19 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6702f3f789745b9dbbe024ac02caee0c.jpg ab03e0efe64827a3fdb2c3b01cb6587b 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Bail Contributions Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 02/07/1969 Format The file format, physical medium, or dimensions of the resource jpg Media Fellowship House http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fd7c3879cd3c80781f4c4ec7496a5e45.jpg 960e464af5e1a85fe239dd82c94a98c9 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Clarifies AHBAC Structure, Role; Pass Black Administrator's Qualifications Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/07/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1aea97e81ee8f4066586202194ab29df.pdf 88302954ed04588065d667be5840bd27 PDF Text Text SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � 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 Robert Cross 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 Robert Cross' 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 Memo re exchange program Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Richard Schrader Date A point or period of time associated with an event in the lifecycle of the resource 02/08/1972 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/579c90bb4e267bf1cf88c864763c9eeb.jpg d713b01df7536f017428589bcf1f8fa6 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Bagpipes, Dramatics Show Black Culture In Historical Week Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/10/1970 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6fb90002cd190074b2a00f1f85edc476.pdf 286984b3297cc3e9a073ae628755a1fc 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Black Dean Closson Seeks Two-Way Counsel Benefits Creator An entity primarily responsible for making the resource Phoenix Martha Shirk Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/10/1970 Format The file format, physical medium, or dimensions of the resource jpg Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6888f140ec10b53b763a4ae2cf4c6c6d.jpg 87c1205ca2c09428ea79693283c9d3e7 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Benjamin Probes Black Pride, Inaugurates Black History Week Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College 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 jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7402fa775518c1d5122fe1035a9bc26d.jpg db95f10bbf42bb947de2baa281b15b91 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Black History Week Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College 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 jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4f1e0835f70ac80f45a939f89df459b2.jpg b130902ecd520c4bd5f498a675deb98c 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Soul Band Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College 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 jpg 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/79a9a4f5299ae0ba1717bed8bab0d3a3.jpg 255b404bd89fd3a27a47f452100da7c8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from SASS to Robert Cross 02/11/1970] Description An account of the resource Box 2, Cross and SASS correspondence 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 02/11/1970 Format The file format, physical medium, or dimensions of the resource JPG Black Cultural Center SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/513acc0354f1b32cb256746f9a296de6.jpg 9daf2b654ce13afaf6a7bb417cdff9a8 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Black Studies Major Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/15dbdc9a4a2fdd6c97223d13b810c653.jpg c45bb0161d30519a44c8fdc354e5ba57 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Changes in Black Studies Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a7438c3bcaee24089158cf9554e63b32.jpg 22b8bdd55a7e816755bc62ebef5d7dba 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters to the Editor: No Factions Creator An entity primarily responsible for making the resource Phoenix Sherry Bellamy Angela Mercer Nancy Wilson T. J. Morrison Sandra Moon Raymond Thomas Daryl Burke Roselind Plummer Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Rosalind Plummer (Wood) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d1597edab9e30e30a491130dc399bced.pdf 9318cb03a222820274f724b6903c960c 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Proposes Broad Interdisciplinary Black Studies Major Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b95a5830589e0d3901ce09fc3d6001ec.pdf f49c71628f7e9b7962b07e9890205b57 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA February 12, 1969 To Alumni, Parents of Swarthmore students, and Friends of Swarthmore: We send this report to you to inform you of what has been happening at Swarthm9re during the past few weeks. It is a presentation of the issues involved and of the actions that have been taken by the Faculty and Board of Managers. For a number of years, the College has been able to achieve a significant increase in the number of black stUdents ,enro.l led at Swarthmore. Such efforts were supported by our own students who visited high schools on behalf of the College and were intensified and given increased effectiveness through the aid of a grant from the Rockefeller Foundation in the spring of 1964. While the College had