26 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8816ff62b6f59f53558ffed89b5c3e6b.jpg 0fe82c58988b70f3f8eb715e805f742b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Aundrea White (Kelley) Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Aundrea White (Kelley) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6ac3c1d54f17ac87b7e5661f8b85d4c9.pdf 39a11b399d1eb9d01239f67cf057c8b9 PDF Text Text D;NIVERSI\IY \ of PENNSYLVANIA PHILADELPHIA 19104 February 28, 1969 To Our Alumni and Friends: A five -day demonstration at the University of Pennsylvania ended on February 23rd, after the Executive Board of the Trustees advanced a plan whereby the University will assume an innovating and participatory role in promoting the welfare of the urban community adjoining its campus. ---~~ ~-- Though characterized in the press as "sit -in, " with emphasis on the negative aspects of such occurrences on campuses today, it was a continuing dialogue between sincerely concerned groups, and in its broader aspects was a most significant educational experience for all participants. In its course a thoughtful and responsible majority evolved able leadership, avoided hazardous extremes, and achieved a constructive consensus uniting and energizing the widely divergent communities of students, faculty, administration, and Trustees that represent a university. We wish our alumni, the parents of our students, and other friends of Pennsylvania to be informed of the following facts about the events of these five days. A detailed account will appear later in the "Pennsylvania Gazette. " 1. The underlying aim of the demonstration was to persuade the University to exercise a more active and outreaching responsibility for the housing and well-being of its neighbors, particularly those of little means who might be displaced by the growth of the University and other nearby institutions such as The University City Science - Centex.-.- (-UCSC is a research and development complex in which the University is a major participant among 21 member institutions. ) Concern for the welfare of the University's neighbors coincided with the personal convictions of many of the administrative officers, the faculty, and the Trustees; consequently the Executive Board was able, in good conscience, to propose a mutually satisfactory course of action. The demonstration was legal and civilized. The University's guidelines defining the limits of acceptable behavior were scrupulously respected. Although the demonstrators congregated in College Hall in numbers fluctuating between a handful and several hundreds, no passages were obstructed, no academic or administrative activity was impeded, no violence occurred, no 2. 3. �offices were occupied, no property was damaged or even left untidy., and no police were present. 4. Throughout the period, our students generally, including many . :of fue ..demonstrators, attended classes as usual. 5. Intelligent, reasonable communication between spokesmen for the '" demonstrators and representatives of the Administration and ~~ustees was continual. Specifically, the Executive Board proposed to establish a quadripartite commission on which the Trustees, the faculty, the students, and the community will have equal representation. This commission will mobilize the expertise and resources of the University and its adjoining community in order to achieve adequate housinKfor the low -jncol11~faml1i.e~_in_the_neigbb_orhood, and also monitor future physical development to insure replacement of any such housing that would be demolished. The Executive Board further offered to seek a fund of $10, 000, 000 from moneys allocated expressly for community renewal programs by such sources as Government, banks, and insurance companies; and it committed $75, 000 of University funds for the staffing and operation of the quadripartite commission. The Significance of these actions, we believe, is captured in this excerpt from the Executive Board's statement: "The Trustees declare a policy of