20 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/165d94a9e26fe197ea18cbd2bdac909a.jpg 878b258eee9429ddbaae93a4f1df78ff 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 An Open Letter to the Swarthmore Community Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Michael Fields Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Michael Fields SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d8512ae7a6a142115eb2af61718a9acb.jpg 2dd27d026c5d7b82105baccafce3daa6 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 Columbia Acting on Race Tension Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 05/28/1967 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/102158ee8113b9ed94cf399d6d729fb4.pdf 37fbd3f898677cb66598fb187fca7238 PDF Text Text ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. ' "'. .,., .'l " ", c, 0 · "', · • " '" ,.' .' ' ,.' " : '! J. ,:' I, . . " t" ,\ " " "'.'/!,' . ,,',' : , . . , : " 1 ", . :. \ ' , ' ' \' I ,' ". ' , " ' , ', ", ." ~; 'j .. " . " . .. ... .. , ,,;' ", _ 1 ,1' .. . ", ~ ... ' I ",~ . , ' . ,; , " : '.' " ~ .. ' . . ., " ,:, • • I " .... ... · 'i.'· , . '7 ';' , ' , .,, ' "I. . .. '. . • "" ,: ", . :1 • .. : ... .. ', " '" , ~ ·1 '/ ' :'. ;, . .... , " , . '.',.. :.1 , . . .. , ' '. ,,' ,j .' ~ I ' " ' .. . ~ ,' " " ;. ,..: ..... " " , " ." " i 'I . (': . . . . ,' '" '. ', , ,': ' i, ~. '. ,'" , j ' I',:' . , .... t ' .. •· " I,,' . ' '~ " j . ..... , .. " . • . ... .. ....' ... ' ', ' ' • • 1, 1,: ' ~ • .... .. ~ ~ ", . " ': ": . ", ' . .':: r; .' ;' , " '. ' I .. .... . , ! " .' ','.J ,', ';': " . '." , . ' .. j' " " .... " , .... , ' .", '~ I ' ,' ,_'." ' ' .' .' ' : " .: ' I,). r • I \ • ~ ~." . . '... . ,: ... ' \ .,''; '., " .. : .' .. .,/, '" \ \ I' ~' ,~ " • I '" .... ,,' , ! ': .... . . ";. . ' ~ .. ', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. i' , � ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. ' "'. .,., .'l " ", c, 0 · "', · • " '" ,.' .' ' ,.' " : '! J. ,:' I, . . " t" ,\ " " "'.'/!,' . ,,',' : , . . , : " 1 ", . :. \ ' , ' ' \' I ,' ". ' , " ' , ', ", ." ~; 'j .. " . " . .. ... .. , ,,;' ", _ 1 ,1' .. . ", ~ ... ' I ",~ . , ' . ,; , " : '.' " ~ .. ' . . ., " ,:, • • I " .... ... · 'i.'· , . '7 ';' , ' , .,, ' "I. . .. '. . • "" ,: ", . :1 • .. : ... .. ', " '" , ~ ·1 '/ ' :'. ;, . .... , " , . '.',.. :.1 , . . .. , ' '. ,,' ,j .' ~ I ' " ' .. . ~ ,' " " ;. ,..: ..... " " , " ." " i 'I . (': . . . . ,' '" '. ', , ,': ' i, ~. '. ,'" , j ' I',:' . , .... t ' .. •· " I,,' . ' '~ " j . ..... , .. " . • . ... .. ....' ... ' ', ' ' • • 1, 1,: ' ~ • .... .. ~ ~ ", . " ': ": . ", ' . .':: r; .' ;' , " '. ' I .. .... . , ! " .' ','.J ,', ';': " . '." , . ' .. j' " " .... " , .... , ' .", '~ I ' ,' ,_'." ' ' .' .' ' : " .: ' I,). r • I \ • ~ ~." . . '... . ,: ... ' \ .,''; '., " .. : .' .. .,/, '" \ \ I' ~' ,~ " • I '" .... ,,' , ! ': .... . . ";. . ' ~ .. ', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. 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 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 Tax-Exempt Foundations and the Oppression of Black People Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Chuck Stone Publisher An entity responsible for making the resource available National Conference on Black Power Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f233baa380fe5e8b92ceaf65e8a763a5.jpg 24377a38c5c20b60cbe99aac42655de7 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 35 Negro Collegians Form Unit Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Chester Times Date A point or period of time associated with an event in the lifecycle of the resource 12/21/1966 Format The file format, physical medium, or dimensions of the resource JPG SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/914315b5179ba5437806daf96340f10f.pdf 0d722cacb446816fe22d58ba59059f10 PDF Text Text m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. '~' i:~-:' - '"' ':-"A~'':'' _' ~.~-;;--..,;-.;..:.,!-;~ ~ :"-~ 't.,"'i" . ..'..... ~.... ~ ..... < . : .~~ ,,~~ ' l ' ~ '" ,- • :~ " - ,1,-.' ... t. : : : ~ . ~;.. ~ ',J ,'~ ~ ;:. "-, . ' ~. ~r.: ,. ' _,"' . f . ,J ':\~ :;., 'o'f :f,;JJA: i'''~ ~ ~,>Q;A,J(· '. 't:,' . , . ',',' '."" '. . ":, ~ . " , - '" ;':Y\' . , © 1969 Dow JO/les & Compo, .' ~ " :J;'l:VO]f,CL:X:XI:rI NO~58 C;:t,:'7.. ~:,' Cool ' : .... 1 EAST~,~ EDITION '." . . :::'<;'-;:<" ::.;:;\<,v.·.· ..~; ,''1\:[OrDAY, · ~~_ " ~ '" ' ,' 'I ,' . :-', "J t. ' ,' ·r ~.1 ,,: \:. 'c ." Colleo-es - ·"'i ''···<: '::;:',.:;.0';, :~/C e , ,'Tvvo' Libei'al'Sel1o'ois' ",.':-: ';' j "", • - ' "-( " .3 :. /' . ~ t· • ~'t'" , -: ~..: <:. . . \' J, ' . ', ' . • - . ~ • ;.'.~ r....::~' . 1 \. " ','¥ •..; ' t, .. '. ' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. '~' i:~-:' - '"' ':-"A~'':'' _' ~.~-;;--..,;-.;..:.,!-;~ ~ :"-~ 't.,"'i" . ..'..... ~.... ~ ..... < . : .~~ ,,~~ ' l ' ~ '" ,- • :~ " - ,1,-.' ... t. : : : ~ . ~;.. ~ ',J ,'~ ~ ;:. "-, . ' ~. ~r.: ,. ' _,"' . f . ,J ':\~ :;., 'o'f :f,;JJA: i'''~ ~ ~,>Q;A,J(· '. 't:,' . , . ',',' '."" '. . ":, ~ . " , - '" ;':Y\' . , © 1969 Dow JO/les & Compo, .' ~ " :J;'l:VO]f,CL:X:XI:rI NO~58 C;:t,:'7.. ~:,' Cool ' : .... 1 EAST~,~ EDITION '." . . :::'<;'-;:<" ::.;:;\<,v.·.· ..~; ,''1\:[OrDAY, · ~~_ " ~ '" ' ,' 'I ,' . :-', "J t. ' ,' ·r ~.1 ,,: \:. 'c ." Colleo-es - ·"'i ''···<: '::;:',.:;.0';, :~/C e , ,'Tvvo' Libei'al'Sel1o'ois' ",.':-: ';' j "", • - ' "-( " .3 :. /' . ~ t· • ~'t'" , -: ~..: <:. . . \' J, ' . ', ' . • - . ~ • ;.'.~ r....::~' . 1 \. " ','¥ •..; ' t, .. '. ' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � 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 Two Liberal Schools Decide Campus Turmoil was Worth the Trouble Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Elliot Carlson Publisher An entity responsible for making the resource available The Wall Street Journal Date A point or period of time associated with an event in the lifecycle of the resource 05/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea0a5096c936ce8de0bd7d609dd96c52.pdf 1101b84d8c101f5145785fffc81c5779 PDF Text Text .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � 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 I am Tired of the Tyranny of Spoiled Brats Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource K. Ross Toole Publisher An entity responsible for making the resource available U.S. News and World Report Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1970 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/890bd1377ca09cd6975d6fecfc863efa.jpg 73062c27ef5c32dddb0b5ff36a548ce9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Cross to College Community regarding BCC, 03/12/1970 Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/12/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Black Cultural Center President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/453b28ca072aecd7e80aab3ba101a384.pdf bfebe8141999b011e7684f3488d59b28 PDF Text Text / SWARTHMORE COLLEGE Swarthmore, Pennsylvania March 17, 1970 To members of the Swarthmore College Community: After some discussion of the principles and procedures outlined in the attached memorandum, SASS's vigil in my office was concluded late Saturday evening. I intend to move immediately to implement the provisions of the memorandum for creating and maintaining a Black Cultural Center. Robert D. Cross President �14 March 1970 MEMORANDUM Previous correspondence and SASS's determination to conduct a vigil suggest that either there is an unbridgeable difference in the notion of what a Black Cultural