been relatively successful in enrolling more black students, Frederick A. Hargadon, Dean of Admissions, informed the Faculty last spring that the conditions under which such recruitment took place had changed significantly in the past two years. In the decade from 1953 to 1963, the average number of black students in each class had been two; in the next five years the average in each class climbed to 12, and in the Class of 1969, 19 black students were enrolled as freshmen. In the past three years, in spite of vigorous recruitment efforts, the number enrolled has declined. It was onlJT 10 in each of the present junior and sophomore classes, and the ~igure dropped to 8 in the present freshman class. In discussing this complex problem before the Faculty last spring, Dean Hargadon pointed out that among the many factors involved, two stood out: a major increase in the number of colleges and universities actively seeking to enroll. large numbers of black students, and the relative constancy of the size of the pool of black graduates of secondary schools who could meet the admissions requirements of colleges like Swarthmore. As a result, he said, Swarthmore found it increa.singly difficult to maintain the success which characterized its recent efforts in this area. The College's efforts in recruiting black students over the past five years were reviewed in a report drawn up over the past summer by Dean Hargadon. The report discussed the problems and prospects to be faced by the College in its efforts to recruit black students in the future and suggested various policy alternatives to be considered. The Admissions Policy Committee adopted the report as its working paperand proceeded immediately to seek additional information on the problem from a variety of sources. The Committee asked the black students currently enrolled at Swarthmore for their ideas, it solicited information from other colleges and universities who were concerned with the same problems, and it familiarized itself with existing special programs aimed at increasing the pool of qualified black applicants. The Committee studied the problem throughout the semester and in December produced a set of policy recommendations for discussion by the Facul~y, administration, and student body. Eleven recommendations in the report sought ways in which the College could: . (1) Assure an increased enrollment of black students at Swarthmore (2) Use its resources to make w'hatever appropriate contributions it might toward increasing the number of black students able to go on to college in general throughout the country �(3) More satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the black students already enrolled in the College. In the meantime, on December 23, the Swarthmore Afro-P~erican Students' Society (SASS) sent to President Courtney Smith a letter setting forth its "demands" regarding black admissions. They were directed at increasing "the enrollment of black students in order to achieve the critical mass necessary to sustain a viable healthy black student population." Specific steps called for were'" intensified recrui tment efforts in order t.o increase the number of black students at s...arthmore to one hundred and fifty within the next six years and the enrollment of between ten and t vJenty so-called "risk" black students for next year. SASS asked for pre-enrollment and post-enrollment 'isupport!l programs for black students to enable them to meet the College's academic standards, and for the recruitment of black transfer student.s. And finally SASS asked for the appointment of a black assistant 'dean of admissions and for a black counselor. On January 9, the day members of SASS occupied the Admissions Office, these demands were extended to include a request for a complete identification and description of the decision-making organs of the College, participation by black people in policy making on all levels, and the pledge that no disciplinary action be taken against the black students who were participating in the direct acti on. The recommendations of the Admissions Policy Committee Report and the demands of SASS in regard to the recruitinent and enrollment of black students Here not diss1milar. The Faculty, in addressing itself to these problems, considered the two documents simultaneously - a procedure which had been proposed to SASS members by Presi dent Smith before SASS's direct action. The Faculty agreed to' use the SASS demands to draw up agendas but to keep both documents constantly in front of them. \ The Admissions Policy Committee report called for the College to "continue to recruit vigorously" the best qualified black secondary school graduates, and urged the College to strive for a "minimum of twenty!! black students in each freshman class. It called for enrolling, as an experiment, a small number of students (somewhere between five and ten) who, '~hile they fall just below our normal admissions s tandards, are believed to possess other qualities which "Till enable them to 'close the gap' in their academic preparation through i ndividually tailored programs during their freshman year, or longer if necessary." The Admissions Policy Committee Report also advanced four proposals for enhancing the opportunities for all black students to attend college: that the College continue its Upward Bound Program and i,ts participation