will strongly recommend them to the Board of Hanagers. He is confident that the Board share s the s ane values and concerns that have motivated the Pres ident and the f aculty in their actions. The undersigned would like to point out that they rn ve understood their task to be solely that of relay ing SASS' present position, for the purpose of identifying discrepancies between it and the faculty actions of ?-13 January. We have avoided all editoralizing, and h ave added amplifications only where we felt they were rigorously indicated by the remarks made by SASS rEPresentatives to us. , Asmaron Legesse Steven Piker' Linwood Urb an J ames Wood � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SASS-Faculty Committee Clarification Meeting, 14 January Night - 15 January Afternoon Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse Steven Piker Linwood Urban James Wood Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91b0bb1a72e96aac8b197592a80089e6.pdf 18079a89f769eebd3da8fba1c6139c67 PDF Text Text "HISZ::" STUDEiJTS AND THE S,HATID:!ORE Iv IQVEr'iENT .~~, .. . ': The SDS Labor Committee supports , the SASS demand f'or the admission of' several "risk H students. The demand for 10-20 "risks" represents the f'irst tentative, mod~rate expression of' what should rightly be~ome a major f'ocus of any movement which seriously hopes to signif'iciantly alter the character of' the university ad the society which it is supposed to serve. He would recommend a university policy which would guarantee admis~ions to a substantial number of black and white working class youth. " Moreover this is not a m~tter of moral preference. lile would contend that the enrollment ' o~gqetto high school victims and their white countep parts must be a leading f'eature of a program intent on reversing the disgusting decay of the human and material resources in our country. This is also to suggest that failing to adopt such an enrollment policy as our own guarantees our futures as rather pathetic managers of an , accelerating social rot. of, • Ghetto Education nnd l"lod ern Productive Labor The demand for a ' four year coll ege education or its equivalent for expanded numbers of black and lflThite working classs youth otherwise expresses the country's imme d iate need for a greatly enlarged modern productive labor forc e - tha t is a working population equipped with t h e skills requi~ed to operate the most advanced technologies pres e ntly associated with the military and aerospace industries. That this sort of training is simply not taking place must be immediately apparent to anyone entering a ghetto high school. In f'act the op p osite is occurring. Skill levels of all kinds and subsequnet employment possibio ' ites are declining for thousands. The increasingly diluted academic pablum served up in the average ghetto classroom is ruining the futures of a majority of ghetto students, leaving them unfit to ma n even the most primitive technologies connected to the most b a ckward industries (garment for example). High school has become a one-way street to the army, unemployment, welfare rolls or at best $1.60/hour ba ~k-b~eaking jobs. This destruction of human life and potential is only appropriately reflective of a more genoral decay of the whole of society productive powers. Toles of growing poverty and even SUbstantial st arvation ar e too common to need repition here. Of less common knowledge is the recent decline in living standards ~f the whole ~f the working popUlation reflected in a three year trend toward lower real wages (proceeding at a 7.8% annual rate as of Oct.), caused by a 610 yearly inflation and an apparently uncontrollable tax spiral. Massive consumer needs are going largely unmet. Supplies of schools, hospitals, h~using, urban transit etc. are entirely inadequete and growing more so. Finally basic industry is de~ades rleep in obsolescence. Garment industry techn~logy dates from the 19201S. Much of the steel plant is archaic by European standards. The technology of the metal working andustry is the olaest in the industrializei world. The same applies to the shipbuilding and railroad inrlustries and even t~ those sectors of the elctrical ind~stry not directly connecterl to the military sector. (Extensive documentati~n of industrial decay can be found in Se our Melman's ok, e nl @ e.d §oc ~.