accountability and responsibility that accepts the concerns and aspirations of the surrounding communi ties as (the University's) own concerns and aspirations ... " We are encouraged by the unity of purpose that has emerged from last week's tempering by debate, and are reassured by the many evidences of commonality of concern with our neighbors that promise continuing support for the enterprise we are undertaking. We trust that the policy of responsibility for our urban- neighburs lIIay-se-rve- a-s-a-n:-ei-p-lTI-pane r n for uroan instiTutions f elsewhere in the nation. We share the widespread indignation over the wave of disruption that has swept so many other campuses. We have at Pennsylvania a clearly stated, enforceable policy that protects the rights of the student majority whose overriding concern is the pursuit of education while duly safeguarding the rights of all to express themselves peaceably. We are gratified that the University community has shown its unreserved concurrence in this policy. ~~~~.~~ William L. Day Chairman of the Trustees Gaylord P. Harnwell President � D;NIVERSI\IY \ of PENNSYLVANIA PHILADELPHIA 19104 February 28, 1969 To Our Alumni and Friends: A five -day demonstration at the University of Pennsylvania ended on February 23rd, after the Executive Board of the Trustees advanced a plan whereby the University will assume an innovating and participatory role in promoting the welfare of the urban community adjoining its campus. ---~~ ~-- Though characterized in the press as "sit -in, " with emphasis on the negative aspects of such occurrences on campuses today, it was a continuing dialogue between sincerely concerned groups, and in its broader aspects was a most significant educational experience for all participants. In its course a thoughtful and responsible majority evolved able leadership, avoided hazardous extremes, and achieved a constructive consensus uniting and energizing the widely divergent communities of students, faculty, administration, and Trustees that represent a university. We wish our alumni, the parents of our students, and other friends of Pennsylvania to be informed of the following facts about the events of these five days. A detailed account will appear later in the "Pennsylvania Gazette. " 1. The underlying aim of the demonstration was to persuade the University to exercise a more active and outreaching responsibility for the housing and well-being of its neighbors, particularly those of little means who might be displaced by the growth of the University and other nearby institutions such as The University City Science - Centex.-.- (-UCSC is a research and development complex in which the University is a major participant among 21 member institutions. ) Concern for the welfare of the University's neighbors coincided with the personal convictions of many of the administrative officers, the faculty, and the Trustees; consequently the Executive Board was able, in good conscience, to propose a mutually satisfactory course of action. The demonstration was legal and civilized. The University's guidelines defining the limits of acceptable behavior were scrupulously respected. Although the demonstrators congregated in College Hall in numbers fluctuating between a handful and several hundreds, no passages were obstructed, no academic or administrative activity was impeded, no violence occurred, no 2. 3. �offices were occupied, no property was damaged or even left untidy., and no police were present. 4. Throughout the period, our students generally, including many . :of fue ..demonstrators, attended classes as usual. 