center should consist of or there is a real problem of communication, the resolution of which might lay the basis for an effective center. This memorandum is meant as a framework for the exploration of these points. SASS and I started last summer with the common assumption that a Black Cultural center was desirable for the College as a whole and for black students at the College--and, perhaps, for other institutions trying to find a just and equitable way to productive forms of multi-racialism. It has been difficult to find an appropriate site for a Center during 1969-70, and this has been aggravating to everyone. There has not been evident disagreement about the character and function of this Center. Everyone seemed to believe that such a Center, while providing appropriate privacies and areas for independent action by black students, ought also to contribute to the cultural life of the entire College. Since there had been no precise analogues to a Black Cultural Center at Swarthmore before, we assumed that some special arrangements and definitions would be necessary for a BCC. When, during this past week, it became apparent that black students believed a clear commitment to a particular facility for a satisfactory BCC for next fall was needed soon, a group of members of SASS and of the College administration visited possible sites. Questions of the precise character of a BCC were not then explored; instead, discussion was focused primarily on essentially phySical items, such as location, the size of meeting rooms, the cost of adaptation and operation. We also discussed provision of a program budget. SASS's memorandum of 11 March, and my response the following day, suggest that at least as important as such details as those mentioned is the question of the degree to which Swarthmore can make special facilities available to particular groups, and under what circumstances. (The analogy to fraternities is imperfect: for one thing, fraternities at Swarthmore may not determine their membership on the basis of race, creed, or color; furthermore, they support themselves primarily from the contributions of their members and alumni, and they constructed their own buildings.) There are three general considerations governing the College's response to this question. 1) The College, while expecting individual and group differences among its students, must not by any administrative arrangements tend to coerce its stUdents into social or political attitudes or affiliations. It must reserve the right to determine the character of the education that is offered and the qualifications for a degree that it confers. It may facilitate - it must not coerce - students or faculty to adopt (or refuse to adopt) - a special style of life. It cannot transfer to a self-defined section of the College an unqualified right to determine, independently of the College, how it should comport itself in relation to the rest of the College. �-2- 2) The College must be concerned with its integrity in both its community and institutional aspects. It should provide the conditions of a community, - e.g., it should not promote unreasonable discriminations or exclusions. As an institution, it is not at liberty in policy or law to delegate finally to groups within it or sections of it decisions affecting the relations of groups to one another or to the institution. Therefore we are creating a steering committee for the CUltural Center whic~operating within the framework of the law in setting policy and regulations, will be responsible for developing, coordinating, and implementing matters of program and of access to the center, and will be responsible for developing a capital and operating budget. This committee shall consist of a joint group of students, faculty, and. officers of the College: five black administrators, including the counselor for black students, the admissions officer for black admissions, the Director of Black Studies, and two other members of the black college community mutually acceptable to SASS and to the college; and the five-person steering committee of SASS. The general arrangements discussed here are compatible with the arrangements worked out last year for the appointment of black officers of the College to work with black students. 3) The College must be governed by the law and, specifically, by Federal Civil Rights legislation and the Commonwealth of Pennsylvania's Fair Educational Opportunities and Human Relations Acts. Use of institutional funds or facilities in a way that is prejudicial to others on the basis of race is illegal. Opinions of counsel sought during the winter and spring months of last year make this absolutely clear. Robert D. Cross President � / SWARTHMORE COLLEGE Swarthmore, Pennsylvania March 17, 1970 To members of the Swarthmore College Community: After some discussion of the principles and procedures outlined in the attached memorandum, SASS's vigil in my office was concluded late Saturday evening. I intend to move immediately to implement the provisions of the memorandum for creating and maintaining a Black Cultural Center. Robert D. Cross President �14 March 1970 MEMORANDUM Previous correspondence and SASS's determination to conduct a vigil suggest that either there is an unbridgeable difference in the notion of what a Black Cultural center should consist of or there is a real problem of communication, the resolution of which might lay the basis for an effective center. This memorandum is meant as a framework for the exploration of these points. SASS and I started last summer with the common assumption that a Black Cultural center was desirable for the College as a whole and for black students at the College--and, perhaps, for other institutions trying to find a just and equitable way to productive forms of multi-racialism. It has been difficult to find an appropriate site for a Center during 1969-70, and this has been aggravating to everyone. There has not been evident disagreement about the character and function of this Center. Everyone seemed to believe that such a Center, while providing appropriate privacies and areas for independent action by black students, ought also to contribute to the cultural life of the entire College. Since there had been no precise analogues to a Black Cultural Center at Swarthmore before, we assumed that some special arrangements and definitions would be necessary for a BCC. When, during this past week, it became apparent that black students believed a clear commitment to a particular facility for a satisfactory BCC for next fall was needed soon, a group of members of SASS and of the College administration visited possible sites. Questions of the precise character of a BCC were not then explored; instead, discussion was focused primarily on essentially phySical items, such as location, the size of meeting rooms, the cost of adaptation and operation. We also discussed provision of a program budget. SASS's memorandum of 11 March, and my response the following day, suggest that at least as important as such details as those mentioned is the question of the degree to which Swarthmore can make special facilities available to particular groups, and under what circumstances. (The analogy to fraternities is imperfect: for one thing, fraternities at Swarthmore may not determine their membership on the basis of race, creed, or color; furthermore, they support themselves primarily from the contributions of their members and alumni, and they constructed their own buildings.) There are three general considerations governing the College's response to this question. 