±i-y t Ow �pr~nuction. The pr~ductive plant is rotting. The ec~nomy is failing t~ even maintain, much less exrand the level of living f~r mest of the working and unemployed ~opulation. In the midst of the mess capital flows are headed out of the productive sect~r In sh~rt the country is in the grip of a crisis ~f under- of the economy into absolutely non-productive areas. Speculation in industrial stocks and bonds, trading in government and public authority securities, slum real estate ~~eculatien, investment in titles to military and aerospace plant and a cancerous expansi~n ~f all kinds ~f parasitic corporate, advertising, financial and government bureaucracies are claiming the lions share of available capital res~urces. Why these essential13f wa stef'ul areas of investment are ao ~verwhelmiugly appealing at this time to major fln911c8il and corporate interests cl1nnot be competently explRiuo d h e re. What ahouln be obvious h ..wever l is that to even make a dent in the three trillion d~lla:r' poverty deficit requires the imme diate r'Adh·0 G !;:i..on ef masRive capital flows. It is no exaggeration t o sa;Jf th A ()l..l.r cr) l J.n~~ l· ·Y j $ 'u-"') " "" f1,rH.' lffl' o d 8 ]l.1 nrvl(n~~lfJ I] 1-1 1oping at .t n. 'r' ''::-': ~; " ,~ ~. 0 ~ -r:f ~ 'y::,_ J: i. 0 to e -l- , )p ; i f' "hpre i s to b e ::m~T }I f'' T' ''' r::~ b ~J ::.:,i, !:~- t t: .. ~:. :.~.1, i': !·~t_ r) (\ :.: is () 1-,.: ~.' ~~~: :, ~r . ~: t:.,::' . i · : ...: _ C C~.::. ~ :!_ :-. ;.0::1 l:~ .~ . ~~_l.-'.:; C;'./ ~~ ~ .~ " C~ -l '. t ...... : �eliminating the absolutely abysmal conditions of life confronting a good one third of the population, there must be a re-industrialization of the U.S. Without the investment of at least $50 billion a year in the production of expanded means of production and consumption there can be no talk about eradicating poverty or any of its social sicknesses. This kind of investment ~olicy would lead to the creation of 4 ,million new productive jobs a year in modernized industries requiring the highest levels of skill and education. Even today, apprenticeship in the newest portions of the printing industry invalves the equivalent of a college education. The same is true for much military technology and the military related sections of the electrical industry. The educational requisites of a modern labor force cannor be measured merely in terms of degrees of technical aptitude. To effectiv~ly assimilate the knowledge assoc~ated with a highly complex economy and culture demands highly developed synthetic and creative ' intellectual abilities. A pol&cy of productive investwent then would mean a greatly augmented program of higher eaucation for presently non-educated and mis-educated youth, so that they might be employed at skill and wage levels consonant with the most advanced parts of the space industry. Program along these lines meets the needs of the country as a whole as well as the immediate aspirations of ghetto and other working class youth for a decent future. approximatel~ ~he Philad8lQhia High School Movement In this connection the Labor committee condemns Swathmore's admissions policy, because of its de facto exclusion of black and other working class students, and supports and extends the demand raised by SASS. We recognize that such an enrollment policy implies de ep-going changes in educational arrangments at Swathmore. Although the problems are serious, we nevertheless believe them to be solvable and in the interest of all Swathmore students. A high school campai~n now b e ing conducted in Phila. provides an-ex ffin~~~~0ssjble _di~ection for the Swathmore movement. Several members of the Black Panthe r Parl;y=rurd---etre SjJS~ T:l'abe-r -CQmmit-t aa ~_ __ ar e organizing a high school movement cnntered mainly, although not exclusively, in some of the major ghetto high schools. The leading demands of that movement are 1. The construction of 33 n ew schools (a cons e~~ ativ e e stimate of the city government on the number of new schools needed to relie ve overcrowding). 2. Expanded job-training programs for jobs that do exist - many vocational schools train students for nonexistent jobs or offer courses attuned to the automotive and shop practice of two decades ago. 3. R'lEpmnded Cnllege p:,era~_~.~ .o!,y J~.!,ogh~ 4. Full aid colle , e educa.tioA*'*.f~~\Silall hi h H~S. graduates W 0 wish to attend but can't afford ~t. • rrt:'d nct~ve we ll-paying jobs for H.S. graauate-s -:..' a recognition tha t the ronts 0 1' the school crisis lie with the general cond53: ions of ghe tto ; l l:fe and that r emod i e s limited to the schoo. sy o t ; e m are chi meraA. 1 Finally, the mov ement propOS GS to finance its pr \.'