5. Intelligent, reasonable communication between spokesmen for the '" demonstrators and representatives of the Administration and ~~ustees was continual. Specifically, the Executive Board proposed to establish a quadripartite commission on which the Trustees, the faculty, the students, and the community will have equal representation. This commission will mobilize the expertise and resources of the University and its adjoining community in order to achieve adequate housinKfor the low -jncol11~faml1i.e~_in_the_neigbb_orhood, and also monitor future physical development to insure replacement of any such housing that would be demolished. The Executive Board further offered to seek a fund of $10, 000, 000 from moneys allocated expressly for community renewal programs by such sources as Government, banks, and insurance companies; and it committed $75, 000 of University funds for the staffing and operation of the quadripartite commission. The Significance of these actions, we believe, is captured in this excerpt from the Executive Board's statement: "The Trustees declare a policy of accountability and responsibility that accepts the concerns and aspirations of the surrounding communi ties as (the University's) own concerns and aspirations ... " We are encouraged by the unity of purpose that has emerged from last week's tempering by debate, and are reassured by the many evidences of commonality of concern with our neighbors that promise continuing support for the enterprise we are undertaking. We trust that the policy of responsibility for our urban- neighburs lIIay-se-rve- a-s-a-n:-ei-p-lTI-pane r n for uroan instiTutions f elsewhere in the nation. We share the widespread indignation over the wave of disruption that has swept so many other campuses. We have at Pennsylvania a clearly stated, enforceable policy that protects the rights of the student majority whose overriding concern is the pursuit of education while duly safeguarding the rights of all to express themselves peaceably. We are gratified that the University community has shown its unreserved concurrence in this policy. ~~~~.~~ William L. Day Chairman of the Trustees Gaylord P. Harnwell 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 Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [UPenn Statement regarding student sit-in, 02/28/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource William Day Gaylord Harnwell Date A point or period of time associated with an event in the lifecycle of the resource 02/28/1969 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/568bf239f6ff7e7ec9bd4145b11acd60.jpg 2393eb2fc3bb0e3fd4bbb4035e6f75ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Calendar 01/09/1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5c666244bcc4a63c12d445d12fcd1e94.jpg 1509a45718714541ce88c118cc654c89 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library 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 Swarthmorean, College Names Robert D. Cross, 9 May 1969.jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11c47ea6caf4cd498b6434fd8358a380.jpg 45fc1726c42eb5cda9ea4a85199869f9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Petition against Direct Action] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Jack Briggs Roger Clark Bev Lyon Jan Mather Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9b94bcb9e9a090d2b770b4c2e1ce23bf.jpg 73a5fb7e5d238ea7e8343e5cbd4ac05a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Statement regarding boycotting classes, campus-wide events, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ee0b62da222a017432d5029136512c03.jpg c0f311dea69be7232bf43cfab681cda1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Black Student Statement of support, 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Karen Johnson et al Date A point or period of time associated with an event in the lifecycle of the resource [01/10/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Michael Fields Myra Rose Sherryl Browne (Graves) Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a05461a9354c704fc326fa045cd6a11f.jpg 9505eac60e46c430d3378598c0322992 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Statement 01/07/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Hank Levy et al Date A point or period of time associated with an event in the lifecycle of the resource 01/07/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ff7b28506af0a441a34dade5b69880f3.pdf 57df88907e8a53d1956512648a10f3dc PDF Text Text 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement by Peter van de Kamp 02/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Peter van de Kamp Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6c7de6218ebda5f15ee4c4caa19eae38.pdf 812581d3e85b83bbceb38a2a7f96c59b PDF Text Text 1 .., .L · r yl 'It C(~C( 'THlThe ~ctions of q\SS of the n\~t u~ek, including their sit-in in the 'l.omip-sions o :ffice, hive {~ener ,teo much concp.:rned (! 