16 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b2ada19c9a32b88f1d0098b6062a1615.pdf f629ab0c0c27a3f16ccbab22d8447bcb PDF Text Text t···· REM.4.RKS OF EDWARD K. CHATSLEY DELIVERED AT '. ..:- MEl10RIAL COLLECTION SEHVICE FOR COuRTNEY S11ITH January 19, 1969 EACH OF US I·ruST THINK OF COOOTNEY SIHTH IN 000 OWN WAY. HE MEANT HANY DIFFERENT GOOD THINGS TO US 1'lHO KNEd HIH AND tJHO "WORKED vlITH HIlIi. HE ALSO REPRESENTED HANY GOOD 'YtUNGS TO THOSE vJHO SAW HIH IN LESS DAILY vlAYS AND KNElrJ HIH ONLY AS THE PRESIDENT OF SWARTHHORE COLLEGE. HE WAS A DEDICATED EDUCATOR BELIEVING FIRHLY AND PASSIONATELY IN THE RATIONAL PROCESS ACCOHPANIED tITTH PATIENCE AND COHPASSION. I FHi'!) IT IHPOSSIBLE THIS HORNING TO EXPRESS HY OWN THOUGHTS. RATHER LET HE REfill SOI1E OF COURTNEY SHITHt S O BASIC BELIEFS AS HE HN EXPRESSED THEM AT THE 'rum HE WAS INAUGURATED AS PRESIDEN OF SWARTHHORE T COLLEGE IN OCTOBER 1953. HIS FIRST SENTENCE WAS til STAND HUHBLED BEFORE THIS TRUST, AND PLEDGE \vHATEVER IN l{E THERE IS OF GOOD TO THE FULFILLING OF IT •• tI HE ALSO SAID, HI PERSONALLY FHID IT HELPFUL, IN THI N1UNG OF vlHAT 'EDUCATION' SHOULD BE, TO FOCUS ON THE INDIVIDUAL STUDENT RATHER THAN ON .THE SOCIETY IN W HICH HE IS TO LIVE, THOUGH THE SOCIl<,"TY NUST APPEAR Sm'IEHHERE IN THE BACKGROUND OF THE PICTURE. I FIND THE PREOCCUPATION vlITH THE SOCIETY IN AND FOR hT}{I CH WE EDUCATE A TOPHEAVY CO NSIDERATION. I FUID IT MORE USEFUL, IN TRYING TO FIND THE WAY FROM DAY "TO DAY, TO THINK OF t EDUCATION, f QUITE SINPLY, AS THE DEVELOPlIiliNT OF THE SELF FOR THIS, I NIGHT ADD, IS NOT EASY IN A SOCIETY, IN A THE SAKE OF OTHERS. NATION, INDEED IN A WORLD OF NATIONS \mERE THE OPERATI NG PRINCIPLE, v~rr TH �- 2 r' - ALL ITS INSISTENT PRESSURES AND ALL ITS SUBTLE BLANDISHMENTS, SEEMS RATHER TO BE THE- DEVELOPHENT OF OTHERS FOR THE SAKE OF THE SELF. I SIMPLY BELIEVE -- AS INDEED QUAKERS · HAVE ALWAYS HELD ...- THAT THERE IS SOHETHING OF GOD IN EACH OF US TO HHICH vm CAN AND }1UST APPEAL. AND IF THAT SOl1E'I'HING IS OF GOD, Tfm APPEAL TO IT, AND THE DEVELOPMEN-rr OF ITS VlANIFESTATIONS, CANNOT BY ITS VERY NATURE AVOID LEADING TO ITS COROLLARY 'FOR THE SAKE OF OTHERS'." Al\TD FURTHER, "ACTUALLY A COLLEGE IS, BY ITS VERY NATURE, THE HOST CONSERVATIVE AND, AT THE SAME TUlE, THE HOST LIBERAL FORCE IN A FREE SOCIETY: CONSERVATIVE INSOFAR AS IT FULFILLS ITS RESPONSIBILITY OF PRESERVING AND PASSING ON THE I Nl1ERITED WISDOM OF THE AGES, LIBERAL INSOFAR AS IT FULFILLS ITS RESPONSIBILITY OF CONSTANTLY REASSESSING THE OLD, Jl.IDGING HHAT ENDURES) DISCOVERING Al'-;1J) TESTING AND EVALUATING THE l\i'Ev.l. IT IS, BY ITS VERY NATURE , BOTH THE INSTRU1-ffiNT FOR PRESERVING THE IN A COLlEGE THE T110 STATUS QUO AND THE INSTRUHENT FOR DESTROYING IT. FUNCTIONS ARE INSEPARABLE, AND A COLLEGE ONLY BECOHES DANGEROUS h'HEN ONE FUNC1~IONS WITHOUT THE OTHER • • 0 "GIVE US, (THE COLLEGE) I ASK YOU, YOUR FAITH IN OUR GOOD WILL, YOlJ"R EAGERNESS TO UNDERSTAND WHAT WE REGARD TO BE OUR HISSION, YOUR . PATIENCE IF IN OUR QUI~ST FOR TRUTH WE NO\\f AND THEN OPEN THE DOOR TO AN EMPTY CLOSET. • GIVE US THESE THINGS, AND HE IN TURN WILL GIVE AN ENTHUSIASTIC, PERHAPS EVEN GARRULOUS, vITLLING~ffiSS TO ACCOUNT FOR OURSELVES, TO· TELL HOW OR \\THY WE TAKE THIS OR THAT STAND. WE SHALL MAKE HISTAKES, BUT \VE vITLIJ D EFY AN"fONE TO CITE A BODY OF HEN AND HOMEN M ORE DEDICATED AND SEEKI NG TO SEEKING,/\SO THAT WE CAN FOLLOH, TRUTH." �," - 3 - . .;. AND IN CONCLUSION, "FOR THE HUHAN BEINGS VJHO COMPOSE THIS COLLEGE ARE DEDICATED BEINGS, COl\l1JINCED THAT THERE IS NOTHING HORE WORTH THE DOING THAN TRYING TO HELP YOUTH TO A CAPABLE AND GIVING HATURITY, FOSTERING THE DEVELOPNENT OF THE SELF ':-, FOR THE SAKE OF OTHERS." AND TWO ADDITIONAL SENTENCES TAKEN FROH HIS REPORT OF THE YEAR IN 1966, "ANYTHING THAT WE CAN DO WILL NEVER BE ENOUGH. BUT NOT TO TRY TO DO HORE THAN HE ARE NOW DOING WOULD BE THE REAL DEFEAT." � t···· REM.4.RKS OF EDWARD K. CHATSLEY DELIVERED AT '. ..:- MEl10RIAL COLLECTION SEHVICE FOR COuRTNEY S11ITH January 19, 1969 EACH OF US I·ruST THINK OF COOOTNEY SIHTH IN 000 OWN WAY. HE MEANT HANY DIFFERENT GOOD THINGS TO US 1'lHO KNEd HIH AND tJHO "WORKED vlITH HIlIi. HE ALSO REPRESENTED HANY GOOD 'YtUNGS TO THOSE vJHO SAW HIH IN LESS DAILY vlAYS AND KNElrJ HIH ONLY AS THE PRESIDENT OF SWARTHHORE COLLEGE. HE WAS A DEDICATED EDUCATOR BELIEVING FIRHLY AND PASSIONATELY IN THE RATIONAL PROCESS ACCOHPANIED tITTH PATIENCE AND COHPASSION. I FHi'!) IT IHPOSSIBLE THIS HORNING TO EXPRESS HY OWN THOUGHTS. RATHER LET HE REfill SOI1E OF COURTNEY SHITHt S O BASIC BELIEFS AS HE HN EXPRESSED THEM AT THE 'rum HE WAS INAUGURATED AS PRESIDEN OF SWARTHHORE T COLLEGE IN OCTOBER 1953. HIS FIRST SENTENCE WAS til STAND HUHBLED BEFORE THIS TRUST, AND PLEDGE \vHATEVER IN l{E THERE IS OF GOOD TO THE FULFILLING OF IT •• tI HE ALSO SAID, HI PERSONALLY FHID IT HELPFUL, IN THI N1UNG OF vlHAT 'EDUCATION' SHOULD BE, TO FOCUS ON THE INDIVIDUAL STUDENT RATHER THAN ON .THE SOCIETY IN W HICH HE IS TO LIVE, THOUGH THE SOCIl<,"TY NUST APPEAR Sm'IEHHERE IN THE BACKGROUND OF THE PICTURE. I FIND THE PREOCCUPATION vlITH THE SOCIETY IN AND FOR hT}{I CH WE EDUCATE A TOPHEAVY CO NSIDERATION. I FUID IT MORE USEFUL, IN TRYING TO FIND THE WAY FROM DAY "TO DAY, TO THINK OF t EDUCATION, f QUITE SINPLY, AS THE DEVELOPlIiliNT OF THE SELF FOR THIS, I NIGHT ADD, IS NOT EASY IN A SOCIETY, IN A THE SAKE OF OTHERS. NATION, INDEED IN A WORLD OF NATIONS \mERE THE OPERATI NG PRINCIPLE, v~rr TH �- 2 r' - ALL ITS INSISTENT PRESSURES AND ALL ITS SUBTLE BLANDISHMENTS, SEEMS RATHER TO BE THE- DEVELOPHENT OF OTHERS FOR THE SAKE OF THE SELF. I SIMPLY BELIEVE -- AS INDEED QUAKERS · HAVE ALWAYS HELD ...