1) The College, while expecting individual and group differences among its students, must not by any administrative arrangements tend to coerce its stUdents into social or political attitudes or affiliations. It must reserve the right to determine the character of the education that is offered and the qualifications for a degree that it confers. It may facilitate - it must not coerce - students or faculty to adopt (or refuse to adopt) - a special style of life. It cannot transfer to a self-defined section of the College an unqualified right to determine, independently of the College, how it should comport itself in relation to the rest of the College. �-2- 2) The College must be concerned with its integrity in both its community and institutional aspects. It should provide the conditions of a community, - e.g., it should not promote unreasonable discriminations or exclusions. As an institution, it is not at liberty in policy or law to delegate finally to groups within it or sections of it decisions affecting the relations of groups to one another or to the institution. Therefore we are creating a steering committee for the CUltural Center whic~operating within the framework of the law in setting policy and regulations, will be responsible for developing, coordinating, and implementing matters of program and of access to the center, and will be responsible for developing a capital and operating budget. This committee shall consist of a joint group of students, faculty, and. officers of the College: five black administrators, including the counselor for black students, the admissions officer for black admissions, the Director of Black Studies, and two other members of the black college community mutually acceptable to SASS and to the college; and the five-person steering committee of SASS. The general arrangements discussed here are compatible with the arrangements worked out last year for the appointment of black officers of the College to work with black students. 3) The College must be governed by the law and, specifically, by Federal Civil Rights legislation and the Commonwealth of Pennsylvania's Fair Educational Opportunities and Human Relations Acts. Use of institutional funds or facilities in a way that is prejudicial to others on the basis of race is illegal. Opinions of counsel sought during the winter and spring months of last year make this absolutely clear. Robert D. Cross President � 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 [Memorandum from Robert Cross regarding the BCC, 03/17/1970] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/17/1970 Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Black Cultural Center http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2821306f3c8ecc0e1d8910453d28a611.jpg cbe8f9d4180cb52d980b01fab2b0a98d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Joseph Shane to the Wall Street Journal, 03/24/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 03/24/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2e0959e209889b453fc20de47f45ddd9.jpg 1b40b6779f2126ef0c897ee207336c4a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Helen North to the Wall Street Journal, 03/26/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 03/29/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b16dfbcb1ecdf350dd33131a27be5c6b.pdf fe4ab190d735ac55e1c8f786ac22c238 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Correspondence between J. Gordon Lippincott and Joseph Shane regarding crisis principles, 05/08/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource J. Gordon Lippincott Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1969 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/daafa168ecd9c15bce73650afa39e7f8.jpg f7b60c434a8fc5bc6cb7cf34e3022387 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter regarding the BCC, 03/1970] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 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 [03/1970] Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Black Cultural Center http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a51196b8d99020d58d9ba9c0a35e3ec6.pdf debe718b2143089fee8839706566f914 PDF Text Text .... ~~!.}j"'", Ii? , WCflU-'l'V believes a televis1:on stahon has a 1'csponsibility to makc r:Yl/l~ (.1 f1 mll! ~t s position known on vital local Q j iYJfJJW = l!i:JU tssucs and, tn accordance wzth , station policy, to give qualified [f:!rl;lut~If(i 'f)[{Pl71;l fJ " representativ~s oj opposing viewpoints {J;LIj} Ii I:Wl1lJfjffiJ[l:~ . th e opportumly to reply, ,d)P"'mt!'m:') n tf '1 zg~:m:.z.:':~2:'::;:.~~~ il':':'iilfr-?iil!. •.;"d.' · I. •" ,, ' CBS @ TVIO Philadelphia Bruce R. Bryallt, Vi ee PJ'esidc1zt General Ma1wycr, WCAU,TV BROADCAST: SUBJECT: JANUARY 20, 1969 6:55 - 7:00 PM A RAPPORT BASED ON MUTUAL RESPECT AND DISCUSSION Yesterday afternoon, Swarthmore College paid its last respects to its college president. "Respect" is an apt word when one talks of Dr. Courtney Smith. If ever there is a real generation gap at some' coll e ges, it's between a college administration and its student body. At Swarthmore, Dr. Smith was able to break down that gap and create a rapport based on mutual respect and discussion. His death has no doubt focused the attention of educators allover the country on what's going on at Swarthmore . Swarthmore is far ahead of many othe r colleges becaus e it had the ability and the willingness to relate to what was going on in society today. So, it is our contention that the administration headed by Dr. Smith was willing to listen without a sit-in take-over demonstration. In that way, th e college life of the other students seeking an education would not have been disrupt ed at all and progress could have been made on these other matters quietly and in an orderly manner. The Swarthmore administration h as communicated with its student body. For example, students have b een on faculty committees for some time . They are now on the committee to select a new pr es ident. But even so, th e system apparently could not cope with one small faction which laid down wh a t were t ermed "non-negotiable demands". WCAU-TV urge s all colleges and univ e r s ities to look clos ely at Swar thmor e and the trag e dy which took plac e there. Stude nt governme nt (at too ma ny oth e r oo lleges ) l S a p lay -time game of politics with more interest in the way the game is played th an in the accomp li shments which might come of it. Stude nt governmen t mu s t be th e voic e of al l student s --minority group s , fraternity and inde pendent students , m a l ~ and femal e studen ts--th e voic ~. of all stude nt s . Then minority group s can approach the administr ation through stu d e nt governm e nt orga ni zations . Then there can be open discussion, n e goti a tion or compromis e on ' ques tion s which truly affect an entire school . �1 - - 2 - Too often, the gap between. student and administration is seemingly insurmountable. The administration must respond to its students by listening, by talking, discussing, and by changing where change is called for. A f .ew moments ago, we used the words "negotiati9n" and "compromise". To some, these are unreasonablE? wordsithey allegedly show a sacrifice of ideals. This is untrue, they show a willingness on both sides to discuss and reason together. Unreasonable words are words like "non-negotiable demands". And these were the words used by young college students approaching the administration at Swarthmore. WCAU-TV would urge all college students to develop a meaningful student government which serves the needs of all students. We would also urge with equal emphasis that administrations show a greater willingness to listen and to react. If that could happen, some thing constructive will have come out of the tragic death of Dr. Courtne y Smith, President of Swarthmore Coll ege . Presente d by Peter W. Dunc a n - WCAU-TV Editori a l Director � .... ~~!.