15 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3d5bd53cc18ed93904185eb9c3fa8ff3.pdf a384cf4947131ba1a8e2e11fd4b4e8ff 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 Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Notes on From Slavery to Freedom, John Hope Franklin] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/613cc1f8bbf14c13e9acee5f9901c5d5.pdf 6878cfdf9ccd1b7b6878986dc9034b29 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 Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Notes on Martin Luther King and integrationism] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [03/12/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/88fd1c96b4f8f7d29f8a94a6cb4e59ef.pdf 8cde1bf6dfa5624ac7e23b47be628e6c 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 Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Notes on Nat Turner's Slave Rebellion, Herbert Aptheker] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11cf9f3b3a8bebbe21d71ac8849df1f1.pdf 011888c2454c43fd55dde1b1370edde7 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 Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Notes on slavery background information] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4837b5482903195960343491baecff5b.pdf abec5a0102975a97081321f698731b52 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 Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Notes on the Great fear in Latin America, John Gerassi] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [04/23/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0437b15772b03ea61cc39c14314112f5.pdf 71c4d65250633e98f0b6478a9803214c 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 [Open Letter from Asmarom Legesse, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dc7977817233331719f75487ef262783.pdf dab28f974e9c42744f7b6d60cae4df83 PDF Text Text J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � 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 David Cowden, 01/08/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource David Cowden Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/862c994c32a541602e91fde226981829.jpg 1a7aeda5b647fa0a39635ba28d5c5976 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Jim Ribe, 01/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Jim Ribe Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/609ad96820471b22ebd5816e57065d5c.jpg 61e15e718c002072f51f61c101ff85fd 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 Joseph Shane, 01/09/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty President's Office 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/39645999d1ed237891ca323ee909d2b5.jpg 373a2fa38debc60afa36bb3d086e7f28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Robert Browning and Edward Cratsley, 01/29/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Robert Browning Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 01/29/1969 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers Courtney Smith's death President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/519ecf6374b749bb3a22b45ef026326e.jpg 579f9e17cab9f89023742684461e3259 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open letter from Robert Cross 03/29/1971] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/29/1971 Format The file format, physical medium, or dimensions of the resource JPG FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d2e95a4fe2fbdb340b2a806febd6975e.jpg cdcd904473a0feb327f628fd7c478cf3 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 [Open letter from Robert Cross, 03/09/1970] 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 03/09/1970 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Black Cultural Center Black Studies President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f1223bbfac50ad70ba7f597c028de5e.pdf 6e2e4deef4b1ce51b1ab9f733f6c2d47 PDF Text Text SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Robert Cross, 04/08/1971] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 04/08/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/521b112fe166e25097cbbf5074eb5807.jpg 1919d74c4f7383177f59a54dddf486d7 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 Student Council] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a594bd239a0a34c3d3132e94b07d4eb0.jpg a638847040ec0f62225f3ad73da8d8d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open letter from students, 03/14/1970] Creator An entity primarily responsible for making the resource Steve Hanson et al Date A point or period of time associated with an event in the lifecycle of the resource 03/14/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eafcd8f04ac4668e29790d94be105fca.jpg 54c4ddf263adb23c20839bdd46785486 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- Patrick Henry] Description An account of the resource Box 02, Admissions 1968-1969 Creator An entity primarily responsible for making the resource Patrick Henry Date A point or period of time associated with an event in the lifecycle of the resource 10/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Faculty Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/57c13052d05032a7f14321309e4f2c59.pdf 4cd999ee3f25524a3d608d923c8c1c14 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 The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 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 [Opening Text for the 1969 Halcyon] Creator An entity primarily responsible for making the resource Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/04fd470ee082e217416ed5d482560869.pdf 6d8ca06199dae6965dc6b5d217505d3a PDF Text Text Swarthmore College e w 5 n News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457 for release Wednesday, July 17, 1968 Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad. H ORE H RE O HO RE �Page -2- Courtney Smith For release: Swarthmore College Wednesday, July 17, 1968 The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time in the Critique of a College published in December of 1967. of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students, will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it." �Jl QJJ \iJ) \LV lJ) vVitt Jllh 11 HU IJj! ~ Jll1 J1J, "A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962 "But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65 ~ I ". I I I , III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student." ~ - - --- - --- \ . .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62 rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ ----- - --., -- -~ -- - "] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s." -President Courtney Smith, In a ugural :\dclrcss, 1953 . .. - . . tv . _ "The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral ° l? - Courtney Smith, ninth president of Swarthmore 1m ''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce." IfJ {(I' r' ..lY "~ ...........I .,'", ~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../ .L:1____ '-' ......... _ "Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings." -Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059 �J' "ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." , -President Courtney Smith, R ep orto[ the President, 1953-1954 t" "... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963 , -w ,r ~ 61) '.. : ih~ 'private instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62 U tj) j, trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great." . Presidcnt Counney Smith,Alumni Day, 1962 ' which trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found. II , . ' , ' - President Courtney Smith, Alumni Day, 1962 "It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional." -:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960 a It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." . , -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre ':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily , /In'! \ nr ;,,1 f r ' '''- n .' ''' '' 1n~< � Swarthmore College e w 5 n News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457 for release Wednesday, July 17, 1968 Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad. H ORE H RE O HO RE �Page -2- Courtney Smith For release: Swarthmore College Wednesday, July 17, 1968 The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time in the Critique of a College published in December of 1967. of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students, will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it." �Jl QJJ \iJ) \LV lJ) vVitt Jllh 11 HU IJj! ~ Jll1 J1J, "A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962 "But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65 ~ I ". I I I , III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student." ~ - - --- - --- \ . .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62 rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ ----- - --., -- -~ -- - "] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s." -President Courtney Smith, In a ugural :\dclrcss, 1953 . .. - . . tv . _ "The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral ° l? - Courtney Smith, ninth president of Swarthmore 1m ''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce." IfJ {(I' r' ..lY "~ ...........I .,'", ~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../ .L:1____ '-' ......... _ "Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings." -Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059 �J' "ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." , -President Courtney Smith, R ep orto[ the President, 1953-1954 t" "... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963 , -w ,r ~ 61) '.. : ih~ 'private instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62 U tj) j, trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great." . Presidcnt Counney Smith,Alumni Day, 1962 ' which trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found. II , . ' , ' - President Courtney Smith, Alumni Day, 1962 "It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional." -:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960 a It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." . , -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre ':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily , /In'! \ nr ;,,1 f r ' '''- n .' ''' '' 1n~< � 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 [Press release regarding Smith's resignation, 07/17/1968] Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource Swarthmore College News Office Date A point or period of time associated with an event in the lifecycle of the resource 07/17/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b419da0259896fcdb225278aa8a3fcf9.jpg 3ab4178b1afbb7ab93e98819f698f949 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Radical Caucus statement 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Radical Caucus Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions Student Body