.) g,t' om by trueing various forms of spe cu1.a tive inv8 flIJment (slum r eal estate speculation and public authority pork barrel bond issues being the mast immediately identifiable) as opposed to any increased wage taxation. This last proposal on financing then concretely links the aims of the high school movement with the needs and interests of the rest of thewage~ earn~ng popul at~on •. ' ~ �"STUDENT INTERESTS" ? The Labor Comrnittee b e-rieveS-that the- movement at Swathmore must proceed to link up with braoder social layers in the kind of moveme nt outlined above. It should be clear that programmatic struggle aimed at arresting the underproduction crisis is in the immediate interests ,of black oppressed. We also contend that the fight r~r re-industrialization, productive jobs and expanded higher 0ducation for working class students is in the interests of college students as well. Like it or not, we too ' are currently being trainec1 as highly "skilled" members of a non-productive labor force. Ho are headed for "cnre~rs" as corporate, financial and gl'werIl1Jlent hureaucrats, slick marketing pnrasites, technicians for the militfU Y? QPQlogists for social misery, pokicemen of social discontent in the ' ghettn classrofllm, and embarassed dispensers of inade<1uete, degrfl d.i.ng "l81fare doles. Our only hope for a decent, '['roductive future de'Pends on joining with the kind of br~ader movement, embry':)1d~ R.I1Y :re'p',N}sented by the Phila. high school drive. DI2.CUSSION - CRITICISM WLCOME - 8 :oop .M. -Tues. 14th .. ~ TARBLES 9 � "HISZ::" STUDEiJTS AND THE S,HATID:!ORE Iv IQVEr'iENT .~~, .. . ': The SDS Labor Committee supports , the SASS demand f'or the admission of' several "risk H students. The demand for 10-20 "risks" represents the f'irst tentative, mod~rate expression of' what should rightly be~ome a major f'ocus of any movement which seriously hopes to signif'iciantly alter the character of' the university ad the society which it is supposed to serve. He would recommend a university policy which would guarantee admis~ions to a substantial number of black and white working class youth. " Moreover this is not a m~tter of moral preference. lile would contend that the enrollment ' o~gqetto high school victims and their white countep parts must be a leading f'eature of a program intent on reversing the disgusting decay of the human and material resources in our country. This is also to suggest that failing to adopt such an enrollment policy as our own guarantees our futures as rather pathetic managers of an , accelerating social rot. of, • Ghetto Education nnd l"lod ern Productive Labor The demand for a ' four year coll ege education or its equivalent for expanded numbers of black and lflThite working classs youth otherwise expresses the country's imme d iate need for a greatly enlarged modern productive labor forc e - tha t is a working population equipped with t h e skills requi~ed to operate the most advanced technologies pres e ntly associated with the military and aerospace industries. That this sort of training is simply not taking place must be immediately apparent to anyone entering a ghetto high school. In f'act the op p osite is occurring. Skill levels of all kinds and subsequnet employment possibio ' ites are declining for thousands. The increasingly diluted academic pablum served up in the average ghetto classroom is ruining the futures of a majority of ghetto students, leaving them unfit to ma n even the most primitive technologies connected to the most b a ckward industries (garment for example). High school has become a one-way street to the army, unemployment, welfare rolls or at best $1.60/hour ba ~k-b~eaking jobs. This destruction of human life and potential is only appropriately reflective of a more genoral decay of the whole of society productive powers. Toles of growing poverty and even SUbstantial st arvation ar e too common to need repition here. Of less common knowledge is the recent decline in living standards ~f the whole ~f the working popUlation reflected in a three year trend toward lower real wages (proceeding at a 7.8% annual rate as of Oct.), caused by a 610 yearly inflation and an apparently uncontrollable tax spiral. Massive consumer needs are going largely unmet. Supplies of schools, hospitals, h~using, urban transit etc. are entirely inadequete and growing more so. Finally basic industry is de~ades rleep in obsolescence. Garment industry techn~logy dates from the 19201S. Much of the steel plant is archaic by European standards. The technology of the metal working andustry is the olaest in the industrializei world. The same applies to the shipbuilding and railroad inrlustries and even t~ those sectors of the elctrical ind~stry not directly connecterl to the military sector. (Extensive documentati~n of industrial decay can be found in Se our Melman's ok, e nl @ e.d §oc ~.