}j"'", Ii? , WCflU-'l'V believes a televis1:on stahon has a 1'csponsibility to makc r:Yl/l~ (.1 f1 mll! ~t s position known on vital local Q j iYJfJJW = l!i:JU tssucs and, tn accordance wzth , station policy, to give qualified [f:!rl;lut~If(i 'f)[{Pl71;l fJ " representativ~s oj opposing viewpoints {J;LIj} Ii I:Wl1lJfjffiJ[l:~ . th e opportumly to reply, ,d)P"'mt!'m:') n tf '1 zg~:m:.z.:':~2:'::;:.~~~ il':':'iilfr-?iil!. •.;"d.' · I. •" ,, ' CBS @ TVIO Philadelphia Bruce R. Bryallt, Vi ee PJ'esidc1zt General Ma1wycr, WCAU,TV BROADCAST: SUBJECT: JANUARY 20, 1969 6:55 - 7:00 PM A RAPPORT BASED ON MUTUAL RESPECT AND DISCUSSION Yesterday afternoon, Swarthmore College paid its last respects to its college president. "Respect" is an apt word when one talks of Dr. Courtney Smith. If ever there is a real generation gap at some' coll e ges, it's between a college administration and its student body. At Swarthmore, Dr. Smith was able to break down that gap and create a rapport based on mutual respect and discussion. His death has no doubt focused the attention of educators allover the country on what's going on at Swarthmore . Swarthmore is far ahead of many othe r colleges becaus e it had the ability and the willingness to relate to what was going on in society today. So, it is our contention that the administration headed by Dr. Smith was willing to listen without a sit-in take-over demonstration. In that way, th e college life of the other students seeking an education would not have been disrupt ed at all and progress could have been made on these other matters quietly and in an orderly manner. The Swarthmore administration h as communicated with its student body. For example, students have b een on faculty committees for some time . They are now on the committee to select a new pr es ident. But even so, th e system apparently could not cope with one small faction which laid down wh a t were t ermed "non-negotiable demands". WCAU-TV urge s all colleges and univ e r s ities to look clos ely at Swar thmor e and the trag e dy which took plac e there. Stude nt governme nt (at too ma ny oth e r oo lleges ) l S a p lay -time game of politics with more interest in the way the game is played th an in the accomp li shments which might come of it. Stude nt governmen t mu s t be th e voic e of al l student s --minority group s , fraternity and inde pendent students , m a l ~ and femal e studen ts--th e voic ~. of all stude nt s . Then minority group s can approach the administr ation through stu d e nt governm e nt orga ni zations . Then there can be open discussion, n e goti a tion or compromis e on ' ques tion s which truly affect an entire school . �1 - - 2 - Too often, the gap between. student and administration is seemingly insurmountable. The administration must respond to its students by listening, by talking, discussing, and by changing where change is called for. A f .ew moments ago, we used the words "negotiati9n" and "compromise". To some, these are unreasonablE? wordsithey allegedly show a sacrifice of ideals. This is untrue, they show a willingness on both sides to discuss and reason together. Unreasonable words are words like "non-negotiable demands". And these were the words used by young college students approaching the administration at Swarthmore. WCAU-TV would urge all college students to develop a meaningful student government which serves the needs of all students. We would also urge with equal emphasis that administrations show a greater willingness to listen and to react. If that could happen, some thing constructive will have come out of the tragic death of Dr. Courtne y Smith, President of Swarthmore Coll ege . Presente d by Peter W. Dunc a n - WCAU-TV Editori a l Director � 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 A Rapport Based on Mutual Respect and Discussion Description An account of the resource Box 11, Black Crisis January 1969 (20-26) Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available WCAU-TV Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c74446f8b751939ed33a3107eea8b0de.jpg 824c67c49fe958711c1fbccb1d73d158 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 Crackdown is Coming Description An account of the resource Box 11, Black Crisis February 1969 Creator An entity primarily responsible for making the resource Edward Mowery Date A point or period of time associated with an event in the lifecycle of the resource 02/20/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8a4de6c88097902f8dd0f754bebda36c.pdf 879ab236ce0f4981241eaba404219922 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith: Quaker, President of Swarthmore, Scholar, Friend Description An account of the resource Box 11, Black Crisis February 1969 Creator An entity primarily responsible for making the resource Gilmore Stott Publisher An entity responsible for making the resource available Friends Journal Date A point or period of time associated with an event in the lifecycle of the resource 02/15/1969 Format The file format, physical medium, or dimensions of the resource PDF Courtney Smith's death President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b95a5830589e0d3901ce09fc3d6001ec.pdf f49c71628f7e9b7962b07e9890205b57 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA February 12, 1969 To Alumni, Parents of Swarthmore students, and Friends of Swarthmore: We send this report to you to inform you of what has been happening at Swarthm9re during the past few weeks. It is a presentation of the issues involved and of the actions that have been taken by the Faculty and Board of Managers. For a number of years, the College has been able to achieve a significant increase in the number of black stUdents ,enro.l led at Swarthmore. Such efforts were supported by our own students who visited high schools on behalf of the College and were intensified and given increased effectiveness through the aid of a grant from the Rockefeller Foundation in the spring of 1964. While the College had been relatively successful in enrolling more black students, Frederick A. Hargadon, Dean of Admissions, informed the Faculty last spring that the conditions under which such recruitment took place had changed significantly in the past two years. In the decade from 1953 to 1963, the average number of black students in each class had been two; in the next five years the average in each class climbed to 12, and in the Class of 1969, 19 black students were enrolled as freshmen. In the past three years, in spite of vigorous recruitment efforts, the number enrolled has declined. It was onlJT 10 in each of the present junior and sophomore classes, and the ~igure dropped to 8 in the present freshman class. In discussing this complex problem before the Faculty last spring, Dean Hargadon pointed out that among the many factors involved, two stood out: a major increase in the number of colleges and universities actively seeking to enroll. large numbers of black students, and the relative constancy of the size of the pool of black graduates of secondary schools