180u88ion ''1 t '~J4 leQ(els · of the SW'.l rthmore c,ommuni ty. Theini ti '1.1 nrohlf:F1 br'ing di!"!cu!=!r,eo ~H,S th i.t ofl.n~ip.fdons i101ic~T with reg1.rds to Bl ~c'~ , 8tu(lentR, \ ~ri tl the 1)08i 'I;ion' of" '~f\. c;S bein{," th t t '1'" I.rthmore Collpge. yr;3..S singull:rly inp.en8itive to the need for more nll..C'r !"!tutients here, 'lnd thQ "'0re I geneT'l.l '()r9bl,em , of Bltc1{" ptunent life. ' ,.. ., . The di:.-cuf-lsion ht8 been conducted in ·1.n '1 tm08phr:re of concern over the gener'al issue of the role of p.tudents in deciAion-m'3..king ~t this i.n·.:oti tutiol1. No one would deny th l.t this is indeed ~, m'l .jor issue, l.bout which there is much concern, di8A·ltif-lf'. lction, '1 .nd confur'lion.. In the 1)1.At fe;': d'l.YS we htve he '3..rd both thouehtful conc(':rned lrgi.lmentls vlell ' loS im "n.asioned, irr .ttion·ll htr:3..nguing. There is l~,lother question, h,:,n',','~ver, which is--why h l8 this di~~n.tisfl.ction com 'lbout, gencrJ. ting on the 1) \rt of some p,tudents such deeply 1:01 t commi t-tment to the need for r 'l( ~ 1e \1,. ch'tnee? Thetnswnr to thi8 o./tlstion resides in the eSRenti11 1.nd erucit1 i s p-ue of inf.'ti tutionll eh ~nge. It , is i.mport'lnt to review-the S VJ ~r 'l:ihmore ')hil080T)hy of su.ch c:"~ngeo In the " 18t, S"v'lrthmore h1.s tc1o·()ted two nolio1es tNi th reg1.rds to eh tnges in the 1)olicies of the __ insti tution. To de 11 "lith specific nrobl PIDS S1rH:rtl~more h loA ' 'l.ool)ted the nolicy of the 'to hoc v'lviAory committee, comooAed of 1)eonle from the community chosen :inform'lolly, to decide (lueAtionA T1.n,g-ing fro~ Collection to ptltements of ~ ~ i8sions ~olicv. ~o conpider gencr'tl issuep. of '1hi '" oso~hy lnd the d ire'ction in" which Swv1tlT!lore s: o'u'; (1 develop, the technique h'1.f1 been conp-ensus-bu-!.lding. The neCiflions w1"!ich ovol ve from these two '''1et}-~oa 8 Rt iTt 'ill too often by '. ccentine; the p.t ,.tU8 I'!UO, " '~nn , tJ"eniToceed to c np.ioer i.nc:!"e~ent1.1 cr.inges, r lth,-'I' tbin f!t,l.rting fro the deeD nueRtioning oftf.'su1'!Jnt1oIi:'I u ")On 'N~' ich ~.:::w tt1t11IDore is b '1 .sedo ., ~:be re8uTt of t}d.R method of undertlking ln~'titution~l cl'H.nge h>. 8 been he:r'etoifore on:':V notenti"illy d l.ngerous mi,·truf.'t of tr'8 ~'!~ole d cci,.,t0l1-P Y11clng E ltructure of S~N' \:r !~hmore CoJ_lege. . J1.no1'l1'i '71. tion took n1l.ce, seulr-:.ting those Sttts-fied with .the 8t l.tUSlUO from thoc-'e who '~oup'J:1"'t~ r·1.('J tC'lJ. C111. nge t since those seemed to be the 0!11y v,t.!O vicl,ble .:;,'1. teTD . ~ '~i v es. The !Otions ;of SASS , 11. 'l.ve precipi t1..ted the rele l.p.e on t~'! e' YH.r-c o:y{nl.ny students of their feeJ..in : s of l.lielu.tion, DowerlePlsns 88 tno 'frup.tr ~ tion; the t'ee ling th t t s01';]eho",r the 'J.roces8 if" not ju£t, th ~t it doe s net recognize t:hOS 8 f.e·tiona vofhicb h tve ,). lcr;i tim ~ te c.,ncer n ' in the results of the deCision, is well is generttine ~ new Bceytlcism on tt~"e :)1rt 0"0: the more con8f~ Y'V·l. ti ve students tr-.1.t "-'e!'!H, '~r-l 'lEOCe'fJtlng t110 r; '(; \ tUR 'lUO l.fi'18 not the YJisestoosi tion. < '" 'I '7hd:; C'l.n 'b e done now, in 'the lipl']t of this uno erst mchng of the s::;uX' c (:: of tl,e current tUl"r.1oil? P 'l. ther tb'lrl stmnly "1. commi ttmont to c:t~. l.11[::G l ,r~11 ic!- ip-l.sked for by m-:tny r.