±i-y t Ow �pr~nuction. The pr~ductive plant is rotting. The ec~nomy is failing t~ even maintain, much less exrand the level of living f~r mest of the working and unemployed ~opulation. In the midst of the mess capital flows are headed out of the productive sect~r In sh~rt the country is in the grip of a crisis ~f under- of the economy into absolutely non-productive areas. Speculation in industrial stocks and bonds, trading in government and public authority securities, slum real estate ~~eculatien, investment in titles to military and aerospace plant and a cancerous expansi~n ~f all kinds ~f parasitic corporate, advertising, financial and government bureaucracies are claiming the lions share of available capital res~urces. Why these essential13f wa stef'ul areas of investment are ao ~verwhelmiugly appealing at this time to major fln911c8il and corporate interests cl1nnot be competently explRiuo d h e re. What ahouln be obvious h ..wever l is that to even make a dent in the three trillion d~lla:r' poverty deficit requires the imme diate r'Adh·0 G !;:i..on ef masRive capital flows. It is no exaggeration t o sa;Jf th A ()l..l.r cr) l J.n~~ l· ·Y j $ 'u-"') " "" f1,rH.' lffl' o d 8 ]l.1 nrvl(n~~lfJ I] 1-1 1oping at .t n. 'r' ''::-': ~; " ,~ ~. 0 ~ -r:f ~ 'y::,_ J: i. 0 to e -l- , )p ; i f' "hpre i s to b e ::m~T }I f'' T' ''' r::~ b ~J ::.:,i, !:~- t t: .. ~:. :.~.1, i': !·~t_ r) (\ :.: is () 1-,.: ~.' ~~~: :, ~r . ~: t:.,::' . i · : ...: _ C C~.::. ~ :!_ :-. ;.0::1 l:~ .~ . ~~_l.-'.:; C;'./ ~~ ~ .~ " C~ -l '. t ...... : �eliminating the absolutely abysmal conditions of life confronting a good one third of the population, there must be a re-industrialization of the U.S. Without the investment of at least $50 billion a year in the production of expanded means of production and consumption there can be no talk about eradicating poverty or any of its social sicknesses. This kind of investment ~olicy would lead to the creation of 4 ,million new productive jobs a year in modernized industries requiring the highest levels of skill and education. Even today, apprenticeship in the newest portions of the printing industry invalves the equivalent of a college education. The same is true for much military technology and the military related sections of the electrical industry. The educational requisites of a modern labor force cannor be measured merely in terms of degrees of technical aptitude. To effectiv~ly assimilate the knowledge assoc~ated with a highly complex economy and culture demands highly developed synthetic and creative ' intellectual abilities. A pol&cy of productive investwent then would mean a greatly augmented program of higher eaucation for presently non-educated and mis-educated youth, so that they might be employed at skill and wage levels consonant with the most advanced parts of the space industry. Program along these lines meets the needs of the country as a whole as well as the immediate aspirations of ghetto and other working class youth for a decent future. approximatel~ ~he Philad8lQhia High School Movement In this connection the Labor committee condemns Swathmore's admissions policy, because of its de facto exclusion of black and other working class students, and supports and extends the demand raised by SASS. We recognize that such an enrollment policy implies de ep-going changes in educational arrangments at Swathmore. Although the problems are serious, we nevertheless believe them to be solvable and in the interest of all Swathmore students. A high school campai~n now b e ing conducted in Phila. provides an-ex ffin~~~~0ssjble _di~ection for the Swathmore movement. Several members of the Black Panthe r Parl;y=rurd---etre SjJS~ T:l'abe-r -CQmmit-t aa ~_ __ ar e organizing a high school movement cnntered mainly, although not exclusively, in some of the major ghetto high schools. The leading demands of that movement are 1. The construction of 33 n ew schools (a cons e~~ ativ e e stimate of the city government on the number of new schools needed to relie ve overcrowding). 2. Expanded job-training programs for jobs that do exist - many vocational schools train students for nonexistent jobs or offer courses attuned to the automotive and shop practice of two decades ago. 3. R'lEpmnded Cnllege p:,era~_~.~ .o!,y J~.!,ogh~ 4. Full aid colle , e educa.tioA*'*.f~~\Silall hi h H~S. graduates W 0 wish to attend but can't afford ~t. • rrt:'d nct~ve we ll-paying jobs for H.S. graauate-s -:..' a recognition tha t the ronts 0 1' the school crisis lie with the general cond53: ions of ghe tto ; l l:fe and that r emod i e s limited to the schoo. sy o t ; e m are chi meraA. 1 Finally, the mov ement propOS GS to finance its pr \.'