who could meet the admissions requirements of colleges like Swarthmore. As a result, he said, Swarthmore found it increa.singly difficult to maintain the success which characterized its recent efforts in this area. The College's efforts in recruiting black students over the past five years were reviewed in a report drawn up over the past summer by Dean Hargadon. The report discussed the problems and prospects to be faced by the College in its efforts to recruit black students in the future and suggested various policy alternatives to be considered. The Admissions Policy Committee adopted the report as its working paperand proceeded immediately to seek additional information on the problem from a variety of sources. The Committee asked the black students currently enrolled at Swarthmore for their ideas, it solicited information from other colleges and universities who were concerned with the same problems, and it familiarized itself with existing special programs aimed at increasing the pool of qualified black applicants. The Committee studied the problem throughout the semester and in December produced a set of policy recommendations for discussion by the Facul~y, administration, and student body. Eleven recommendations in the report sought ways in which the College could: . (1) Assure an increased enrollment of black students at Swarthmore (2) Use its resources to make w'hatever appropriate contributions it might toward increasing the number of black students able to go on to college in general throughout the country �(3) More satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the black students already enrolled in the College. In the meantime, on December 23, the Swarthmore Afro-P~erican Students' Society (SASS) sent to President Courtney Smith a letter setting forth its "demands" regarding black admissions. They were directed at increasing "the enrollment of black students in order to achieve the critical mass necessary to sustain a viable healthy black student population." Specific steps called for were'" intensified recrui tment efforts in order t.o increase the number of black students at s...arthmore to one hundred and fifty within the next six years and the enrollment of between ten and t vJenty so-called "risk" black students for next year. SASS asked for pre-enrollment and post-enrollment 'isupport!l programs for black students to enable them to meet the College's academic standards, and for the recruitment of black transfer student.s. And finally SASS asked for the appointment of a black assistant 'dean of admissions and for a black counselor. On January 9, the day members of SASS occupied the Admissions Office, these demands were extended to include a request for a complete identification and description of the decision-making organs of the College, participation by black people in policy making on all levels, and the pledge that no disciplinary action be taken against the black students who were participating in the direct acti on. The recommendations of the Admissions Policy Committee Report and the demands of SASS in regard to the recruitinent and enrollment of black students Here not diss1milar. The Faculty, in addressing itself to these problems, considered the two documents simultaneously - a procedure which had been proposed to SASS members by Presi dent Smith before SASS's direct action. The Faculty agreed to' use the SASS demands to draw up agendas but to keep both documents constantly in front of them. \ The Admissions Policy Committee report called for the College to "continue to recruit vigorously" the best qualified black secondary school graduates, and urged the College to strive for a "minimum of twenty!! black students in each freshman class. It called for enrolling, as an experiment, a small number of students (somewhere between five and ten) who, '~hile they fall just below our normal admissions s tandards, are believed to possess other qualities which "Till enable them to 'close the gap' in their academic preparation through i ndividually tailored programs during their freshman year, or longer if necessary." The Admissions Policy Committee Report also advanced four proposals for enhancing the opportunities for all black students to attend college: that the College continue its Upward Bound Program and i,ts participation in programs such as the Colleg.e fuund Corporation- of l2hilaaelpl'lia, and- that it consider establishing a summer program simila.r to A Better Chance Program and a one-evening-a-week seminar program on campus for able, socio-economically deprived eleventh and/ or twelfth grade students from local secondary schools. In regard to black student life at Swarthmore, the Admissions Policy Committee Report recognized the need fo r black adults within the College community with whom black students could seek counseling, recommended "some informal process" whereby unique needs of black students could find expression and support, and urged campus organizations such as Student Council and the Cooper Foundation Committee to be aware of the need for activities larg ely black in orientation. In a series of almost continuous meetings between January 9 and January 13, the Faculty accomplished the major part of its job concerned with these two document s. The first resolution, pa ssed the evening of January 9, read: "The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds i tself faced with a resort to force and a refusal to make use of rational procedures. The Faculty deplores the use of force a.nd plans to continue the orderly considera.tion of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to Hork toward �the resolution of the present crisis." As one faculty member put it, II0ur awareness of the crisis situation caused us to move more rapidly, but we did not simply meet demands. It/e did what ,vB felt was right. II The ensuing resolut.ions passed by the Faculty regarding sp ecific procedures for recruiting and enrolling black students answered a conc ern expressed by SASS and shared. by the Faculty that the College achieve flo. viable healthy black student population . 1I The Faculty resolved tha.t the College strive to enroll a minimum of 25 bl2.ck students in each freshm8.n class and expressed the hope that this number could be increased to 35 after a three-year period. To attain this goa.l, the Faculty proposed the appointment of a black admission s officer and called for the College to "vigorously extend its recruitment of the best black secondary school graduates," recruit black students from conllnunity and junior colleges, and set as its goal the enrollment of a "significant number (approximn.tely 10) of black stUdents whose qualifica.tions are outside normal admissions criteria for the year 1969-70. II The Fa culty emphasized that no lowering of acadE'.mic sta.ndards at the College was anticipated or intended. One faculty member commented: 1I~'J8 had no intention of taking in people who can I t do the work. We wanted to provi.de some flexibility in admissions, not at graduation . " In its consideration of the problem of increasing black enrollment at colleges and universities throughout the country, the Faculty resolutions followed closely the substance of the A ~Jnissions Policy Committee Report , at the same time meeting certain Goncerns expressed in the SASS demands. The Faculty resolved that the College negotiate with institutions conducting stunrner enrichment programs for entering freshmen so that students accepted by Swart.hmore could attend such programs