- THAT THERE IS SOHETHING OF GOD IN EACH OF US TO HHICH vm CAN AND }1UST APPEAL. AND IF THAT SOl1E'I'HING IS OF GOD, Tfm APPEAL TO IT, AND THE DEVELOPMEN-rr OF ITS VlANIFESTATIONS, CANNOT BY ITS VERY NATURE AVOID LEADING TO ITS COROLLARY 'FOR THE SAKE OF OTHERS'." Al\TD FURTHER, "ACTUALLY A COLLEGE IS, BY ITS VERY NATURE, THE HOST CONSERVATIVE AND, AT THE SAME TUlE, THE HOST LIBERAL FORCE IN A FREE SOCIETY: CONSERVATIVE INSOFAR AS IT FULFILLS ITS RESPONSIBILITY OF PRESERVING AND PASSING ON THE I Nl1ERITED WISDOM OF THE AGES, LIBERAL INSOFAR AS IT FULFILLS ITS RESPONSIBILITY OF CONSTANTLY REASSESSING THE OLD, Jl.IDGING HHAT ENDURES) DISCOVERING Al'-;1J) TESTING AND EVALUATING THE l\i'Ev.l. IT IS, BY ITS VERY NATURE , BOTH THE INSTRU1-ffiNT FOR PRESERVING THE IN A COLlEGE THE T110 STATUS QUO AND THE INSTRUHENT FOR DESTROYING IT. FUNCTIONS ARE INSEPARABLE, AND A COLLEGE ONLY BECOHES DANGEROUS h'HEN ONE FUNC1~IONS WITHOUT THE OTHER • • 0 "GIVE US, (THE COLLEGE) I ASK YOU, YOUR FAITH IN OUR GOOD WILL, YOlJ"R EAGERNESS TO UNDERSTAND WHAT WE REGARD TO BE OUR HISSION, YOUR . PATIENCE IF IN OUR QUI~ST FOR TRUTH WE NO\\f AND THEN OPEN THE DOOR TO AN EMPTY CLOSET. • GIVE US THESE THINGS, AND HE IN TURN WILL GIVE AN ENTHUSIASTIC, PERHAPS EVEN GARRULOUS, vITLLING~ffiSS TO ACCOUNT FOR OURSELVES, TO· TELL HOW OR \\THY WE TAKE THIS OR THAT STAND. WE SHALL MAKE HISTAKES, BUT \VE vITLIJ D EFY AN"fONE TO CITE A BODY OF HEN AND HOMEN M ORE DEDICATED AND SEEKI NG TO SEEKING,/\SO THAT WE CAN FOLLOH, TRUTH." �," - 3 - . .;. AND IN CONCLUSION, "FOR THE HUHAN BEINGS VJHO COMPOSE THIS COLLEGE ARE DEDICATED BEINGS, COl\l1JINCED THAT THERE IS NOTHING HORE WORTH THE DOING THAN TRYING TO HELP YOUTH TO A CAPABLE AND GIVING HATURITY, FOSTERING THE DEVELOPNENT OF THE SELF ':-, FOR THE SAKE OF OTHERS." AND TWO ADDITIONAL SENTENCES TAKEN FROH HIS REPORT OF THE YEAR IN 1966, "ANYTHING THAT WE CAN DO WILL NEVER BE ENOUGH. BUT NOT TO TRY TO DO HORE THAN HE ARE NOW DOING WOULD BE THE REAL DEFEAT." � 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 [Remarks of Edward K. Cratsley Delivered at Memorial Collection Service for Courtney Smith] Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 Format The file format, physical medium, or dimensions of the resource PDF Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/17e22661281cc9f19376392f574eea48.pdf 299c2ff7d069c8db3080849552d1f77f 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 [SASS Constitution draft 09/02/1971] Description An account of the resource Box 3, Official Documents and Constitutions 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 09/02/1971 Format The file format, physical medium, or dimensions of the resource PDF SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e86b733395463f3da7ebb8a081acc7e6.pdf 9c1c21b2caba5dda074de384d442d584 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 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 [SASS Constitution, 03/1969] Description An account of the resource Box 3, Official Documents and Constitutions Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 03/1969 Format The file format, physical medium, or dimensions of the resource PDF SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8c470974377ece5e423f610bebf1a4f4.pdf 6aff6702ff1fc8724ca5d8f102562ff9 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 letter to College Faculty] Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 03/11/1970 Format The file format, physical medium, or dimensions of the resource pdf 1970 sit-in President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7e827966e56532d5313a9ea7dadb5eee.pdf e8da4f878846f299642630d817a24ccc PDF Text Text --"" " '@ {6V11f'L-':"L~rJTS , , . , . . ~, ;.... '~. -- - .;" or 11ft: cI/ ' PdCC:IVI'/ " C'C f-fw'l QVlc.<;no~~ ,,;vt(UIRtf Jt;rr {p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : " I , . , ,""" "'",': /9" ' \<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12. ;. ' .. ,~. . \ , .. " " ,",- . . :". :.. ...... ' _We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS: 'e , ---_...... ".<~ -.,...--,- - ' .. - .. we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j " .;.• . ... . .J ".........l. ... • ..... J ..:. . v ~ ., Y..x-. ''''' .......... __ ... ~ _ _ "; ' .• p'l'1"J. 'I (J" ' ' J . • . . .'.~.' ~ - , . .' ........:... -. . , ~ , .,.: ; The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es. - -. ~ .--- 'l".,:j ;,(;'!(~k po s~i ble dat~~ 1) ':Hl;, of an '. {iF FJ(J ' n. t. : ne .n "r~ :) f'fi (>~ r ' \v"h() . . ~. 'n l~ sJ,<~ l 1. ':~! d~ G ;..; e l i e ';; t bt'>bla ck ., ~ .. ' OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '" ;~ . .. ... , .. ;; '. ' .;.: : ' That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969. . .' . :.. " That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:" '>:. .., .\",', '. " " '", / ' I , ".; ; ,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :}, " " ,"', ' '(:_h.~:·~:..;" /' , ' ; ~:l ':~,;:i; , :_. ,~'"2_ ... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~. • - .... . .. . ...... . - . .. . . _ .. " ,. p' • "~_ ,... ... . . ~ . .. . . ...... . ...... ... ~ . ...:. ,. w 'o • . . ," �!" 'f:' .-, . .' ," < .. F,aculty resolution on numhe r of bla :-k studen'cs to be accepted: r' ,' " .. ' ., , Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1: at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975. ~hat I .-';: . of bl Gck trans f ers ~ith scholarshipso ... It 1s understood that we accept th e resolution to .. encoura~e enrollment . .' , ...... 'r ' -' ., , :- ' The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee , ori~inally Our position i s: demanded. reco ~ nize That the college : charp:er'l 1-'1i th: a hlack interest commi tte e \'l hich sha ll b e 1) ohtqlnl ~ ga 2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s d e lin ea tion of the ne clslo r-ma kln g proc e ss eR ' the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community. o '. , . .:. . '" . .' , i, --; r I ' • . ,,, ,\ , , . .'. . > • ;. 1 .~ , ', 'I \ ,J " ,, ~' I, r f' , I , \ \ . �-~-- ... ...---...~. - - . ~ ...... ' .~ , \1 " I.; ~: :. r f ,O r-, " f ,' Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts ~ollowin ~ : 1 ° • J . • ~ 1 ','T1'1 i t est url e n t 3 f su:; ulty 1l1cm':lers, one of wnom shall ~ h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives .. I.' 'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~ It ~s s8 i~ in accor d ., l • : "~ , .' conmltt ee ' s pol\rtes ,i • • ,J un,1ers toori Poc th ~\t ~upportlve I, . the Ar1 pro~r~ms are PI " c1.-: ,6(1111. ISS thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee. at prcsent fr eohmcn p so �. '. " "':" > ' : . ;~ ,",- ~l 1, ~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~ •.• .... .• if i ; ) ,'.' '.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . . ' . t " . . ~ , I' ' @) ....,.. .. :"., ....~", .:", ~he ·;l J ?,:'... . . .. g . 0. . ;:.; ~ ".- , ;', ; . i i . t' Oi • of · Rt!- tid t <; hr)r: " I,.-:.C.,- ,- " . " .' , . .... :) . • • ,'J .- .. .. ' ~ ..",:""'. ..; :\\:-". ::B 'J ' '1 , ... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.: . .r·'; nl"'··P·O'- c.i •e ·: ~ r t. 'o'\~l<- t.bi ~' : C01':"11tt'c e' corlsist of, 3 faculty hie nibG:r$~ .- ~~: ' .. , '.~ i . .' " t·, ;" :, ;':; c ) ..-,1:hn';' c . by' 1 .) t.h~ 'committ.e e:, ~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e " ' , " v.:i 11'b/ Ad H, . chosen fromt he c rJ ' orr.~}.:~~e& ',.i .'- ,; ' -" . .{ ' . c 81 " ;' .I_.:)C/( ".' n 1 I· ~ '.~ d'ml' .,: s)· o n .:> · '11 , -,; . - '. ~ • ... ' :! , '." , ,r ~ . -) l ' . ;" : i nvo Hied in ev a 1 uating blacl( 'j: 2) a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular me~ he rship To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards . 1 to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, . ?,;., >; .~ .. ' . 3 ) ~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.( ,. of tS~ stand ing ," - To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~ ." .' ,- (1'.:-' ~l?,~:o.'" . ;1.• ~,.. ~ ! • -•. ~ ,.;. : f/y ~~'l r.~.1 . ~. ", r ';', ~~. '~ :;'J ~;.~;~; l ,,..."".:::~ J ~"; ~;'t;:;;~ '~"'1 r ··{ ~~,~ i;~f:~li ""'-": .... ,i ;~':l( , " .: ,:,.- . , , �.,. ' .~ -V!J ' " /;~,; ~ ~. '1_ " "~.,' ~" : .~ AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __ ':.}~1 .,.1%:' ~ ' ~ ?'i", ,~,1~~;~,.~:;l'~,eJ The ~aculty w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' , - .~ ' .i , .e' t,tJ - - - - - - - - C 1 l ~ , t t: . ~~; . ~ '\~ . ~l; ' 11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea. D(v.!""!::!~~l' (,) .__ .. _ . ..- .. -..... has resolved that: '~. i?'1 ~:,, ~1 v·': i~ j~ t~l '~.: f~i . ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. , :, ~ .: .. ~~J .•.. ':t.:~ j ." "'-t. '.' ; , ., ., .. .. /J.:1 .,'.; \.... J'" .- : " :' .-' >.!> '. ' r. ",I ;" , ", . '.:~' ' --, , .'.,. r~ . '" ,\ , . '.~ i , ; t.,. )", < '" "'i ' t o' : \" � --"" " '@ {6V11f'L-':"L~rJTS , , . , . . ~, ;.... '~. -- - .;" or 11ft: cI/ ' PdCC:IVI'/ " C'C f-fw'l QVlc.<;no~~ ,,;vt(UIRtf Jt;rr {p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : " I , . , ,""" "'",': /9" ' \<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12. ;. ' .. ,~. . \ , .. " " ,",- . . :". :.. ...... ' _We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS: 'e , ---_...... ".<~ -.,...--,- - ' .. - .. we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j " .;.• . ... . .J ".........l. ... • ..... J ..:. . v ~ ., Y..x-. ''''' .......... __ ... ~ _ _ "; ' .• p'l'1"J. 'I (J" ' ' J . • . . .'.~.' ~ - , . .' ........:... -. . , ~ , .,.: ; The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es. - -. ~ .--- 'l".,:j ;,(;'!(~k po s~i ble dat~~ 1) ':Hl;, of an '. {iF FJ(J ' n. t. : ne .n "r~ :) f'fi (>~ r ' \v"h() . . ~. 'n l~ sJ,<~ l 1. ':~! d~ G ;..; e l i e ';; t bt'>bla ck ., ~ .. ' OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '" ;~ . .. ... , .. ;; '. ' .;.: : ' That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969. . .' . :.. " That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:" '>:. .., .\",', '. " " '", / ' I , ".; ; ,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :}, " " ,"', ' '(:_h.~:·~:..;" /' , ' ; ~:l ':~,;:i; , :_. ,~'"2_ ... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~. • - .... . .. . ...... . - . .. . . _ .. " ,. p' • "~_ ,... ... . . ~ . .. . . ...... . ...... ... ~ . ...:. ,. w 'o • . . ," �!" 