>tudents, 9. co~i t-'GTllen"t; sh'"luld l:e tIn .. de no;'! to 'l, Ylhilosophy of t:lle metbod of in::-ti tutionll cl1l.,nge~ ono ::,:f;i o11 1'102."'8 l.deQw'ttely recognizes the needs of the communi t;y :3.n(1 i,-' " ~o~re ~('esr, O j"18i.ve to them. Such ri nbilo80'f)hy would be: Tl:'1.t l egi t:i.L~l ',-C eT('Ocer:-:8'-'s be e8t'1.bli~"]:H~d~ conpt:l tu,'tec1 sncb tib It it recognizes L:,(: :::' 1.' }1t ' ;(1 the '''Y'l,''Y·t of tbe ~~:r ;)'),)8 wh ich wi 1,1 be 9.ffec'ted by tIle ,-"; ;::.r', ·i C"''; f)'(lC'! +uO l: ,,~,.c,1') p,·t in t he deoiF'ion-ml.kin~'i' nroces s. Tllu.s re'Dre sen,,~ :~ :L"L" lC;;:!Oi' f t(;l.~lty. 'ld~'-d:ni s~t r1.tion :;t.1;!d students, chop-en by tb(~ir T ?:":)cc-civo c"nstitv.@llCicD, wou,ld 'be included i.n the de(;ision-m'l~d.ng ' .(....... "-' ..A,. -1_" .. ...... h ) U ".;, i 1;1 ~ j I _It,.,;.. .... _ • ' . . - .. ~ .... t • ~ ~jf) ~.:t }~ ,j'e]:'- , -- " ~';JT· ~~8Irj .. r:; . } .I .. ' t.!l')0 ,_. " '-' CO .tll!].J.. -l;""Ge.e -1-0 lJ,. 4 ",'" 08 .:. ~1t..J ;•.L~'_ •. ·d_.._ ·t-"' 8.. tJ ·J.. __ d.~ ·1~ \).~ ___ L";J.!;~~...... l. ~ ... .1 : ~lnl': C!""; f"\~"c J I ""C) l': ..... ;y 'J ._J..t.; "'J' I J �of :':);.'q,~ tr:ra.ore s : a uld be. com -~o88d qf I' e 1):re :~ ent 1. -:-;i'VG S of th ree vi ewnoints: the f !.C u I ty, the l..d':1in:tntl'"''lt io n 'ina. th e i=:tu~1- ents <> ~ince l{ ptudents h ', ve ~:t unitlLtC 'l.ncl lrl"1ort lnt 1 BI1C 1e::CBpecti ve on the gener'l.lissue, . the 1ee;1 tim t ey r:f their right to be he :lrd should l'le recogni.?',ed by th e inclusion OItY, '3.t le'lst one Bl tcl{ student on the c01Il1ni ttee.. l'he essenti .d dir=~tinction here does not tnvolve the comno8ition 6f the eommitt:ae so much ':l.S ~ view of wh'lt the com= rni ttee is ~f'nd WR l.t it is doing.. R'lther tb ~,m 'l.niY'ticul 'ltionof ,Vh'l t the -tdp'!issi.onsJo licy is xu by tho se 'lih 1. t t ·'l.ke n "l r t in it , it is 1. body d·e-si'gne..d ·to m 1ke decifdons with reg'lrd to 1vh .lot the 'lnm1spions -oolicy oUB'ht .!2. :E.~., t'],1{en by those 1:'.rh(J will be :1.ffected by the deciBion. TIl-ther th'ln 't conse nfiuR-bui l<.\j~lg tecJ'lni'1ue, im'!')lement= inc on1y those policies UQ'Jn vVIlich t h e communi tyt8 '1 whole C!ln ·~tg:r'ee, the method of such decision-m·l1..cing wi llo tJ,k e the :form of c OTIrnr r)mise on the n 'tr"!:; .of re present 1. ti ves . f r.he f ·l.eul ty ~ l.dministra "iJ -i. v.u. ' "tid ~- tudent ::; , who rrn'Yfloften dL:'lgreeo I ·1 r:Pl1e imryor t lnce of such l.n ' ~ nderRt tnding o f tbe Drocess of insti tuti on'll c11 tnge t ~ .~ _ th '), t i t o~ov;d~s for :the (; Jm!Ilu!lity -1. . ge9 is~on­ nh !{"irig ¥i1~o chfis which c ,tri be t:histedjt l:ih i l!h is '1e1ther ·H"bi tr'lTY h6ti obf':cure; 'lond 1vhich '1J"ovides cl1'l.nnala for the 1 ?gi tim t te eYr):rcF!sion ct: v'1.1~ioUR 1)ointl"1 of VieVI., We recop!1ize , ir.o 'I T.l'IJ1''JVe of the :'!lov~s .. I re ~ dy , t l.ken in tbh~ dtrection: for eX'~~Dle, com1)ositi,o n of t"qC in the It [-h!; of the Ey-SAC Re nort, ':,ih tch deaigll - tes the decision-m'll,:ing 1 ;.utho::'i ty of S \.C l.na th 1, t 0 f ttw ~dent ' J dete :c ~ined by the de'·ree to wbich the admini[~tr 1. tio!l, fl.(; u 1. ty lone p'tudents l.re l.ffected by the o eci f-'ions m }.de .. It is U:}Ol1 t }1is b 'l.sif; thl.t fJ ture cr.mf?eR -'it , Srnr t !';mcre should t l.1{e nllce ~- . , 1 0 !1 n-',"'0 - TJ'11TOwr = . l J.. __ i.' J . , ·".U -· T'V 'll , ", - _ . ..... . 1('169 -; The l.Ct j. ons of ~ ", c:~c:-; 11 ive dr-tm ~.ti' ; ed tl:e in tOeou'l ,!ies of' the de Q~ c-Lc-ion-:n :kin g f)!"'oce s se s lt ~w·1.T't:hm o r:;, f'ene:r\t-ln~9'in -tbe m~!R of many co :n,ce r ned membe :rl'-1 of tne community 1 he ne ed f0 Y'l '11'< b ine: re-ev"l.~ U1.°'bi on of tb e -oI'o ced ures vV:!'; ich S"n,l... ·:; ~ Tiore YJ'lp utili?ed f oJ;' inAt1 tUtiOlT3.1 c h tY)Jl'8. The p- )cGiflc sllP'.g;estions f Jr t ~· e ~true ture c:: ::future cJeci~ion= ~n}::i~lg sr)(yul() be c ·l.Te:fullY '1nd- t 1 ;?;htfully cons ir1erEd.. R- ther th 8.n ::o1J l '1 ~'1F~-Gy '1.nd ill-c onceived Dro1Jos" lol fa r t}'; e re~'tru. (\tur i nr.: of Ruch (iec1. rr'L on -m ?'~ inf.: '1rocesses, ~ c:)T!lmj_ .trnent needs t 8 b e .11 ;de now, on the O '0 ~ T't J :l r :f 1CU"1 t ~r, :::d;udents l.