and that it negotiate with private secondary s chools to arrange that black students Nho need further preparation may attend such a school for a year on 5cholarship. In regard to black stUdent life at Swartr.more, the third main area of concern of the A.dmissions Policy Corrnnittee Report, the Faculty supported a recommendation of the report by urging Student Council and other organizations to be aware of the nEcd for activities largely black in orientation. Further, the Faculty supported the appointment of a black administrative officer to be primarily available to black stUdents for confidential advice and guidance. The Faculty ended its series of meetings of January 9 to 13 with resolutions (1) urging the President and the Board to secure the necessary funds to carry out its actions; (2) affirming the statement made by President Smith in his letter of December 31 that "this College has never been and must never be governed by demands or moved by threats"; (3) noting that "faculty resolutions made on the basis of the SASS document of 23 December 1968 and tbe report of the Admissions Policy Committee have been accepted because the Faculty believes they are right"; and (4) announcing that nthe College does not contemplate disciplinary action for the SASS actions that are presently knovm to it. II The Faculty also stated that it ilauthorized the participation of black people in shaping policies on matters relating directly to the special interests 9f black students. II During the week of January 13, representatives of SASS were meeting with faculty representatives to clarify certain faculty actions when the College suffered the heavy loss, by sudden death through heart attack, of President Smith on January 16. SASS ended its occupation of the Admissions Office later that day. The occupation bad disrupted the work of the Admiss ions Office but no violence was involved and no records were disturbed or property damaged. On January 13 President Smith told members of the College community (see page 2 of the enclosed Phoenix for full text): "I strongly support the actions we " have taken as a Faculty, and I will strongly support them to the Board. of Nanagers. am confident that the Boa.rd shares the same va.lues and concerns that have motivated the Faculty in our actions. II And, indeed, after the Board convened in a special I �meeting on January 25, Edward K. Cratsley, acting president, reported to the Faculty "t hat the Board supports fully the basic educational purpos es and objectives of the actions which the Faculty has taken in respect to the problems of black student admissions, counseling and support programs and encourages the Faculty and administration to continue with procedures Vlhich are now being followed to resolve and implement further these matters, including a.ny necessary legal aspects." President Cratsley also reported that the Board expressed its full agreement with the following faculty resolution passed on January 24: "A college is essentially a free community of scholars dedicated to the pursuit of truth and knowledge through reason and with civility. As the Faculty of Swarthmore College continues to discuss the questions before it, it expe cts to act in acco rdance with thi.s principle. tlHecent developments confront the Swarthmore community with an unprecedented situation. It should not be presumed that in the event of future actions outside the framework of normal procedures, decisions taken during the crisis that began on 23 December 1968 are precedents to govern the conduct of the College. "The Faculty recommends that a joint committee of the Board , administration, Faculty and students be appointed to formulate procedures and substantive principles for application if a future crisis of this kind arises." As the preparation of this report to you was concluded, the College was undertaking to implement the faculty resolutions. Still on the faculty agenda wa s the possible establishment of a Black Interest Committee and some clarification of details of action already taken. The appointment of the joi nt committee of Boar d , administration, Faculty, and students requested by the Faculty "to formulat e procedures and substantive principles for application if a future crisis of this kind arises" has been approved by the Board and is in process. \men these findings have been prepared, they will be publicized. During the seven days i n January from the l oth through the 17th, when t he pace of events was at itG height, the staff of the s tudent newspaper, The Pho enix, worked through the night hours, to publish seven issues of some eight mimeographed pages each, chronicling events of the preceding day. This accurate and r esponsible reportorial job of a most complex set of issues was indispensable to the College comll1u.n i ty. On January 29 The Phoenix again appeared in its regular printed format to offer its readers on pages four through six a summary of recent events and also to r ecord some of the documents that resulted from the eVEnts. We enclose this comprehensiveaccount fOr your information . - ----~ We are also glad to make a vailable upon request r ep rints of the complete texts of the December 18 Admissions Policy Committee Report, the December 23 letter of the S"ivarthmore Afro-American Studen s ' resldent Smith, the DecembeI.-ll letter 0 resident Smith to the Faculty notifying them of the SASS letter and providing them with background information, 8.nd the complete text of the faculty resolutions of Febnlary 5. - as The March issue of the Swarthmore Alumni Bulletin will be a memorial issue to President Courtney Smith. c?C~7 /~#c Ct-vI-~ Edward K. Cratsley Acting President Chairman, Board of Nanagers � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA February 12, 1969 To Alumni, Parents of Swarthmore students, and Friends of Swarthmore: We send this report to you to inform you of what has been happening at Swarthm9re during the past few weeks. It is a presentation of the issues involved and of the actions that have been taken by the Faculty and Board of Managers. For a number of years, the College has been able to achieve a significant increase in the number of black stUdents ,enro.l led at Swarthmore. Such efforts were supported by our own students who visited high schools on behalf of the College and were intensified and given increased effectiveness through the aid of a grant from the Rockefeller Foundation in the spring of 1964. While the College had been relatively successful in enrolling more black students, Frederick A. Hargadon, Dean of Admissions, informed the Faculty last spring that the conditions under which such recruitment took place had changed significantly in the past two years. In the decade from 1953 to 1963, the average number of black students in each class had been two; in the next five years the average in each class climbed to 12, and in the Class of 1969, 19 black students were enrolled as freshmen. In the past three years, in spite of vigorous recruitment efforts, the number enrolled has declined. It was onlJT 10 in each of the present junior and sophomore classes, and the ~igure dropped to 8 in the present freshman class. In discussing this complex problem before the Faculty last spring, Dean Hargadon pointed out that among the many factors involved, two stood out: a major increase in the number of colleges and universities actively seeking to enroll. large numbers of black students, and the relative constancy of the size of the pool of black graduates of secondary