in programs such as the Colleg.e fuund Corporation- of l2hilaaelpl'lia, and- that it consider establishing a summer program simila.r to A Better Chance Program and a one-evening-a-week seminar program on campus for able, socio-economically deprived eleventh and/ or twelfth grade students from local secondary schools. In regard to black student life at Swarthmore, the Admissions Policy Committee Report recognized the need fo r black adults within the College community with whom black students could seek counseling, recommended "some informal process" whereby unique needs of black students could find expression and support, and urged campus organizations such as Student Council and the Cooper Foundation Committee to be aware of the need for activities larg ely black in orientation. In a series of almost continuous meetings between January 9 and January 13, the Faculty accomplished the major part of its job concerned with these two document s. The first resolution, pa ssed the evening of January 9, read: "The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds i tself faced with a resort to force and a refusal to make use of rational procedures. The Faculty deplores the use of force a.nd plans to continue the orderly considera.tion of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to Hork toward �the resolution of the present crisis." As one faculty member put it, II0ur awareness of the crisis situation caused us to move more rapidly, but we did not simply meet demands. It/e did what ,vB felt was right. II The ensuing resolut.ions passed by the Faculty regarding sp ecific procedures for recruiting and enrolling black students answered a conc ern expressed by SASS and shared. by the Faculty that the College achieve flo. viable healthy black student population . 1I The Faculty resolved tha.t the College strive to enroll a minimum of 25 bl2.ck students in each freshm8.n class and expressed the hope that this number could be increased to 35 after a three-year period. To attain this goa.l, the Faculty proposed the appointment of a black admission s officer and called for the College to "vigorously extend its recruitment of the best black secondary school graduates," recruit black students from conllnunity and junior colleges, and set as its goal the enrollment of a "significant number (approximn.tely 10) of black stUdents whose qualifica.tions are outside normal admissions criteria for the year 1969-70. II The Fa culty emphasized that no lowering of acadE'.mic sta.ndards at the College was anticipated or intended. One faculty member commented: 1I~'J8 had no intention of taking in people who can I t do the work. We wanted to provi.de some flexibility in admissions, not at graduation . " In its consideration of the problem of increasing black enrollment at colleges and universities throughout the country, the Faculty resolutions followed closely the substance of the A ~Jnissions Policy Committee Report , at the same time meeting certain Goncerns expressed in the SASS demands. The Faculty resolved that the College negotiate with institutions conducting stunrner enrichment programs for entering freshmen so that students accepted by Swart.hmore could attend such programs and that it negotiate with private secondary s chools to arrange that black students Nho need further preparation may attend such a school for a year on 5cholarship. In regard to black stUdent life at Swartr.more, the third main area of concern of the A.dmissions Policy Corrnnittee Report, the Faculty supported a recommendation of the report by urging Student Council and other organizations to be aware of the nEcd for activities largely black in orientation. Further, the Faculty supported the appointment of a black administrative officer to be primarily available to black stUdents for confidential advice and guidance. The Faculty ended its series of meetings of January 9 to 13 with resolutions (1) urging the President and the Board to secure the necessary funds to carry out its actions; (2) affirming the statement made by President Smith in his letter of December 31 that "this College has never been and must never be governed by demands or moved by threats"; (3) noting that "faculty resolutions made on the basis of the SASS document of 23 December 1968 and tbe report of the Admissions Policy Committee have been accepted because the Faculty believes they are right"; and (4) announcing that nthe College does not contemplate disciplinary action for the SASS actions that are presently knovm to it. II The Faculty also stated that it ilauthorized the participation of black people in shaping policies on matters relating directly to the special interests 9f black students. II During the week of January 13, representatives of SASS were meeting with faculty representatives to clarify certain faculty actions when the College suffered the heavy loss, by sudden death through heart attack, of President Smith on January 16. SASS ended its occupation of the Admissions Office later that day. The occupation bad disrupted the work of the Admiss ions Office but no violence was involved and no records were disturbed or property damaged. On January 13 President Smith told members of the College community (see page 2 of the enclosed Phoenix for full text): "I strongly support the actions we " have taken as a Faculty, and I will strongly support them to the