~1rl l.o :1)··. listrl..t io n to the £:'; ;ler'l1,. t1 ;eo:!'y of' :n.,?t~O I!r:; of ::. .., ~ ·tit uti on 1.l Cfl J,ng e w: ; ~_ ch \':o~) ld b e mOT€. r38Ponaive to the n a BdR of the ' com~unitYI i ~ e.: o Th~ t legitimlte ) -,+ .w.E u '·1 -'1 __ 1 -FI.-'8 lJ~J ~roce8 P E 8 be e 8t~bliRh ed , 0 0 n ~ tituted 'leC1 c J' ')11 m,,,".1:,lr-. -i~ no' ~) ..!. v .. t~)", . fT1-r,..,. .... ..v~Cl l 1 1:.' _ t::; ! '''' nce'''o .....1 1 . :), .L ',... ..... , .. _'.. "''''' ty, 'td "!ird stl" Lti on ~.:1(1 ,"' ·tuoentn ~ cb osen by the '.:r. 2~ eS1)ec ·ti VB c on!'" t :L t uS:r.L i. es 1')',)ulCl be L1c lu::'J ec i n the ,.~ect8ion-T!n"i n{': body ~ t o ~;eci (le ")0: 2-C i e~5 Y iLi-;l! \\ ,; uld 1-:'£'e c-c t; - O~~G t )' raB aI, l!!.entb of t~l e c olJ..e EB commu.l. \ tyo -Iu , j t '··. ..t" '" '.,., \ .1 ...... , .• . '. _. s uch th ~t t~~ey 2:'ec ()gni ,"j l , the J":tFl1t ~) n the Yj,. -" t of tl':e g r ')1..!. DS '''i t· ich If;.'t l.l 'j J tffe c ted by '-1, dec i F)~ on~ to -I ~)f such ~ Y.!. l L 1 J eI'R-G 1nrling of tl!8TOCeSs of ~_ !1p.ti-.­ i s· +'11, '.1' '0 i -I. -'Yt~'O\'' -i !e o -for t~e cormnuni t:':T '1 dc eip i 'i'-m·1. 1 i ulJ:, _ ,_ " V - ' v . "' -'-'Toe G ~"',':1 wh i c h o'J.n be trustea.. 1r-r i_ch :L 8 -~1ei. theT1.rbi tr q'y nor ob ' CUT'O . ... , ~ ' ' '-te oXiJJ~e"'C!1..t·r' of the \'-.l.l':L= • i.nf~ ".'{;·ic11 -;Trovif1cf; cIn.nn@;1 S I o:r cne 1-eg1.t -:Uk.1. '''',.. . , j .' J ~ OUR Doint s of vi e w o f ~h o8e lff~ cted by the dec ision. ":h8 '~'''': no! c tE1C e ~,l' l -r.r'rc> c .,"., t;.... '" "",,";-:j '.. _". ,1 v v. v __ ")n ",__ J ~.' ~ p � 1 .., .L · r yl 'It C(~C( 'THlThe ~ctions of q\SS of the n\~t u~ek, including their sit-in in the 'l.omip-sions o :ffice, hive {~ener ,teo much concp.:rned (! 180u88ion ''1 t '~J4 leQ(els · of the SW'.l rthmore c,ommuni ty. Theini ti '1.1 nrohlf:F1 br'ing di!"!cu!=!r,eo ~H,S th i.t ofl.n~ip.fdons i101ic~T with reg1.rds to Bl ~c'~ , 8tu(lentR, \ ~ri tl the 1)08i 'I;ion' of" '~f\. c;S bein{," th t t '1'" I.rthmore Collpge. yr;3..S singull:rly inp.en8itive to the need for more nll..C'r !"!tutients here, 'lnd thQ "'0re I geneT'l.l '()r9bl,em , of Bltc1{" ptunent life. ' ,.. ., . The di:.-cuf-lsion ht8 been conducted in ·1.n '1 tm08phr:re of concern over the gener'al issue of the role of p.tudents in deciAion-m'3..king ~t this i.n·.:oti tutiol1. No one would deny th l.t this is indeed ~, m'l .jor issue, l.bout which there is much concern, di8A·ltif-lf'. lction, '1 .nd confur'lion.. In the 1)1.At fe;': d'l.YS we htve he '3..rd both thouehtful conc(':rned lrgi.lmentls vlell ' loS im "n.asioned, irr .ttion·ll htr:3..nguing. There is l~,lother question, h,:,n',','~ver, which is--why h l8 this di~~n.tisfl.ction com 'lbout, gencrJ. ting on the 1) \rt of some p,tudents such deeply 1:01 t commi t-tment to the need for r 'l( ~ 1e \1,. ch'tnee? Thetnswnr to thi8 o./tlstion resides in the eSRenti11 1.nd erucit1 i s p-ue of inf.'ti tutionll eh ~nge. It , is i.mport'lnt to review-the S VJ ~r 'l:ihmore ')hil080T)hy of su.ch c:"~ngeo In the " 18t, S"v'lrthmore h1.s tc1o·()ted two nolio1es tNi th reg1.rds to eh tnges in the 1)olicies of the __ insti tution. To de 11 "lith specific nrobl PIDS S1rH:rtl~more h loA ' 'l.ool)ted the nolicy of the 'to hoc v'lviAory committee, comooAed of 1)eonle from the community chosen :inform'lolly, to decide (lueAtionA T1.n,g-ing fro~ Collection to ptltements of ~ ~ i8sions ~olicv. ~o conpider gencr'tl issuep. of '1hi '" oso~hy lnd the d ire'ction in" which Swv1tlT!lore s: o'u'; (1 develop, the technique h'1.f1 been conp-ensus-bu-!.lding. The neCiflions w1"!ich ovol ve from these two '''1et}-~oa 8 Rt iTt 'ill too often by '. ccentine; the p.t ,.tU8 I'!UO, " '~nn , tJ"eniToceed to c np.ioer i.nc:!"e~ent1.1 cr.inges, r lth,-'I' tbin f!t,l.rting fro the deeD nueRtioning oftf.'su1'!Jnt1oIi:'I u ")On 'N~' ich ~.:::w tt1t11IDore is b '1 .sedo ., ~:be re8uTt of t}d.R method of undertlking ln~'titution~l cl'H.nge h>. 