schools who could meet the admissions requirements of colleges like Swarthmore. As a result, he said, Swarthmore found it increa.singly difficult to maintain the success which characterized its recent efforts in this area. The College's efforts in recruiting black students over the past five years were reviewed in a report drawn up over the past summer by Dean Hargadon. The report discussed the problems and prospects to be faced by the College in its efforts to recruit black students in the future and suggested various policy alternatives to be considered. The Admissions Policy Committee adopted the report as its working paperand proceeded immediately to seek additional information on the problem from a variety of sources. The Committee asked the black students currently enrolled at Swarthmore for their ideas, it solicited information from other colleges and universities who were concerned with the same problems, and it familiarized itself with existing special programs aimed at increasing the pool of qualified black applicants. The Committee studied the problem throughout the semester and in December produced a set of policy recommendations for discussion by the Facul~y, administration, and student body. Eleven recommendations in the report sought ways in which the College could: . (1) Assure an increased enrollment of black students at Swarthmore (2) Use its resources to make w'hatever appropriate contributions it might toward increasing the number of black students able to go on to college in general throughout the country �(3) More satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the black students already enrolled in the College. In the meantime, on December 23, the Swarthmore Afro-P~erican Students' Society (SASS) sent to President Courtney Smith a letter setting forth its "demands" regarding black admissions. They were directed at increasing "the enrollment of black students in order to achieve the critical mass necessary to sustain a viable healthy black student population." Specific steps called for were'" intensified recrui tment efforts in order t.o increase the number of black students at s...arthmore to one hundred and fifty within the next six years and the enrollment of between ten and t vJenty so-called "risk" black students for next year. SASS asked for pre-enrollment and post-enrollment 'isupport!l programs for black students to enable them to meet the College's academic standards, and for the recruitment of black transfer student.s. And finally SASS asked for the appointment of a black assistant 'dean of admissions and for a black counselor. On January 9, the day members of SASS occupied the Admissions Office, these demands were extended to include a request for a complete identification and description of the decision-making organs of the College, participation by black people in policy making on all levels, and the pledge that no disciplinary action be taken against the black students who were participating in the direct acti on. The recommendations of the Admissions Policy Committee Report and the demands of SASS in regard to the recruitinent and enrollment of black students Here not diss1milar. The Faculty, in addressing itself to these problems, considered the two documents simultaneously - a procedure which had been proposed to SASS members by Presi dent Smith before SASS's direct action. The Faculty agreed to' use the SASS demands to draw up agendas but to keep both documents constantly in front of them. \ The Admissions Policy Committee report called for the College to "continue to recruit vigorously" the best qualified black secondary school graduates, and urged the College to strive for a "minimum of twenty!! black students in each freshman class. It called for enrolling, as an experiment, a small number of students (somewhere between five and ten) who, '~hile they fall just below our normal admissions s tandards, are believed to possess other qualities which "Till enable them to 'close the gap' in their academic preparation through i ndividually tailored programs during their freshman year, or longer if necessary." The Admissions Policy Committee Report also advanced four proposals for enhancing the opportunities for all black students to attend college: that the College continue its Upward Bound Program and i,ts participation in programs such as the Colleg.e fuund Corporation- of l2hilaaelpl'lia, and- that it consider establishing a summer program simila.r to A Better Chance Program and a one-evening-a-week seminar program on campus for able, socio-economically deprived eleventh and/ or twelfth grade students from local secondary schools. In regard to black student life at Swarthmore, the Admissions Policy Committee Report recognized the need fo r black adults within the College community with whom black students could seek counseling, recommended "some informal process" whereby unique needs of black students could find expression and support, and urged campus organizations such as Student Council and the Cooper Foundation Committee to be aware of the need for activities larg ely black in orientation. In a series of almost continuous meetings between January 9 and January 13, the Faculty accomplished the major part of its job concerned with these two document s. The first resolution, pa ssed the evening of January 9, read: "The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds i tself faced with a resort to force and a refusal to make use of rational procedures. The Faculty deplores the use of force a.nd plans to continue the orderly considera.tion of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to Hork toward �the resolution of the present crisis." As one faculty member put it, II0ur awareness of the crisis situation caused us to move more rapidly, but we did not simply meet demands. It/e did what ,vB felt was right. II The ensuing resolut.ions passed by the Faculty regarding sp ecific procedures for recruiting and enrolling black students answered a conc ern expressed by SASS and shared. by the Faculty that the College achieve flo. viable healthy black student population . 1I The Faculty resolved tha.t the College strive to enroll a minimum of 25 bl2.ck students in each freshm8.n class and expressed the hope that this number could be increased to 35 after a three-year period. To attain this goa.l, the Faculty proposed the appointment of a black admission s officer and called for the College to "vigorously extend its recruitment of the best black secondary school graduates," recruit black students from conllnunity and junior colleges, and set as its goal the enrollment of a "significant number (approximn.tely 10) of black stUdents whose qualifica.tions are outside normal admissions criteria for the year 1969-70. II The Fa culty emphasized that no lowering of acadE'.mic sta.ndards at the College was anticipated or intended. One faculty member commented: 1I~'J8 had no intention of taking in people who can I t do the work. We wanted to provi.de some flexibility in admissions, not at graduation . " In its consideration of the problem of increasing black enrollment at colleges and universities throughout the country, the Faculty resolutions followed closely the substance of the A ~Jnissions Policy Committee Report , at the same time meeting certain Goncerns expressed in the SASS demands. The Faculty resolved that the College negotiate with institutions conducting stunrner enrichment programs for entering freshmen so that students accepted by Swart.hmore could attend such