'f:' .-, . .' ," < .. F,aculty resolution on numhe r of bla :-k studen'cs to be accepted: r' ,' " .. ' ., , Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1: at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975. ~hat I .-';: . of bl Gck trans f ers ~ith scholarshipso ... It 1s understood that we accept th e resolution to .. encoura~e enrollment . .' , ...... 'r ' -' ., , :- ' The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee , ori~inally Our position i s: demanded. reco ~ nize That the college : charp:er'l 1-'1i th: a hlack interest commi tte e \'l hich sha ll b e 1) ohtqlnl ~ ga 2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s d e lin ea tion of the ne clslo r-ma kln g proc e ss eR ' the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community. o '. , . .:. . '" . .' , i, --; r I ' • . ,,, ,\ , , . .'. . > • ;. 1 .~ , ', 'I \ ,J " ,, ~' I, r f' , I , \ \ . �-~-- ... ...---...~. - - . ~ ...... ' .~ , \1 " I.; ~: :. r f ,O r-, " f ,' Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts ~ollowin ~ : 1 ° • J . • ~ 1 ','T1'1 i t est url e n t 3 f su:; ulty 1l1cm':lers, one of wnom shall ~ h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives .. I.' 'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~ It ~s s8 i~ in accor d ., l • : "~ , .' conmltt ee ' s pol\rtes ,i • • ,J un,1ers toori Poc th ~\t ~upportlve I, . the Ar1 pro~r~ms are PI " c1.-: ,6(1111. ISS thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee. at prcsent fr eohmcn p so �. '. " "':" > ' : . ;~ ,",- ~l 1, ~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~ •.• .... .• if i ; ) ,'.' '.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . . ' . t " . . ~ , I' ' @) ....,.. .. :"., ....~", .:", ~he ·;l J ?,:'... . . .. g . 0. . ;:.; ~ ".- , ;', ; . i i . t' Oi • of · Rt!- tid t <; hr)r: " I,.-:.C.,- ,- " . " .' , . .... :) . • • ,'J .- .. .. ' ~ ..",:""'. ..; :\\:-". ::B 'J ' '1 , ... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.: . .r·'; nl"'··P·O'- c.i •e ·: ~ r t. 'o'\~l<- t.bi ~' : C01':"11tt'c e' corlsist of, 3 faculty hie nibG:r$~ .- ~~: ' .. , '.~ i . .' " t·, ;" :, ;':; c ) ..-,1:hn';' c . by' 1 .) t.h~ 'committ.e e:, ~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e " ' , " v.:i 11'b/ Ad H, . chosen fromt he c rJ ' orr.~}.:~~e& ',.i .'- ,; ' -" . .{ ' . c 81 " ;' .I_.:)C/( ".' n 1 I· ~ '.~ d'ml' .,: s)· o n .:> · '11 , -,; . - '. ~ • ... ' :! , '." , ,r ~ . -) l ' . ;" : i nvo Hied in ev a 1 uating blacl( 'j: 2) a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular me~ he rship To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards . 1 to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, . ?,;., >; .~ .. ' . 3 ) ~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.( ,. of tS~ stand ing ," - To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~ ." .' ,- (1'.:-' ~l?,~:o.'" . ;1.• ~,.. ~ ! • -•. ~ ,.;. : f/y ~~'l r.~.1 . ~. ", r ';', ~~. '~ :;'J ~;.~;~; l ,,..."".:::~ J ~"; ~;'t;:;;~ '~"'1 r ··{ ~~,~ i;~f:~li ""'-": .... ,i ;~':l( , " .: ,:,.- . , , �.,. ' .~ -V!J ' " /;~,; ~ ~. '1_ " "~.,' ~" : .~ AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __ ':.}~1 .,.1%:' ~ ' ~ ?'i", ,~,1~~;~,.~:;l'~,eJ The ~aculty w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' , - .~ ' .i , .e' t,tJ - - - - - - - - C 1 l ~ , t t: . ~~; . ~ '\~ . ~l; ' 11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea. D(v.!""!::!~~l' (,) .__ .. _ . ..- .. -..... has resolved that: '~. i?'1 ~:,, ~1 v·': i~ j~ t~l '~.: f~i . ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. , :, ~ .: .. ~~J .•.. ':t.:~ j ." "'-t. '.' ; , ., ., .. .. /J.:1 .,'.; \.... J'" .- : " :' .-' >.!> '. ' r. ",I ;" , ", . '.:~' ' --, , .'.,. r~ . '" ,\ , . '.~ i , ; t.,. )", < '" "'i ' t o' : \" � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS response to faculty resolutions] Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/12/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/be5b106fbfb27ea142b0a9f449116b29.pdf c451c5d7d2d6b3646410de712e06f195 PDF Text Text <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 01/09/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/09/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b10a848078925e5960157210bc12e42e.jpg 14e2b8ab3c3ed5237f4d56317db35735 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 01/11/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ffbeeacee8b9ec6bd2a0b8e55f50b71e.jpg 7d2168f035615d1b5fb77237ce9d7d50 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 01/22/1969] Description An account of the resource SASS Material 1969 (part 1) 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 01/22/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2e9874367a44bc76021d5e007b345194.jpg e30e0496f19b2d9b26195eaafb27382b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 03/11/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5435f69c51c43546caca3a24ba049470.pdf 4eb097ab7f0aa67b3b555a66032285c6 PDF Text Text j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement to faculty, 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [03/11/1970] Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/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/04bb7f593cf6b30ccf277cf1d9100fb6.jpg