Board. of Nanagers. am confident that the Boa.rd shares the same va.lues and concerns that have motivated the Faculty in our actions. II And, indeed, after the Board convened in a special I �meeting on January 25, Edward K. Cratsley, acting president, reported to the Faculty "t hat the Board supports fully the basic educational purpos es and objectives of the actions which the Faculty has taken in respect to the problems of black student admissions, counseling and support programs and encourages the Faculty and administration to continue with procedures Vlhich are now being followed to resolve and implement further these matters, including a.ny necessary legal aspects." President Cratsley also reported that the Board expressed its full agreement with the following faculty resolution passed on January 24: "A college is essentially a free community of scholars dedicated to the pursuit of truth and knowledge through reason and with civility. As the Faculty of Swarthmore College continues to discuss the questions before it, it expe cts to act in acco rdance with thi.s principle. tlHecent developments confront the Swarthmore community with an unprecedented situation. It should not be presumed that in the event of future actions outside the framework of normal procedures, decisions taken during the crisis that began on 23 December 1968 are precedents to govern the conduct of the College. "The Faculty recommends that a joint committee of the Board , administration, Faculty and students be appointed to formulate procedures and substantive principles for application if a future crisis of this kind arises." As the preparation of this report to you was concluded, the College was undertaking to implement the faculty resolutions. Still on the faculty agenda wa s the possible establishment of a Black Interest Committee and some clarification of details of action already taken. The appointment of the joi nt committee of Boar d , administration, Faculty, and students requested by the Faculty "to formulat e procedures and substantive principles for application if a future crisis of this kind arises" has been approved by the Board and is in process. \men these findings have been prepared, they will be publicized. During the seven days i n January from the l oth through the 17th, when t he pace of events was at itG height, the staff of the s tudent newspaper, The Pho enix, worked through the night hours, to publish seven issues of some eight mimeographed pages each, chronicling events of the preceding day. This accurate and r esponsible reportorial job of a most complex set of issues was indispensable to the College comll1u.n i ty. On January 29 The Phoenix again appeared in its regular printed format to offer its readers on pages four through six a summary of recent events and also to r ecord some of the documents that resulted from the eVEnts. We enclose this comprehensiveaccount fOr your information . - ----~ We are also glad to make a vailable upon request r ep rints of the complete texts of the December 18 Admissions Policy Committee Report, the December 23 letter of the S"ivarthmore Afro-American Studen s ' resldent Smith, the DecembeI.-ll letter 0 resident Smith to the Faculty notifying them of the SASS letter and providing them with background information, 8.nd the complete text of the faculty resolutions of Febnlary 5. - as The March issue of the Swarthmore Alumni Bulletin will be a memorial issue to President Courtney Smith. c?C~7 /~#c Ct-vI-~ Edward K. Cratsley Acting President Chairman, Board of Nanagers � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA February 12, 1969 To Alumni, Parents of Swarthmore students, and Friends of Swarthmore: We send this report to you to inform you of what has been happening at Swarthm9re during the past few weeks. It is a presentation of the issues involved and of the actions that have been taken by the Faculty and Board of Managers. For a number of years, the College has been able to achieve a significant increase in the number of black stUdents ,enro.l led at Swarthmore. Such efforts were supported by our own students who visited high schools on behalf of the College and were intensified and given increased effectiveness through the aid of a grant from the Rockefeller Foundation in the spring of 1964. While the College had been relatively successful in enrolling more black students, Frederick A. Hargadon, Dean of Admissions, informed the Faculty last spring that the conditions under which such recruitment took place had changed significantly in the past two years. In the decade from 1953 to 1963, the average number of black students in each class had been two; in the next five years the average in each class climbed to 12, and in the Class of 1969, 19 black students were enrolled as freshmen. In the past three years, in spite of vigorous recruitment efforts, the number enrolled has declined. It was onlJT 10 in each of the present junior and sophomore classes, and the ~igure dropped to 8 in the present freshman class. In discussing this complex problem before the Faculty last spring, Dean Hargadon pointed out that among the many factors involved, two stood out: a major increase in the number of colleges and universities actively seeking to enroll. large numbers of black students, and the relative constancy of the size of the pool of black graduates of secondary