2 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/77cc6da113aae94bd0c2c79569b1b98d.jpg 7235febf8fc42a431c757b0b14d71490 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 [Announcement of Dialogue for Truth and Understanding 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Student Council 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 Black admissions SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fa0d28d560db6c799a176ccc036a5060.jpg 6275fa8ce11b23add2c1496355b510a0 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 Concerning SASS' Priorities Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f426a28cb85cbd72056e1c521dfb7df9.jpg 568b77a1c4f98fe0391fb1d938243657 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 [Letter from SASS to administration and faculty, 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11be0132aef7f624af872c88e02b5f98.jpg 26e8f49a74511c480215c5c00d69a177 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 [Letter to faculty and administration from 6 faculty members] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Dean Peabody et al 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 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/610e00a42105585ba09b28eab1f14843.pdf f2ee9c834f5e89d17840602342f03f90 PDF Text Text An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � 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 An Open Letter to the Swarthmore Faculty Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b419da0259896fcdb225278aa8a3fcf9.jpg 3ab4178b1afbb7ab93e98819f698f949 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Radical Caucus statement 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Radical Caucus Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ded54afcf475319447342da0941525f2.pdf 71ae7b8548ac29257781474a2b9f600d PDF Text Text ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � 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 Some thoughts regarding Asmaron Legesse's open letter Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Elisa Aseusio Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b1fceea2f358a88120a7037ffdd08e0f.jpg 6cf553d65bd180918ead1e3792008200 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 Student Statement of support Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a1fee45e896251e74127a02309103b10.jpg 64667fca74037a6b95fb09bb9bff8232 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 [Announcement of Moderates' Meeting, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Bob Goodman 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 Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/852ab38b2ab01dcd1ed056fbb3dd449f.jpg 6a342a16874f67d279917a43fe74d3bb 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 [Student Appeal, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/73a432f3f6d4aa621d4fab31c4b5b490.pdf a3a049313623d2ef7050fa33c2a6a09b PDF Text Text I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). 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' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). "-. ,: , ,i)!I\: a:'0trlm91?ehec.~us !e: o.f:. ,SAS.S /t ' ~\1];ta,p.c~; ,SASS r c,:q.a:l'l~enged trh~ 1\.d;ni ,~~rons ' , I ti6)3:rr..it'\],ee,'! t.o', pravideconcre,te ,pro'o f.: bey-end' ITheresaj and 'g~ssi:p. tt , J' - .' . ~,:-/..;I..' : .;;: > .~ ~. ;: /:, :-i / ,' -~.'" -~. ) '. ' ;),... , ' =-" / , ) . ~; ~ :- ~ ,<' ~, ~ ';'ti)~ 1 )-' ';, " , ' . : " ( ' 1,,'Si:;:t'0 $f;t"ectiV'E?I?-y[3s o;t; . ,~.A.,SS r;eqrui:tm~p,t" 'EpffQ:qt's; " th.e,' SA§S , i¢;-pe~ poinA:;e<;ir 0 1l:'\; /" " ' 't;lp:e:p,. all thre~'e ' mp).e :freshman first citsqover! 'd l ~wart-rllllorE? , t):P?d'1l.g~ pAS~I..', <':,, !c: e ;':;!:b/i;~:Q._cifITE?12 ' (}~l,a~;eie;1.~)J,ul:n;bier?:t: Negr0st¥,d,ent~ ' qec~de:d ' t9 :with~,~~t~'()In" : ~:', . 1. _\ . " [iq r.l s:t;;ateI!Ien-cs i:n ('~hef ,.W<:)· rki:q.g :p~per W'h,iCh¢oncerned; sASS,. ' ':page ,, 23~hti+lenSed ' "", \ .:: . . '. )' r,'\ . , . ' .\':,: ;' , , . ' " (, . . ) . , ", ' ,> I, ". I ' ~ '. " " ·"v,S1!;.S,S ',,' ,T1)I[,i~ , t~i ~h"' T\;tS}c , ~~ tu<;t~~tsJ . ~n,ze~tigatioJ;l" ot , t~e¥ 'po~~i9il$ti~s , ~:t SUDlInE?r ~ro-" ,I , '; ;,~)f.1f.w.'1U'; 01' ~ EtI1; : ex~r:a: ft.ea.:: 7 ' work 'wiph t~es~e~'/ lt6 ' im:(JrQye ,, ~,l9-l,l'~ I , er:e,d.:Lt : ~or l ,'r; , r; , · :tp~'p;n::~!l~ ~t·~lj. ~;nts 'Gak~ne co:urge~a~~:' U", 9£: ,p~ , ~unttnttr :.8eh:ooland~ tllt~r~ ." . " ,f or . rr':e i~hm~p ; ' a ', p i]:aek guj;d~'1.ee eoUs.'"l,s~J19r, anq.aB].ae;k s't'eer' itl,~, ,CqllBl'4 ttee '; / ::f\);r- b"op.bil~p~boti.pg,p" ;ree :"'~~j. tP1ep~~n tIi,e .sou13b: 'a nd W~sj; and o:C ! Plfert-o :a,:icap.~, : ', enF9i:1rtl~rl:~;" o'f m01"e r" tianS,:t'el""&,J.,Q JVni9F , ari'~;6 !~elea~~d a list d!reyo~~hg:~,tion& :i,n~~'udgt~': c : ' :~nroifnlent )of' !" ' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � 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 Condensed History of the Swarthmore-SASS Admissions Dispute Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [Swarthmore Afro-American Students' Society] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF Black admissions Clinton Etheridge Don Mizell Frederick Hargadon SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a65b973ffda21261ddadee22fe7a0489.jpg b6dc0706533c1907a1c113140c0944eb 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 Another Modest Proposal Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Don Mitchell 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 Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/942487ef1a3784fea0ff3b491ccc81d7.jpg b91cc997e7963cbe79dc266e8ea0b098 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 [Faculty arrangements regarding registration and final exams, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty 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 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e142688fb4216d682355c86072bd0a5e.pdf 849b08066cbb97941bfca08ff4997a46 PDF Text Text OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � 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 [Given to the Press by the News Office] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [Swarthmore College News Office] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/96ec93f65c4ca02f4fa690cb1e8a03d3.pdf 180704c28b1d4d6174dd4a0a104c95cc PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement by Edward Cratsley 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0437b15772b03ea61cc39c14314112f5.pdf 71c4d65250633e98f0b6478a9803214c PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Asmarom Legesse, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9b94bcb9e9a090d2b770b4c2e1ce23bf.jpg 73a5fb7e5d238ea7e8343e5cbd4ac05a 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 [Student Statement regarding boycotting classes, campus-wide events, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11c47ea6caf4cd498b6434fd8358a380.jpg 45fc1726c42eb5cda9ea4a85199869f9 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 [Student Petition against Direct Action] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Jack Briggs Roger Clark Bev Lyon Jan Mather 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 Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c90d9282343569406ca238bce682e7d4.jpg 49c122d762485820689893c05f6a8ac0 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 Crisis Insert Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8d5a48994d9596972ec7d0674a97f990.jpg ec3f8f202f815b1a505bd469de9b4271 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 Faculty OKs Concessions to Swarthmore Negroes Description An account of the resource Box 11, Black Crisis - Newspaper Clippings 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 [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support