programs and that it negotiate with private secondary s chools to arrange that black students Nho need further preparation may attend such a school for a year on 5cholarship. In regard to black stUdent life at Swartr.more, the third main area of concern of the A.dmissions Policy Corrnnittee Report, the Faculty supported a recommendation of the report by urging Student Council and other organizations to be aware of the nEcd for activities largely black in orientation. Further, the Faculty supported the appointment of a black administrative officer to be primarily available to black stUdents for confidential advice and guidance. The Faculty ended its series of meetings of January 9 to 13 with resolutions (1) urging the President and the Board to secure the necessary funds to carry out its actions; (2) affirming the statement made by President Smith in his letter of December 31 that "this College has never been and must never be governed by demands or moved by threats"; (3) noting that "faculty resolutions made on the basis of the SASS document of 23 December 1968 and tbe report of the Admissions Policy Committee have been accepted because the Faculty believes they are right"; and (4) announcing that nthe College does not contemplate disciplinary action for the SASS actions that are presently knovm to it. II The Faculty also stated that it ilauthorized the participation of black people in shaping policies on matters relating directly to the special interests 9f black students. II During the week of January 13, representatives of SASS were meeting with faculty representatives to clarify certain faculty actions when the College suffered the heavy loss, by sudden death through heart attack, of President Smith on January 16. SASS ended its occupation of the Admissions Office later that day. The occupation bad disrupted the work of the Admiss ions Office but no violence was involved and no records were disturbed or property damaged. On January 13 President Smith told members of the College community (see page 2 of the enclosed Phoenix for full text): "I strongly support the actions we " have taken as a Faculty, and I will strongly support them to the Board. of Nanagers. am confident that the Boa.rd shares the same va.lues and concerns that have motivated the Faculty in our actions. II And, indeed, after the Board convened in a special I �meeting on January 25, Edward K. Cratsley, acting president, reported to the Faculty "t hat the Board supports fully the basic educational purpos es and objectives of the actions which the Faculty has taken in respect to the problems of black student admissions, counseling and support programs and encourages the Faculty and administration to continue with procedures Vlhich are now being followed to resolve and implement further these matters, including a.ny necessary legal aspects." President Cratsley also reported that the Board expressed its full agreement with the following faculty resolution passed on January 24: "A college is essentially a free community of scholars dedicated to the pursuit of truth and knowledge through reason and with civility. As the Faculty of Swarthmore College continues to discuss the questions before it, it expe cts to act in acco rdance with thi.s principle. tlHecent developments confront the Swarthmore community with an unprecedented situation. It should not be presumed that in the event of future actions outside the framework of normal procedures, decisions taken during the crisis that began on 23 December 1968 are precedents to govern the conduct of the College. "The Faculty recommends that a joint committee of the Board , administration, Faculty and students be appointed to formulate procedures and substantive principles for application if a future crisis of this kind arises." As the preparation of this report to you was concluded, the College was undertaking to implement the faculty resolutions. Still on the faculty agenda wa s the possible establishment of a Black Interest Committee and some clarification of details of action already taken. The appointment of the joi nt committee of Boar d , administration, Faculty, and students requested by the Faculty "to formulat e procedures and substantive principles for application if a future crisis of this kind arises" has been approved by the Board and is in process. \men these findings have been prepared, they will be publicized. During the seven days i n January from the l oth through the 17th, when t he pace of events was at itG height, the staff of the s tudent newspaper, The Pho enix, worked through the night hours, to publish seven issues of some eight mimeographed pages each, chronicling events of the preceding day. This accurate and r esponsible reportorial job of a most complex set of issues was indispensable to the College comll1u.n i ty. On January 29 The Phoenix again appeared in its regular printed format to offer its readers on pages four through six a summary of recent events and also to r ecord some of the documents that resulted from the eVEnts. We enclose this comprehensiveaccount fOr your information . - ----~ We are also glad to make a vailable upon request r ep rints of the complete texts of the December 18 Admissions Policy Committee Report, the December 23 letter of the S"ivarthmore Afro-American Studen s ' resldent Smith, the DecembeI.-ll letter 0 resident Smith to the Faculty notifying them of the SASS letter and providing them with background information, 8.nd the complete text of the faculty resolutions of Febnlary 5. - as The March issue of the Swarthmore Alumni Bulletin will be a memorial issue to President Courtney Smith. c?C~7 /~#c Ct-vI-~ Edward K. Cratsley Acting President Chairman, Board of Nanagers � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter to Alumni, Parents, and Friends from Robert Browning and Edward Cratsley 02/12/1969] Description An account of the resource Box 11, Black Crisis February 1969 Creator An entity primarily responsible for making the resource Robert Browning Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 02/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Board of Managers President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7eaa7f43a4a644f6594bfa692d9ced38.pdf 5cce133f62583b06cbccaf1a04b50ac9 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Quaker Way vs. Confrontation Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Harry Toland 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 Black admissions Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/33850e213592db84a9b1b17fe4fbc1a2.jpg 55076a6fa9bb8d1b0ab3baa730cd3db9 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 Educators Must Make a Stand Description An account of the resource Box 11, Black Crisis - Newspaper Clippings 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 02/19/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d7017505f170ab972969a313ffbb727e.jpg 398521b127b437d3951ea029421092e9 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 Crises of the Top Schools Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource John Roche Date A point or period of time associated with an event in the lifecycle of the resource 01/24/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dd9133b8245dd67fd191e3ce0804ed99.jpg d25bbc6f0107e047b83a3cfa7b42a37b 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 College Tide Shifting Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource James Kilpatrick Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource JPG