8 been he:r'etoifore on:':V notenti"illy d l.ngerous mi,·truf.'t of tr'8 ~'!~ole d cci,.,t0l1-P Y11clng E ltructure of S~N' \:r !~hmore CoJ_lege. . J1.no1'l1'i '71. tion took n1l.ce, seulr-:.ting those Sttts-fied with .the 8t l.tUSlUO from thoc-'e who '~oup'J:1"'t~ r·1.('J tC'lJ. C111. nge t since those seemed to be the 0!11y v,t.!O vicl,ble .:;,'1. teTD . ~ '~i v es. The !Otions ;of SASS , 11. 'l.ve precipi t1..ted the rele l.p.e on t~'! e' YH.r-c o:y{nl.ny students of their feeJ..in : s of l.lielu.tion, DowerlePlsns 88 tno 'frup.tr ~ tion; the t'ee ling th t t s01';]eho",r the 'J.roces8 if" not ju£t, th ~t it doe s net recognize t:hOS 8 f.e·tiona vofhicb h tve ,). lcr;i tim ~ te c.,ncer n ' in the results of the deCision, is well is generttine ~ new Bceytlcism on tt~"e :)1rt 0"0: the more con8f~ Y'V·l. ti ve students tr-.1.t "-'e!'!H, '~r-l 'lEOCe'fJtlng t110 r; '(; \ tUR 'lUO l.fi'18 not the YJisestoosi tion. < '" 'I '7hd:; C'l.n 'b e done now, in 'the lipl']t of this uno erst mchng of the s::;uX' c (:: of tl,e current tUl"r.1oil? P 'l. ther tb'lrl stmnly "1. commi ttmont to c:t~. l.11[::G l ,r~11 ic!- ip-l.sked for by m-:tny r.>tudents, 9. co~i t-'GTllen"t; sh'"luld l:e tIn .. de no;'! to 'l, Ylhilosophy of t:lle metbod of in::-ti tutionll cl1l.,nge~ ono ::,:f;i o11 1'102."'8 l.deQw'ttely recognizes the needs of the communi t;y :3.n(1 i,-' " ~o~re ~('esr, O j"18i.ve to them. Such ri nbilo80'f)hy would be: Tl:'1.t l egi t:i.L~l ',-C eT('Ocer:-:8'-'s be e8t'1.bli~"]:H~d~ conpt:l tu,'tec1 sncb tib It it recognizes L:,(: :::' 1.' }1t ' ;(1 the '''Y'l,''Y·t of tbe ~~:r ;)'),)8 wh ich wi 1,1 be 9.ffec'ted by tIle ,-"; ;::.r', ·i C"''; f)'(lC'! +uO l: ,,~,.c,1') p,·t in t he deoiF'ion-ml.kin~'i' nroces s. Tllu.s re'Dre sen,,~ :~ :L"L" lC;;:!Oi' f t(;l.~lty. 'ld~'-d:ni s~t r1.tion :;t.1;!d students, chop-en by tb(~ir T ?:":)cc-civo c"nstitv.@llCicD, wou,ld 'be included i.n the de(;ision-m'l~d.ng ' .(....... "-' ..A,. -1_" .. ...... h ) U ".;, i 1;1 ~ j I _It,.,;.. .... _ • ' . . - .. ~ .... t • ~ ~jf) ~.:t }~ ,j'e]:'- , -- " ~';JT· ~~8Irj .. r:; . } .I .. ' t.!l')0 ,_. " '-' CO .tll!].J.. -l;""Ge.e -1-0 lJ,. 4 ",'" 08 .:. ~1t..J ;•.L~'_ •. ·d_.._ ·t-"' 8.. tJ ·J.. __ d.~ ·1~ \).~ ___ L";J.!;~~...... l. ~ ... .1 : ~lnl': C!""; f"\~"c J I ""C) l': ..... ;y 'J ._J..t.; "'J' I J �of :':);.'q,~ tr:ra.ore s : a uld be. com -~o88d qf I' e 1):re :~ ent 1. -:-;i'VG S of th ree vi ewnoints: the f !.C u I ty, the l..d':1in:tntl'"''lt io n 'ina. th e i=:tu~1- ents <> ~ince l{ ptudents h ', ve ~:t unitlLtC 'l.ncl lrl"1ort lnt 1 BI1C 1e::CBpecti ve on the gener'l.lissue, . the 1ee;1 tim t ey r:f their right to be he :lrd should l'le recogni.?',ed by th e inclusion OItY, '3.t le'lst one Bl tcl{ student on the c01Il1ni ttee.. l'he essenti .d dir=~tinction here does not tnvolve the comno8ition 6f the eommitt:ae so much ':l.S ~ view of wh'lt the com= rni ttee is ~f'nd WR l.t it is doing.. R'lther tb ~,m 'l.niY'ticul 'ltionof ,Vh'l t the -tdp'!issi.onsJo licy is xu by tho se 'lih 1. t t ·'l.ke n "l r t in it , it is 1. body d·e-si'gne..d ·to m 1ke decifdons with reg'lrd to 1vh .lot the 'lnm1spions -oolicy oUB'ht .!2. :E.~., t'],1{en by those 1:'.rh(J will be :1.ffected by the deciBion. TIl-ther th'ln 't conse nfiuR-bui l<.\j~lg tecJ'lni'1ue, im'!')lement= inc on1y those policies UQ'Jn vVIlich t h e communi tyt8 '1 whole C!ln ·~tg:r'ee, the method of such decision-m·l1..cing wi llo tJ,k e the :form of c OTIrnr r)mise on the n 'tr"!:; .of re present 1. ti ves . f r.he f ·l.eul ty ~ l.dministra "iJ -i. v.u. ' "tid ~- tudent ::; , who rrn'Yfloften dL:'lgreeo I ·1 r:Pl1e imryor t lnce of such l.n ' ~ nderRt tnding o f tbe Drocess of insti tuti on'll c11 tnge t ~ .~ _ th '), t i t o~ov;d~s for :the (; Jm!Ilu!lity -1. . ge9 is~on­ nh !