schools who could meet the admissions requirements of colleges like Swarthmore. As a result, he said, Swarthmore found it increa.singly difficult to maintain the success which characterized its recent efforts in this area. The College's efforts in recruiting black students over the past five years were reviewed in a report drawn up over the past summer by Dean Hargadon. The report discussed the problems and prospects to be faced by the College in its efforts to recruit black students in the future and suggested various policy alternatives to be considered. The Admissions Policy Committee adopted the report as its working paperand proceeded immediately to seek additional information on the problem from a variety of sources. The Committee asked the black students currently enrolled at Swarthmore for their ideas, it solicited information from other colleges and universities who were concerned with the same problems, and it familiarized itself with existing special programs aimed at increasing the pool of qualified black applicants. The Committee studied the problem throughout the semester and in December produced a set of policy recommendations for discussion by the Facul~y, administration, and student body. Eleven recommendations in the report sought ways in which the College could: . (1) Assure an increased enrollment of black students at Swarthmore (2) Use its resources to make w'hatever appropriate contributions it might toward increasing the number of black students able to go on to college in general throughout the country �(3) More satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the black students already enrolled in the College. In the meantime, on December 23, the Swarthmore Afro-P~erican Students' Society (SASS) sent to President Courtney Smith a letter setting forth its "demands" regarding black admissions. They were directed at increasing "the enrollment of black students in order to achieve the critical mass necessary to sustain a viable healthy black student population." Specific steps called for were'" intensified recrui tment efforts in order t.o increase the number of black students at s...arthmore to one hundred and fifty within the next six years and the enrollment of between ten and t vJenty so-called "risk" black students for next year. SASS asked for pre-enrollment and post-enrollment 'isupport!l programs for black students to enable them to meet the College's academic standards, and for the recruitment of black transfer student.s. And finally SASS asked for the appointment of a black assistant 'dean of admissions and for a black counselor. On January 9, the day members of SASS occupied the Admissions Office, these demands were extended to include a request for a complete identification and description of the decision-making organs of the College, participation by black people in policy making on all levels, and the pledge that no disciplinary action be taken against the black students who were participating in the direct acti on. The recommendations of the Admissions Policy Committee Report and the demands of SASS in regard to the recruitinent and enrollment of black students Here not diss1milar. The Faculty, in addressing itself to these problems, considered the two documents simultaneously - a procedure which had been proposed to SASS members by Presi dent Smith before SASS's direct action. The Faculty agreed to' use the SASS demands to draw up agendas but to keep both documents constantly in front of them. \ The Admissions Policy Committee report called for the College to "continue to recruit vigorously" the best qualified black secondary school graduates, and urged the College to strive for a "minimum of twenty!! black students in each freshman class. It called for enrolling, as an experiment, a small number of students (somewhere between five and ten) who, '~hile they fall just below our normal admissions s tandards, are believed to possess other qualities which "Till enable them to 'close the gap' in their academic preparation through i ndividually tailored programs during their freshman year, or longer if necessary." The Admissions Policy Committee Report also advanced four proposals for enhancing the opportunities for all black students to attend college: that the College continue its Upward Bound Program and i,ts participation in programs such as the Colleg.e fuund Corporation- of l2hilaaelpl'lia, and- that it consider establishing a summer program simila.r to A Better Chance Program and a one-evening-a-week seminar program on campus for able, socio-economically deprived eleventh and/ or twelfth grade students from local secondary schools. In regard to black student life at Swarthmore, the Admissions Policy Committee Report recognized the need fo r black adults within the College community with whom black students could seek counseling, recommended "some informal process" whereby unique needs of black students could find expression and support, and urged campus organizations such as Student Council and the Cooper Foundation Committee to be aware of the need for activities larg ely black in orientation. In a series of almost continuous meetings between January 9 and January 13, the Faculty accomplished the major part of its job concerned with these two document s. The first resolution, pa ssed the evening of January 9, read: "The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds i tself faced with a resort to force and a refusal to make use of rational procedures. The Faculty deplores the use of force a.nd plans to continue the orderly considera.tion of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to Hork toward �the resolution of the present crisis." As one faculty member put it, II0ur awareness of the crisis situation caused us to move more rapidly, but we did not simply meet demands. It/e did what ,vB felt was right. II The ensuing resolut.ions passed by the Faculty regarding sp ecific procedures for recruiting and enrolling black students answered a conc ern expressed by SASS and shared. by the Faculty that the College achieve flo. viable healthy black student population . 1I The Faculty resolved tha.t the College strive to enroll a minimum of 25 bl2.ck students in each freshm8.n class and expressed the hope that this number could be increased to 35 after a three-year period. To attain this goa.l, the Faculty proposed the appointment of a black admission s officer and called for the College to "vigorously extend its recruitment of the best black secondary school graduates," recruit black students from conllnunity and junior colleges, and set as its goal the enrollment of a "significant number (approximn.tely 10) of black stUdents whose qualifica.tions are outside normal admissions criteria for the year 1969-70. II The Fa culty emphasized that no lowering of acadE'.mic sta.ndards at the College was anticipated or intended. One faculty member commented: 1I~'J8 had no intention of taking in people who can I t do the work. We wanted to provi.de some flexibility in admissions, not at graduation . " In its consideration of the problem of increasing black enrollment at colleges and universities throughout the country, the Faculty resolutions followed closely the substance of the A ~Jnissions Policy Committee Report , at the same time meeting certain Goncerns expressed in the SASS demands. The Faculty resolved that the College negotiate with institutions conducting stunrner enrichment programs for entering freshmen so that students accepted by Swart.hmore could attend such programs and that it negotiate with private secondary s chools to arrange that black students Nho need further preparation may attend such a school for a year on 5cholarship. In regard to black stUdent life at Swartr.more, the third main area of concern of the A.dmissions Policy Corrnnittee Report, the Faculty supported a recommendation of the report by urging Student Council and other organizations to be aware of the nEcd for activities largely black in orientation. Further, the Faculty supported the appointment of a black administrative officer to be primarily available to black stUdents for confidential advice and guidance. The Faculty ended its series of meetings of January 9 to 13 with resolutions (1) urging the President and the Board to secure the necessary funds to carry out its actions; (2) affirming the statement made by President Smith in his letter of December 31 that "this College has never been and must never be governed by demands or moved by threats"; (3) noting that "faculty resolutions made on the basis of the SASS document of 23 December 1968 and tbe report of the Admissions Policy Committee have been accepted because the Faculty believes they are right"; and (4) announcing that nthe College does not contemplate disciplinary action for the SASS actions that are presently knovm to it. II The Faculty also stated that it ilauthorized the participation of black people in shaping policies on matters relating directly to the special interests 9f black students. II During the week of January 13, representatives of SASS were meeting with faculty representatives to clarify certain faculty actions when the College suffered the heavy loss, by sudden death through heart attack, of President Smith on January 16. SASS ended its occupation of the Admissions Office later that day. The occupation bad disrupted the work of the Admiss ions Office but no violence was involved and no records were disturbed or property damaged. On January 13 President Smith told members of the College community (see page 2 of the enclosed Phoenix for full text): "I strongly support the actions we " have taken as a Faculty, and I will strongly support them to the Board. of Nanagers. am confident that the Boa.rd shares the same va.lues and concerns that have motivated the Faculty in our actions. II And, indeed, after the Board convened in a special I �meeting on January 25, Edward K. Cratsley, acting president, reported to the Faculty "t hat the Board supports fully the basic educational purpos es and objectives of the actions which the Faculty has taken in respect to the problems of black student admissions, counseling and support programs and encourages the Faculty and administration to continue with procedures Vlhich are now being followed to resolve and implement further these matters, including a.ny necessary legal aspects." President Cratsley also reported that the Board expressed its full agreement with the following faculty resolution passed on January 24: "A college is essentially a free community of scholars dedicated to the pursuit of truth and knowledge through reason and with civility. As the Faculty of Swarthmore College continues to discuss the questions before it, it expe cts to act in