.) g,t' om by trueing various forms of spe cu1.a tive inv8 flIJment (slum r eal estate speculation and public authority pork barrel bond issues being the mast immediately identifiable) as opposed to any increased wage taxation. This last proposal on financing then concretely links the aims of the high school movement with the needs and interests of the rest of thewage~ earn~ng popul at~on •. ' ~ �"STUDENT INTERESTS" ? The Labor Comrnittee b e-rieveS-that the- movement at Swathmore must proceed to link up with braoder social layers in the kind of moveme nt outlined above. It should be clear that programmatic struggle aimed at arresting the underproduction crisis is in the immediate interests ,of black oppressed. We also contend that the fight r~r re-industrialization, productive jobs and expanded higher 0ducation for working class students is in the interests of college students as well. Like it or not, we too ' are currently being trainec1 as highly "skilled" members of a non-productive labor force. Ho are headed for "cnre~rs" as corporate, financial and gl'werIl1Jlent hureaucrats, slick marketing pnrasites, technicians for the militfU Y? QPQlogists for social misery, pokicemen of social discontent in the ' ghettn classrofllm, and embarassed dispensers of inade<1uete, degrfl d.i.ng "l81fare doles. Our only hope for a decent, '['roductive future de'Pends on joining with the kind of br~ader movement, embry':)1d~ R.I1Y :re'p',N}sented by the Phila. high school drive. DI2.CUSSION - CRITICISM WLCOME - 8 :oop .M. -Tues. 14th .. ~ TARBLES 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 'Risk' Students and the Swarthmore Movement Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource SDS Labor Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e7e637668f8c564655b809fc4bc507ef.jpg 3771049f7ea9b40999a74a8b2773585f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore and the University City Science Center Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource SDS Labor Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/db4247a2a4831472793404c569af52ad.jpg a9472f0a0f7552d1de904ae0faec1e0a 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 4 Stage Hunger Strike at Swarthmore 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 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/807f19b406f0b30566fcf17b6fd5d7e0.pdf aa5abf2ada7ba4a3dfdbe89da4bb4a4e 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 A name given to the resource [Letter from Eleanor Dreibelbres '21 to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Eleanor Dreibelbres Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/323763e781aa6f7d78332771abff89c7.jpg 95dd4778a2ed770280d380a07449e338 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 [Letter from Evelyn Hagner to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Evelyn Hagner Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/83796454c528db00f98eafd002183f9e.pdf 714cb7d593342dff06ecaee111647710 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 A name given to the resource [Letter from Ernest Luther '46 to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Ernest Luther Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fe5de1755120aef71612645de77a707a.jpg 1d17981f7e100973a89e36352ebda533 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to SASS 01/15/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1970 Format The file format, physical medium, or dimensions of the resource JPG President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/416fd8790c5508878c37f26a5bc78609.pdf 85b3efaad372ae7fa58d9fcf8855e1c5 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Invitation to NAACP board meeting, 01/16/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource D. Moat B. Vaughters Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource PDF Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b3f429760cb2344f742c1a933613bfa3.pdf c00ffe929ff744676f7f2aa81127fba9 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement, 01/16/1969] Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3774089a217c08802c0409c4bc1fb4fc.jpg e76b53074cfe27b207c84090ad23ba8a 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 Dr. Smith Dies in Swarthmore College Office Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Francis Geary 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 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1bebfe4da7f0a63cf564a97ac772d80b.jpg 4529078795d62c944ac079bfaef8c5af 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 Prexy Stricken, Dies Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/61222b02fdc84180590bf40552b67026.jpg 34fede19edda979cc082c7b83226c470 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 Gilmore Stott, statement by telephone to Newsweek on day of death (January 16, 1969) or day after Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/16a470daf87884e0d2631174ea07cb76.pdf e6a944360853172ce671c0656c605cb4 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 A name given to the resource [Letter from Charles Eberle to Joseph Shane, 01/16/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Charles Eberle Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions