19 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ab25b668c94d005f094d5f7a59139069.pdf 679403017121f2569fe575683c0327dd PDF Text Text ���� ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1400 Join Rites for President of Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Ken Shuttleworth Publisher An entity responsible for making the resource available Philadelphia Inquirer Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Clinton Etheridge Courtney Smith's death SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dc55588e05e8048ab744260b6cf3ba01.jpg 5ebfa1a1df509985c1eeeb4a2b4d8749 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore Students End 8-Day Sit-In After President Dies Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Frank Heick Al Haas Publisher An entity responsible for making the resource available Philadelphia Inquirer Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e0deba2ae85bbdbea571eae7a3cb61bc.pdf 06302c1586b181d27c6058c43d5f8e08 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Death Only Postpones Crisis at Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Inquirer 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 1969 sit-in Black admissions Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/85dbbb5388645b8c7edb79348c708bfa.jpg 6705abe615770fc96db73e29946491a7 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 Subversion of Reason Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e4370472558e2c1e294369bbf88f00a6.jpg 4bb4748326372a0f6f62c8f3608d8b3a 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 School Head Dies During a Protest Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource United Press International Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0aaf70587fb10ed4f34c8d3636eb08f4.jpg 9c82b8a238b58419ec056d3b0ec6d9b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dr. Courtney C. Smith, 52, Dies; Was President of Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0315f3f65bec27f6f5719739e00e50a2.jpg 081154441777a9c608bc7e39f540a234 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 The Late Courtney C. Smith Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [House Congressional Record] Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2cb7b64a24128e1c22a8b430fea39522.jpg ecfad07860520ee350e704c0aa237558 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 2000 Attend Rites for Swarthmore President Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1bebfe4da7f0a63cf564a97ac772d80b.jpg 4529078795d62c944ac079bfaef8c5af Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore Prexy Stricken, Dies Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eb3345f2d706c6c1f502463df14e7a0e.jpg 24ad8012431d61f33b66a9f9e63b9aee Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dr. Smith's Death Casts a Pall Over Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Tom Fox Publisher An entity responsible for making the resource available Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource jpg 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3774089a217c08802c0409c4bc1fb4fc.jpg e76b53074cfe27b207c84090ad23ba8a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dr. Smith Dies in Swarthmore College Office Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d81c23a017df7db7b0fe5fcd83228dbd.jpg 9352f9ab3a77aed035b5bbf854d131b6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney C. Smith Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7766de716771304b0f9c49679951c7e7.pdf 7b056a2f6d1997a66ad07f8775be8d7a PDF Text Text { "SWARTHMORE COLLEGE SWARTH MORE, PEN N SYLVAN IA 1908"1 COURTNEY CRAIG SHITH The -Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the "C'ollege, oriented its admissions policy to the seeking out of students with leadership probabilities, attracted and maintained a strong and vigorous faculty, with emphasis upon interest in teaching and research, and intensified the interest and loyalty of the " Alumni in the College. His vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He v-las a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shOwTI by the honorary degrees conferred on him by eight other American institutions of higher learning, by the award to him of Honorary Officer of the Order of the British Empire by the British Government, and by those in responsible positions who sought his counsel. All of his off-campus activities enhanced the standing of the Colle g e. He and his immediate family became members of Swarth more Monthl y Meeting of the Re~igious Society of Friends, whose beliefs and tenets he had practice d for many years . The Colle ge was fortunate that his wife, Eli~abeth, actively supported his activities and generously shared him with the world. Courtney Craig Smith entered this world superbly endowed with God-given extraordinary intellectual capacity, great �physical strength, and boundless energy. He will be remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. He coul d carryon with sincere patience, tolerance and understanding. His self-discipline and dedication to purposeful ends, however, held these characteristics within useful bounds. His unique thoroughness and deliberate processes insured his seemingly uncanny ability to move in the right direction . His determination insured that decisions were implemented. These qualities, together with his courage and vision provided the l eadership Vihich we will miss so greatly . All are better for having knovm him. � { "SWARTHMORE COLLEGE SWARTH MORE, PEN N SYLVAN IA 1908"1 COURTNEY CRAIG SHITH The -Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the "C'ollege, oriented its admissions policy to the seeking out of students with leadership probabilities, attracted and maintained a strong and vigorous faculty, with emphasis upon interest in teaching and research, and intensified the interest and loyalty of the " Alumni in the College. His vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He v-las a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shOwTI by the honorary degrees conferred on him by eight other American institutions of higher learning, by the award to him of Honorary Officer of the Order of the British Empire by the British Government, and by those in responsible positions who sought his counsel. All of his off-campus activities enhanced the standing of the Colle g e. He and his immediate family became members of Swarth more Monthl y Meeting of the Re~igious Society of Friends, whose beliefs and tenets he had practice d for many years . The Colle ge was fortunate that his wife, Eli~abeth, actively supported his activities and generously shared him with the world. Courtney Craig Smith entered this world superbly endowed with God-given extraordinary intellectual capacity, great �physical strength, and boundless energy. He will be remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. He coul d carryon with sincere patience, tolerance and understanding. His self-discipline and dedication to purposeful ends, however, held these characteristics within useful bounds. His unique thoroughness and deliberate processes insured his seemingly uncanny ability to move in the right direction . His determination insured that decisions were implemented. These qualities, together with his courage and vision provided the l eadership Vihich we will miss so greatly . All are better for having knovm him. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Craig Statement Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Board of Managers 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 Board of Managers Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4e2444d8eaa1b4a40c68ecbf916822.pdf 3763f1b49ebcfb045ca7cbed58b1cec8 PDF Text Text / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � 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 [Minutes of the Commission on Educational Policy, 11/18/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c3c53171ad0c9e0b68113d3f8d3e3757.jpg 9722d60c4f45761ca2d374ca1db1e68b 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 [Minutes of the Commission for Educational Policy, 01/06/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/14594a38aa693a1a0723c32b463ab8d4.pdf edff5fe24701b68cb241a184737b2aa3 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission on Educational Policy, 01/20/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/46d68011d208f3f686fca51132d09a9f.pdf 18c9642aaec790ce9c5bb55ce524302d PDF Text Text SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Gilmore Stott to Courtney Smith, 11/26/1968, re Upward Bound] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 11/26/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f395ade0be4244f9588575e77a8693da.pdf 6b625c32ca9385117e1f7a0dc4c60b58 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Leon Bramson to Courtney Smith, re summer programs 12/02/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Leon Bramson Date A point or period of time associated with an event in the lifecycle of the resource 12/02/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/486a14f9cbcaffe37c0479f8626a610c.jpg a4c3a8a8953c77c5f367bdf90c3e83ca 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 Effort to Open Swarthmore Classes Fails Description An account of the resource Box 67, SASS 1968-1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1b9daa2e9d759b7f39c5423f284e02ec.jpg c28a0a7a5b57d9f16434c825a98581b6 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 Some Classes Resume at Swarthmore Description An account of the resource Box 67, SASS 1968-1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in