ce11c84e927369c1d2553d5ca91da101 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 [SASS' Statement, 10/18/1968] Description An account of the resource Box 67, SASS 1968-January 1969 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 10/18/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Frederick Hargadon SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3ae4380663b63baee314b3fbe53d8458.jpg 8ac44c2e051d24e194c5af8efed6481c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Schedule of speakers at Courtney Smith's memorial] Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/19/1969] Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4f57aa417f97b6543a3878266544df8f.pdf 33d59be0c0f40f58a95a68b82a04689f 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 [Slavery historical timeline] 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/33732c86a20b216e3faf1940b9ff3247.pdf 85bbc67f10f7b4b55a1aed549b730efd 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 [Slavery summary notes] 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/6c7de6218ebda5f15ee4c4caa19eae38.pdf 812581d3e85b83bbceb38a2a7f96c59b PDF Text Text 1 .., .L · r yl 'It C(~C( 'THlThe ~ctions of q\SS of the n\~t u~ek, including their sit-in in the 'l.omip-sions o :ffice, hive {~ener ,teo much concp.:rned (! 180u88ion ''1 t '~J4 leQ(els · of the SW'.l rthmore c,ommuni ty. Theini ti '1.1 nrohlf:F1 br'ing di!"!cu!=!r,eo ~H,S th i.t ofl.n~ip.fdons i101ic~T with reg1.rds to Bl ~c'~ , 8tu(lentR, \ ~ri tl the 1)08i 'I;ion' of" '~f\. c;S bein{," th t t '1'" I.rthmore Collpge. yr;3..S singull:rly inp.en8itive to the need for more nll..C'r !"!tutients here, 'lnd thQ "'0re I geneT'l.l '()r9bl,em , of Bltc1{" ptunent life. ' ,.. ., . The di:.-cuf-lsion ht8 been conducted in ·1.n '1 tm08phr:re of concern over the gener'al issue of the role of p.tudents in deciAion-m'3..king ~t this i.n·.:oti tutiol1. No one would deny th l.t this is indeed ~, m'l .jor issue, l.bout which there is much concern, di8A·ltif-lf'. lction, '1 .nd confur'lion.. In the 1)1.At fe;': d'l.YS we htve he '3..rd both thouehtful conc(':rned lrgi.lmentls vlell ' loS im "n.asioned, irr .ttion·ll htr:3..nguing. There is l~,lother question, h,:,n',','~ver, which is--why h l8 this di~~n.tisfl.ction com 'lbout, gencrJ. ting on the 1) \rt of some p,tudents such deeply 1:01 t commi t-tment to the need for r 'l( ~ 1e \1,. ch'tnee? Thetnswnr to thi8 o./tlstion resides in the eSRenti11 1.nd erucit1 i s p-ue of inf.'ti tutionll eh ~nge. It , is i.mport'lnt to review-the S VJ ~r 'l:ihmore ')hil080T)hy of su.ch c:"~ngeo In the " 18t, S"v'lrthmore h1.s tc1o·()ted two nolio1es tNi th reg1.rds to eh tnges in the 1)olicies of the __ insti tution. To de 11 "lith specific nrobl PIDS S1rH:rtl~more h loA ' 'l.ool)ted the nolicy of the 'to hoc v'lviAory committee, comooAed of 1)eonle from the community chosen :inform'lolly, to decide (lueAtionA T1.n,g-ing fro~ Collection to ptltements of ~ ~ i8sions ~olicv. ~o conpider gencr'tl issuep. of '1hi '" oso~hy lnd the d ire'ction in" which Swv1tlT!lore s: o'u'; (1 develop, the technique h'1.f1 been conp-ensus-bu-!.lding. The neCiflions w1"!ich ovol ve from these two '''1et}-~oa 8 Rt iTt 'ill too often by '. ccentine; the p.t ,.tU8 I'!UO, " '~nn , tJ"eniToceed to c np.ioer i.nc:!"e~ent1.1 cr.inges, r lth,-'I' tbin f!t,l.rting fro the deeD nueRtioning oftf.'su1'!Jnt1oIi:'I u ")On 'N~' ich ~.:::w tt1t11IDore is b '1 .sedo ., ~:be re8uTt of t}d.R method of undertlking ln~'titution~l cl'H.nge h>. 8 been he:r'etoifore on:':V notenti"illy d l.ngerous mi,·truf.'t of tr'8 ~'!~ole d cci,.,t0l1-P Y11clng E ltructure of S~N' \:r !~hmore CoJ_lege. . J1.no1'l1'i '71. tion took n1l.ce, seulr-:.ting those Sttts-fied with .the 8t l.tUSlUO from thoc-'e who '~oup'J:1"'t~ r·1.('J tC'lJ. C111. nge t since those seemed to be the 0!11y v,t.!O vicl,ble .:;,'1. teTD . ~ '~i v es. The !Otions ;of SASS , 11. 'l.ve precipi t1..ted the rele l.p.e on t~'! e' YH.r-c o:y{nl.ny students of their feeJ..in : s of l.lielu.tion, DowerlePlsns 88 tno 'frup.tr ~ tion; the t'ee ling th t t s01';]eho",r the 'J.roces8 if" not ju£t, th ~t it doe s net recognize t:hOS 8 f.e·tiona vofhicb h tve ,). lcr;i tim ~ te c.,ncer n ' in the results of the deCision, is well is generttine ~ new Bceytlcism on tt~"e :)1rt 0"0: the more con8f~ Y'V·l. ti ve students tr-.1.t "-'e!'!H, '~r-l 'lEOCe'fJtlng t110 r; '(; \ tUR 'lUO l.fi'18 not the YJisestoosi tion. < '" 'I '7hd:; C'l.n 'b e done now, in 'the lipl']t of this uno erst mchng of the s::;uX' c (:: of tl,e current tUl"r.1oil? P 'l. ther tb'lrl stmnly "1. commi ttmont to c:t~. l.11[::G l ,r~11 ic!- ip-l.sked for by m-:tny r.>tudents, 9. co~i t-'GTllen"t; sh'"luld l:e tIn .. de no;'! to 'l, Ylhilosophy of t:lle metbod of in::-ti tutionll cl1l.,nge~ ono ::,:f;i o11 1'102."'8 l.deQw'ttely recognizes the needs of the communi t;y :3.n(1 i,-' " ~o~re ~('esr, O j"18i.ve to them. Such ri nbilo80'f)hy would be: Tl:'1.t l egi t:i.L~l ',-C eT('Ocer:-:8'-'s be e8t'1.bli~"]:H~d~ conpt:l tu,'tec1 sncb tib It it recognizes L:,(: :::' 1.' }1t ' ;(1 the '''Y'l,''Y·t of tbe ~~:r ;)'),)8 wh ich wi 1,1 be 9.ffec'ted by tIle ,-"; ;::.r', ·i C"''; f)'(lC'! +uO l: ,,~,.c,1') p,·t in t he deoiF'ion-ml.kin~'i' nroces s. Tllu.s re'Dre sen,,~ :~ :L"L" lC;;:!Oi' f t(;l.~lty. 'ld~'-d:ni s~t r1.tion :;t.1;!d students, chop-en by tb(~ir T ?:":)cc-civo c"nstitv.@llCicD, wou,ld 'be included i.n the de(;ision-m'l~d.ng ' .(....... "-' ..A,. -1_" .. ...... h ) U ".;, i 1;1 ~ j I _It,.,;.. .... _ • ' . . - .. ~ .... t • ~ ~jf) ~.:t }~ ,j'e]:'- , -- " ~';JT· ~~8Irj .. r:; . } .I .. ' t.!l')0 ,_. " '-' CO .tll!].J.. -l;""Ge.e -1-0 lJ,. 4 ",'" 08 .:. ~1t..J ;•.L~'_ •. ·d_.._ ·t-"' 8.. tJ ·J.. __ d.~ ·1~ \).~ ___ L";J.!;~~...... l. ~ ... .1 : ~lnl': C!""; f"\~"c J I ""C) l': ..... ;y 'J ._J..t.; "'J' I J �of :':);.'q,~ tr:ra.ore s : a uld be. com -~o88d qf I' e 1):re :~ ent 1. -:-;i'VG S of th ree vi ewnoints: the f !.C u I ty, the l..d':1in:tntl'"''lt io n 'ina. th e i=:tu~1- ents <> ~ince l{ ptudents h ', ve ~:t unitlLtC 'l.ncl lrl"1ort lnt 1 BI1C 1e::CBpecti ve on the gener'l.lissue, . the 1ee;1 tim t ey r:f their right to be he :lrd should l'le recogni.?',ed by th e inclusion OItY, '3.t le'lst one Bl tcl{ student on the c01Il1ni ttee.. l'he essenti .d dir=~tinction here does not tnvolve the comno8ition 6f the eommitt:ae so much ':l.S ~ view of wh'lt the com= rni ttee is ~f'nd WR l.t it is doing.. R'lther tb ~,m 'l.niY'ticul 'ltionof ,Vh'l t the -tdp'!issi.onsJo licy is xu by tho se 'lih 1. t t ·'l.ke n "l r t in it , it is 1. body d·e-si'gne..d ·to m 1ke decifdons with reg'lrd to 1vh .lot the 'lnm1spions -oolicy oUB'ht .!2. :E.~., t'],1{en by those 1:'.rh(J will be :1.ffected by the deciBion. TIl-ther th'ln 't conse nfiuR-bui l<.\j~lg tecJ'lni'1ue, im'!')lement= inc on1y those policies UQ'Jn vVIlich t h e communi tyt8 '1 whole C!ln ·~tg:r'ee, the method of such decision-m·l1..cing wi llo tJ,k e the :form of c OTIrnr r)mise on the n 'tr"!:; .of re present 1. ti ves . f r.he f ·l.eul ty ~ l.dministra "iJ -i. v.u. ' "tid ~- tudent ::; , who rrn'Yfloften dL:'lgreeo I ·1 r:Pl1e imryor t lnce of such l.n ' ~ nderRt tnding o f tbe Drocess of insti tuti on'll c11 tnge t ~ .~ _ th '), t i t o~ov;d~s for :the (; Jm!Ilu!lity -1. . ge9 is~on­ nh !{"irig ¥i1~o chfis which c ,tri be t:histedjt l:ih i l!h is '1e1ther ·H"bi tr'lTY h6ti obf':cure; 'lond 1vhich '1J"ovides cl1'l.nnala for the 1 ?gi tim t te eYr):rcF!sion ct: v'1.1~ioUR 1)ointl"1 of VieVI., We recop!1ize , ir.o 'I T.l'IJ1''JVe of the :'!lov~s .. I re ~ dy , t l.ken in tbh~ dtrection: for eX'~~Dle, com1)ositi,o n of t"qC in the It [-h!; of the Ey-SAC Re nort, ':,ih tch deaigll - tes the decision-m'll,:ing 1 ;.utho::'i ty of S \.C l.na th 1, t 0 f ttw ~dent ' J dete :c ~ined by the de'·ree to wbich the admini[~tr 1. tio!l, fl.(; u 1. ty lone p'tudents l.re l.ffected by the o eci f-'ions m }.de .. It is U:}Ol1 t }1is b 'l.sif; thl.t fJ ture cr.mf?eR -'it , Srnr t !';mcre should t l.1{e nllce ~- . , 1 0 !1 n-',"'0 - TJ'11TOwr = . l J.. __ i.' J . , ·".U -· T'V 'll , ", - _ . ..... . 1('169 -; The l.Ct j. ons of ~ ", c:~c:-; 11 ive dr-tm ~.ti' ; ed tl:e in tOeou'l ,!ies of' the de Q~ c-Lc-ion-:n :kin g f)!"'oce s se s lt ~w·1.T't:hm o r:;, f'ene:r\t-ln~9'in -tbe m~!R of many co :n,ce r ned membe :rl'-1 of tne community 1 he ne ed f0 Y'l '11'< b ine: re-ev"l.~ U1.°'bi on of tb e -oI'o ced ures vV:!'; ich S"n,l... ·:; ~ Tiore YJ'lp utili?ed f oJ;' inAt1 tUtiOlT3.1 c h tY)Jl'8. The p- )cGiflc sllP'.g;estions f Jr t ~· e ~true ture c:: ::future cJeci~ion= ~n}::i~lg sr)(yul() be c ·l.Te:fullY '1nd- t 1 ;?;htfully cons ir1erEd.. R- ther th 8.n ::o1J l '1 ~'1F~-Gy '1.nd ill-c onceived Dro1Jos" lol fa r t}'; e re~'tru. (\tur i nr.: of Ruch (iec1. rr'L on -m ?'~ inf.: '1rocesses, ~ c:)T!lmj_ .trnent needs t 8 b e .11 ;de now, on the O '0 ~ T't J :l r :f 1CU"1 t ~r, :::d;udents l.~1rl l.o :1)··. listrl..t io n to the £:'; ;ler'l1,. t1 ;eo:!'y of' :n.,?t~O I!r:; of ::. .., ~ ·tit uti on 1.l Cfl J,ng e w: ; ~_ ch \':o~) ld b e mOT€. r38Ponaive to the n a BdR of the ' com~unitYI i ~ e.: o Th~ t legitimlte ) -,+ .w.E u '·1 -'1 __ 1 -FI.-'8 lJ~J ~roce8 P E 8 be e 8t~bliRh ed , 0 0 n ~ tituted 'leC1 c J' ')11 m,,,".1:,lr-. -i~ no' ~) ..!. v .. t~)", . fT1-r,..,. .... ..v~Cl l 1 1:.' _ t::; ! '''' nce'''o .....1 1 . :), .L ',... ..... , .. _'.. "''''' ty, 'td "!ird stl" Lti on ~.:1(1 ,"' ·tuoentn ~ cb osen by the '.:r. 2~ eS1)ec ·ti VB c on!'" t :L t uS:r.L i. es 1')',)ulCl be L1c lu::'J ec i n the ,.~ect8ion-T!n"i n{': body ~ t o ~;eci (le ")0: 2-C i e~5 Y iLi-;l! \\ ,; uld 1-:'£'e c-c t; - O~~G t )' raB aI, l!!.entb of t~l e c olJ..e EB commu.l. \ tyo -Iu , j t '··. ..t" '" '.,., \ .1 ...... , .• . '. _. s uch th ~t t~~ey 2:'ec ()gni ,"j l , the J":tFl1t ~) n the Yj,. -" t of tl':e g r ')1..!. DS '''i t· ich If;.'t l.l 'j J tffe c ted by '-1, dec i F)~ on~ to -I ~)f such ~ Y.!. l L 1 J eI'R-G 1nrling of tl!8TOCeSs of ~_ !1p.ti-.­ i s· +'11, '.1' '0 i -I. -'Yt~'O\'' -i !e o -for t~e cormnuni t:':T '1 dc eip i 'i'-m·1. 1 i ulJ:, _ ,_ " V - ' v . "' -'-'Toe G ~"',':1 wh i c h o'J.n be trustea.. 1r-r i_ch :L 8 -~1ei. theT1.rbi tr q'y nor ob ' CUT'O . ... , ~ ' ' '-te oXiJJ~e"'C!1..t·r' of the \'-.l.l':L= • i.nf~ ".'{;·ic11 -;Trovif1cf; cIn.nn@;1 S I o:r cne 1-eg1.t -:Uk.1. '''',.. . , j .' J ~ OUR Doint s of vi e w o f ~h o8e lff~ cted by the dec ision. ":h8 '~'''': no! c tE1C e ~,l' l -r.r'rc> c .,"., t;.... '" "",,";-:j '.. _". ,1 v v. v __ ")n ",__ J ~.' ~ p � 1 .., .L · r yl 'It C(~C( 'THlThe ~ctions of q\SS of the n\~t u~ek, including their sit-in in the 'l.omip-sions o :ffice, hive {~ener ,teo much concp.:rned (! 180u88ion ''1 t '~J4 leQ(els · of the SW'.l rthmore c,ommuni ty. Theini ti '1.1 nrohlf:F1 br'ing di!"!cu!=!r,eo ~H,S th i.t ofl.n~ip.fdons i101ic~T with reg1.rds to Bl ~c'~ , 8tu(lentR, \ ~ri tl the 1)08i 'I;ion' of" '~f\. c;S bein{," th t t '1'" I.rthmore Collpge. yr;3..S singull:rly inp.en8itive to the need for more nll..C'r !"!tutients here, 'lnd thQ "'0re I geneT'l.l '()r9bl,em , of Bltc1{" ptunent life. ' ,.. ., . The di:.-cuf-lsion ht8 been conducted in ·1.n '1 tm08phr:re of concern over the gener'al issue of the role of p.tudents in deciAion-m'3..king ~t this i.n·.:oti tutiol1. No one would deny th l.t this is indeed ~, m'l .jor issue, l.bout which there is much concern, di8A·ltif-lf'. lction, '1 .nd confur'lion.. In the 1)1.At fe;': d'l.YS we htve he '3..rd both thouehtful conc(':rned lrgi.lmentls vlell ' loS im "n.asioned, irr .ttion·ll htr:3..nguing. There is l~,lother question, h,:,n',','~ver, which is--why h l8 this di~~n.tisfl.ction com 'lbout, gencrJ. ting on the 1) \rt of some p,tudents such deeply 1:01 t commi t-tment to the need for r 'l( ~ 1e \1,. ch'tnee? Thetnswnr to thi8 o./tlstion resides in the eSRenti11 1.nd erucit1 i s p-ue of inf.'ti tutionll eh ~nge. It , is i.mport'lnt to review-the S VJ ~r 'l:ihmore ')hil080T)hy of su.ch c:"~ngeo In the " 18t, S"v'lrthmore h1.s tc1o·()ted two nolio1es tNi th reg1.rds to eh tnges in the 1)olicies of the __ insti tution. To de 11 "lith specific nrobl PIDS S1rH:rtl~more h loA ' 'l.ool)ted the nolicy of the 'to hoc v'lviAory committee, comooAed of 1)eonle from the community chosen :inform'lolly, to decide (lueAtionA T1.n,g-ing fro~ Collection to ptltements of ~ ~ i8sions ~olicv. ~o conpider gencr'tl issuep. of '1hi '" oso~hy lnd the d ire'ction in" which Swv1tlT!lore s: o'u'; (1 develop, the technique h'1.f1 been conp-ensus-bu-!.lding. The neCiflions w1"!ich ovol ve from these two '''1et}-~oa 8 Rt iTt 'ill too often by '. ccentine; the p.t ,.tU8 I'!UO, " '~nn , tJ"eniToceed to c np.ioer i.nc:!"e~ent1.1 cr.inges, r lth,-'I' tbin f!t,l.rting fro the deeD nueRtioning oftf.'su1'!Jnt1oIi:'I u ")On 'N~' ich ~.:::w tt1t11IDore is b '1 .sedo ., ~:be re8uTt of t}d.R method of undertlking ln~'titution~l cl'H.nge h>. 8 been he:r'etoifore on:':V notenti"illy d l.ngerous mi,·truf.'t of tr'8 ~'!~ole d cci,.,t0l1-P Y11clng E ltructure of S~N' \:r !~hmore CoJ_lege. . J1.no1'l1'i '71. tion took n1l.ce, seulr-:.ting those Sttts-fied with .the 8t l.tUSlUO from thoc-'e who '~oup'J:1"'t~ r·1.('J tC'lJ. C111. nge t since those seemed to be the 0!11y v,t.!O vicl,ble .:;,'1. teTD . ~ '~i v es. The !Otions ;of SASS , 11. 'l.ve precipi t1..ted the rele l.p.e on t~'! e' YH.r-c o:y{nl.ny students of their feeJ..in : s of l.lielu.tion, DowerlePlsns 88 tno 'frup.tr ~ tion; the t'ee ling th t t s01';]eho",r the 'J.roces8 if" not ju£t, th ~t it doe s net recognize t:hOS 8 f.e·tiona vofhicb h tve ,). lcr;i tim ~ te c.,ncer n ' in the results of the deCision, is well is generttine ~ new Bceytlcism on tt~"e :)1rt 0"0: the more con8f~ Y'V·l. ti ve students tr-.1.t "-'e!'!H, '~r-l 'lEOCe'fJtlng t110 r; '(; \ tUR 'lUO l.fi'18 not the YJisestoosi tion. < '" 'I '7hd:; C'l.n 'b e done now, in 'the lipl']t of this uno erst mchng of the s::;uX' c (:: of tl,e current tUl"r.1oil? P 'l. ther tb'lrl stmnly "1. commi ttmont to c:t~. l.11[::G l ,r~11 ic!- ip-l.sked for by m-:tny r.>tudents, 9. co~i t-'GTllen"t; sh'"luld l:e tIn .. de no;'! to 'l, Ylhilosophy of t:lle metbod of in::-ti tutionll cl1l.,nge~ ono ::,:f;i o11 1'102."'8 l.deQw'ttely recognizes the needs of the communi t;y :3.n(1 i,-' " ~o~re ~('esr, O j"18i.ve to them. Such ri nbilo80'f)hy would be: Tl:'1.t l egi t:i.L~l ',-C eT('Ocer:-:8'-'s be e8t'1.bli~"]:H~d~ conpt:l tu,'tec1 sncb tib It it recognizes L:,(: :::' 1.' }1t ' ;(1 the '''Y'l,''Y·t of tbe ~~:r ;)'),)8 wh ich wi 1,1 be 9.ffec'ted by tIle ,-"; ;::.r', ·i C"''; f)'(lC'! +uO l: ,,~,.c,1') p,·t in t he deoiF'ion-ml.kin~'i' nroces s. Tllu.s re'Dre sen,,~ :~ :L"L" lC;;:!Oi' f t(;l.~lty. 'ld~'-d:ni s~t r1.tion :;t.1;!d students, chop-en by tb(~ir T ?:":)cc-civo c"nstitv.@llCicD, wou,ld 'be included i.n the de(;ision-m'l~d.ng ' .(....... "-' ..A,. -1_" .. ...... h ) U ".;, i 1;1 ~ j I _It,.,;.. .... _ • ' . . - .. ~ .... t • ~ ~jf) ~.:t }~ ,j'e]:'- , -- " ~';JT· ~~8Irj .. r:; . } .I .. ' t.!l')0 ,_. " '-' CO .tll!].J.. -l;""Ge.e -1-0 lJ,. 4 ",'" 08 .:. ~1t..J ;•.L~'_ •. ·d_.._ ·t-"' 8.. tJ ·J.. __ d.~ ·1~ \).~ ___ L";J.!;~~...... l. ~ ... .1 : ~lnl': C!""; f"\~"c J I ""C) l': ..... ;y 'J ._J..t.; "'J' I J �of :':);.'q,~ tr:ra.ore s : a uld be. com -~o88d qf I' e 1):re :~ ent 1. -:-;i'VG S of th ree vi ewnoints: the f !.C u I ty, the l..d':1in:tntl'"''lt io n 'ina. th e i=:tu~1- ents <> ~ince l{ ptudents h ', ve ~:t unitlLtC 'l.ncl lrl"1ort lnt 1 BI1C 1e::CBpecti ve on the gener'l.lissue, . the 1ee;1 tim t ey r:f their right to be he :lrd should l'le recogni.?',ed by th e inclusion OItY, '3.t le'lst one Bl tcl{ student on the c01Il1ni ttee.. l'he essenti .d dir=~tinction here does not tnvolve the comno8ition 6f the eommitt:ae so much ':l.S ~ view of wh'lt the com= rni ttee is ~f'nd WR l.t it is doing.. R'lther tb ~,m 'l.niY'ticul 'ltionof ,Vh'l t the -tdp'!issi.onsJo licy is xu by tho se 'lih 1. t t ·'l.ke n "l r t in it , it is 1. body d·e-si'gne..d ·to m 1ke decifdons with reg'lrd to 1vh .lot the 'lnm1spions -oolicy oUB'ht .!2. :E.