acco rdance with thi.s principle. tlHecent developments confront the Swarthmore community with an unprecedented situation. It should not be presumed that in the event of future actions outside the framework of normal procedures, decisions taken during the crisis that began on 23 December 1968 are precedents to govern the conduct of the College. "The Faculty recommends that a joint committee of the Board , administration, Faculty and students be appointed to formulate procedures and substantive principles for application if a future crisis of this kind arises." As the preparation of this report to you was concluded, the College was undertaking to implement the faculty resolutions. Still on the faculty agenda wa s the possible establishment of a Black Interest Committee and some clarification of details of action already taken. The appointment of the joi nt committee of Boar d , administration, Faculty, and students requested by the Faculty "to formulat e procedures and substantive principles for application if a future crisis of this kind arises" has been approved by the Board and is in process. \men these findings have been prepared, they will be publicized. During the seven days i n January from the l oth through the 17th, when t he pace of events was at itG height, the staff of the s tudent newspaper, The Pho enix, worked through the night hours, to publish seven issues of some eight mimeographed pages each, chronicling events of the preceding day. This accurate and r esponsible reportorial job of a most complex set of issues was indispensable to the College comll1u.n i ty. On January 29 The Phoenix again appeared in its regular printed format to offer its readers on pages four through six a summary of recent events and also to r ecord some of the documents that resulted from the eVEnts. We enclose this comprehensiveaccount fOr your information . - ----~ We are also glad to make a vailable upon request r ep rints of the complete texts of the December 18 Admissions Policy Committee Report, the December 23 letter of the S"ivarthmore Afro-American Studen s ' resldent Smith, the DecembeI.-ll letter 0 resident Smith to the Faculty notifying them of the SASS letter and providing them with background information, 8.nd the complete text of the faculty resolutions of Febnlary 5. - as The March issue of the Swarthmore Alumni Bulletin will be a memorial issue to President Courtney Smith. c?C~7 /~#c Ct-vI-~ Edward K. Cratsley Acting President Chairman, Board of Nanagers � 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 to Alumni, Parents, and Friends from Robert Browning and Edward Cratsley 02/12/1969] Description An account of the resource Box 11, Black Crisis February 1969 Creator An entity primarily responsible for making the resource Robert Browning Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 02/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Board of Managers President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a3b377df7c4cbb4b92c50c01439a2d9d.pdf 9688331015961d1a421c0f960111530f 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 The Swarthmorean Description An account of the resource Articles that originally appeared in the Swarthmore Borough newspaper, <em>The Swarthmorean</em>, during the events of 1969. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives 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 College names assistant dean Creator An entity primarily responsible for making the resource The Swarthmorean Date A point or period of time associated with an event in the lifecycle of the resource 02/12/1970 Format The file format, physical medium, or dimensions of the resource .pdf post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c74bf8dc91e9461de80580a3f8ba961d.pdf 12b8ded9e72e61dd893c4d3f037845d1 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 [Letter from Robert Cross to SASS 02/13/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 02/13/1970 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5f5ae5a271224ecb0bc779f4c8243e3b.jpg 7be9449e9742e1173341dfa7cca931a2 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Black Education Is Failure: Vance Demands Local Rule Creator An entity primarily responsible for making the resource Phoenix Peter Seixas Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/14/1969 Format The file format, physical medium, or dimensions of the resource jpg Black Studies SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d113580945c4623ae2bb9d49d8e1305b.pdf 174748b4fa2d3e043e565ca970e8387a 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Black Troupe Stages "Message," Stereotypes Found Ineffective Creator An entity primarily responsible for making the resource Phoenix Martha Hollinger Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/14/1969 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eabf72a98b9fdb3066e845fa8a06fcb4.pdf 01eb496a1010a468a7601a7f39d1e401 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 Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Cratsley, Browning Explain Issues To Alumni, Parents Creator An entity primarily responsible for making the resource Phoenix Edward Cratsley Robert Browning Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/14/1969 Format The file format, physical medium, or dimensions of the resource jpg 1969 sit-in Black admissions President's Office