~., t'],1{en by those 1:'.rh(J will be :1.ffected by the deciBion. TIl-ther th'ln 't conse nfiuR-bui l<.\j~lg tecJ'lni'1ue, im'!')lement= inc on1y those policies UQ'Jn vVIlich t h e communi tyt8 '1 whole C!ln ·~tg:r'ee, the method of such decision-m·l1..cing wi llo tJ,k e the :form of c OTIrnr r)mise on the n 'tr"!:; .of re present 1. ti ves . f r.he f ·l.eul ty ~ l.dministra "iJ -i. v.u. ' "tid ~- tudent ::; , who rrn'Yfloften dL:'lgreeo I ·1 r:Pl1e imryor t lnce of such l.n ' ~ nderRt tnding o f tbe Drocess of insti tuti on'll c11 tnge t ~ .~ _ th '), t i t o~ov;d~s for :the (; Jm!Ilu!lity -1. . ge9 is~on­ nh !{"irig ¥i1~o chfis which c ,tri be t:histedjt l:ih i l!h is '1e1ther ·H"bi tr'lTY h6ti obf':cure; 'lond 1vhich '1J"ovides cl1'l.nnala for the 1 ?gi tim t te eYr):rcF!sion ct: v'1.1~ioUR 1)ointl"1 of VieVI., We recop!1ize , ir.o 'I T.l'IJ1''JVe of the :'!lov~s .. I re ~ dy , t l.ken in tbh~ dtrection: for eX'~~Dle, com1)ositi,o n of t"qC in the It [-h!; of the Ey-SAC Re nort, ':,ih tch deaigll - tes the decision-m'll,:ing 1 ;.utho::'i ty of S \.C l.na th 1, t 0 f ttw ~dent ' J dete :c ~ined by the de'·ree to wbich the admini[~tr 1. tio!l, fl.(; u 1. ty lone p'tudents l.re l.ffected by the o eci f-'ions m }.de .. It is U:}Ol1 t }1is b 'l.sif; thl.t fJ ture cr.mf?eR -'it , Srnr t !';mcre should t l.1{e nllce ~- . , 1 0 !1 n-',"'0 - TJ'11TOwr = . l J.. __ i.' J . , ·".U -· T'V 'll , ", - _ . ..... . 1('169 -; The l.Ct j. ons of ~ ", c:~c:-; 11 ive dr-tm ~.ti' ; ed tl:e in tOeou'l ,!ies of' the de Q~ c-Lc-ion-:n :kin g f)!"'oce s se s lt ~w·1.T't:hm o r:;, f'ene:r\t-ln~9'in -tbe m~!R of many co :n,ce r ned membe :rl'-1 of tne community 1 he ne ed f0 Y'l '11'< b ine: re-ev"l.~ U1.°'bi on of tb e -oI'o ced ures vV:!'; ich S"n,l... ·:; ~ Tiore YJ'lp utili?ed f oJ;' inAt1 tUtiOlT3.1 c h tY)Jl'8. The p- )cGiflc sllP'.g;estions f Jr t ~· e ~true ture c:: ::future cJeci~ion= ~n}::i~lg sr)(yul() be c ·l.Te:fullY '1nd- t 1 ;?;htfully cons ir1erEd.. R- ther th 8.n ::o1J l '1 ~'1F~-Gy '1.nd ill-c onceived Dro1Jos" lol fa r t}'; e re~'tru. (\tur i nr.: of Ruch (iec1. rr'L on -m ?'~ inf.: '1rocesses, ~ c:)T!lmj_ .trnent needs t 8 b e .11 ;de now, on the O '0 ~ T't J :l r :f 1CU"1 t ~r, :::d;udents l.~1rl l.o :1)··. listrl..t io n to the £:'; ;ler'l1,. t1 ;eo:!'y of' :n.,?t~O I!r:; of ::. .., ~ ·tit uti on 1.l Cfl J,ng e w: ; ~_ ch \':o~) ld b e mOT€. r38Ponaive to the n a BdR of the ' com~unitYI i ~ e.: o Th~ t legitimlte ) -,+ .w.E u '·1 -'1 __ 1 -FI.-'8 lJ~J ~roce8 P E 8 be e 8t~bliRh ed , 0 0 n ~ tituted 'leC1 c J' ')11 m,,,".1:,lr-. -i~ no' ~) ..!. v .. t~)", . fT1-r,..,. .... ..v~Cl l 1 1:.' _ t::; ! '''' nce'''o .....1 1 . :), .L ',... ..... , .. _'.. "''''' ty, 'td "!ird stl" Lti on ~.:1(1 ,"' ·tuoentn ~ cb osen by the '.:r. 2~ eS1)ec ·ti VB c on!'" t :L t uS:r.L i. es 1')',)ulCl be L1c lu::'J ec i n the ,.~ect8ion-T!n"i n{': body ~ t o ~;eci (le ")0: 2-C i e~5 Y iLi-;l! \\ ,; uld 1-:'£'e c-c t; - O~~G t )' raB aI, l!!.entb of t~l e c olJ..e EB commu.l. \ tyo -Iu , j t '··. ..t" '" '.,., \ .1 ...... , .• . '. _. s uch th ~t t~~ey 2:'ec ()gni ,"j l , the J":tFl1t ~) n the Yj,. -" t of tl':e g r ')1..!. DS '''i t· ich If;.'t l.l 'j J tffe c ted by '-1, dec i F)~ on~ to -I ~)f such ~ Y.!. l L 1 J eI'R-G 1nrling of tl!8TOCeSs of ~_ !1p.ti-.­ i s· +'11, '.1' '0 i -I. -'Yt~'O\'' -i !e o -for t~e cormnuni t:':T '1 dc eip i 'i'-m·1. 1 i ulJ:, _ ,_ " V - ' v . "' -'-'Toe G ~"',':1 wh i c h o'J.n be trustea.. 1r-r i_ch :L 8 -~1ei. theT1.rbi tr q'y nor ob ' CUT'O . ... , ~ ' ' '-te oXiJJ~e"'C!1..t·r' of the \'-.l.l':L= • i.nf~ ".'{;·ic11 -;Trovif1cf; cIn.nn@;1 S I o:r cne 1-eg1.t -:Uk.1. '''',.. . , j .' J ~ OUR Doint s of vi e w o f ~h o8e lff~ cted by the dec ision. ":h8 '~'''': no! c tE1C e ~,l' l -r.r'rc> c .,"., t;.... '" "",,";-:j '.. _". ,1 v v. v __ ")n ",__ J ~.' ~ p � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement and Resolution 01/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/96ec93f65c4ca02f4fa690cb1e8a03d3.pdf 180704c28b1d4d6174dd4a0a104c95cc 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 [Statement by Edward Cratsley 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Edward Cratsley 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 President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ff7b28506af0a441a34dade5b69880f3.pdf 57df88907e8a53d1956512648a10f3dc PDF Text Text 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement by Peter van de Kamp 02/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Peter van de Kamp Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1969 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/95b7b57a017945ffbf8ab9d7acb90d03.jpg 7038f8bfe53553ae81f50a767480d3ac 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 [Statement from 2 students] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Geoff Selling Dick Hegner Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/102dc3b224f7d76363b422e8a658939d.jpg be0ede7b5a7023aea008dffb3aa1d14a 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 [Statement from SASS and Student Council, 01/08/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Student Council Date A point or period of time associated with an event in the lifecycle of the resource [01/08/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in SASS Student Council