{"irig ¥i1~o chfis which c ,tri be t:histedjt l:ih i l!h is '1e1ther ·H"bi tr'lTY h6ti obf':cure; 'lond 1vhich '1J"ovides cl1'l.nnala for the 1 ?gi tim t te eYr):rcF!sion ct: v'1.1~ioUR 1)ointl"1 of VieVI., We recop!1ize , ir.o 'I T.l'IJ1''JVe of the :'!lov~s .. I re ~ dy , t l.ken in tbh~ dtrection: for eX'~~Dle, com1)ositi,o n of t"qC in the It [-h!; of the Ey-SAC Re nort, ':,ih tch deaigll - tes the decision-m'll,:ing 1 ;.utho::'i ty of S \.C l.na th 1, t 0 f ttw ~dent ' J dete :c ~ined by the de'·ree to wbich the admini[~tr 1. tio!l, fl.(; u 1. ty lone p'tudents l.re l.ffected by the o eci f-'ions m }.de .. It is U:}Ol1 t }1is b 'l.sif; thl.t fJ ture cr.mf?eR -'it , Srnr t !';mcre should t l.1{e nllce ~- . , 1 0 !1 n-',"'0 - TJ'11TOwr = . l J.. __ i.' J . , ·".U -· T'V 'll , ", - _ . ..... . 1('169 -; The l.Ct j. ons of ~ ", c:~c:-; 11 ive dr-tm ~.ti' ; ed tl:e in tOeou'l ,!ies of' the de Q~ c-Lc-ion-:n :kin g f)!"'oce s se s lt ~w·1.T't:hm o r:;, f'ene:r\t-ln~9'in -tbe m~!R of many co :n,ce r ned membe :rl'-1 of tne community 1 he ne ed f0 Y'l '11'< b ine: re-ev"l.~ U1.°'bi on of tb e -oI'o ced ures vV:!'; ich S"n,l... ·:; ~ Tiore YJ'lp utili?ed f oJ;' inAt1 tUtiOlT3.1 c h tY)Jl'8. The p- )cGiflc sllP'.g;estions f Jr t ~· e ~true ture c:: ::future cJeci~ion= ~n}::i~lg sr)(yul() be c ·l.Te:fullY '1nd- t 1 ;?;htfully cons ir1erEd.. R- ther th 8.n ::o1J l '1 ~'1F~-Gy '1.nd ill-c onceived Dro1Jos" lol fa r t}'; e re~'tru. (\tur i nr.: of Ruch (iec1. rr'L on -m ?'~ inf.: '1rocesses, ~ c:)T!lmj_ .trnent needs t 8 b e .11 ;de now, on the O '0 ~ T't J :l r :f 1CU"1 t ~r, :::d;udents l.~1rl l.o :1)··. listrl..t io n to the £:'; ;ler'l1,. t1 ;eo:!'y of' :n.,?t~O I!r:; of ::. .., ~ ·tit uti on 1.l Cfl J,ng e w: ; ~_ ch \':o~) ld b e mOT€. r38Ponaive to the n a BdR of the ' com~unitYI i ~ e.: o Th~ t legitimlte ) -,+ .w.E u '·1 -'1 __ 1 -FI.-'8 lJ~J ~roce8 P E 8 be e 8t~bliRh ed , 0 0 n ~ tituted 'leC1 c J' ')11 m,,,".1:,lr-. -i~ no' ~) ..!. v .. t~)", . fT1-r,..,. .... ..v~Cl l 1 1:.' _ t::; ! '''' nce'''o .....1 1 . :), .L ',... ..... , .. _'.. "''''' ty, 'td "!ird stl" Lti on ~.:1(1 ,"' ·tuoentn ~ cb osen by the '.:r. 2~ eS1)ec ·ti VB c on!'" t :L t uS:r.L i. es 1')',)ulCl be L1c lu::'J ec i n the ,.~ect8ion-T!n"i n{': body ~ t o ~;eci (le ")0: 2-C i e~5 Y iLi-;l! \\ ,; uld 1-:'£'e c-c t; - O~~G t )' raB aI, l!!.entb of t~l e c olJ..e EB commu.l. \ tyo -Iu , j t '··. ..t" '" '.,., \ .1 ...... , .• . '. _. s uch th ~t t~~ey 2:'ec ()gni ,"j l , the J":tFl1t ~) n the Yj,. -" t of tl':e g r ')1..!. DS '''i t· ich If;.'t l.l 'j J tffe c ted by '-1, dec i F)~ on~ to -I ~)f such ~ Y.!. l L 1 J eI'R-G 1nrling of tl!8TOCeSs of ~_ !1p.ti-.­ i s· +'11, '.1' '0 i -I. -'Yt~'O\'' -i !e o -for t~e cormnuni t:':T '1 dc eip i 'i'-m·1. 1 i ulJ:, _ ,_ " V - ' v . "' -'-'Toe G ~"',':1 wh i c h o'J.n be trustea.. 1r-r i_ch :L 8 -~1ei. theT1.rbi tr q'y nor ob ' CUT'O . ... , ~ ' ' '-te oXiJJ~e"'C!1..t·r' of the \'-.l.l':L= • i.nf~ ".'{;·ic11 -;Trovif1cf; cIn.nn@;1 S I o:r cne 1-eg1.t -:Uk.1. '''',.. . , j .' J ~ OUR Doint s of vi e w o f ~h o8e lff~ cted by the dec ision. ":h8 '~'''': no! c tE1C e ~,l' l -r.r'rc> c .,"., t;.... '" "",,";-:j '.. _". ,1 v v. v __ ")n ",__ J ~.' ~ p � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement and Resolution 01/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/21179da85563b8a1c97a9f76476e263d.jpg 2e0bf9db8e209ee68d05b372f8f0f28d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Joseph Shane's statement 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) 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 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e7e637668f8c564655b809fc4bc507ef.jpg 3771049f7ea9b40999a74a8b2773585f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore and the University City Science Center Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource SDS Labor Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91b0bb1a72e96aac8b197592a80089e6.pdf 18079a89f769eebd3da8fba1c6139c67 PDF Text Text "HISZ::" STUDEiJTS AND THE S,HATID:!ORE Iv IQVEr'iENT .~~, .. . ': The SDS Labor Committee supports , the SASS demand f'or the admission of' several "risk H students. The demand for 10-20 "risks" represents the f'irst tentative, mod~rate expression of' what should rightly be~ome a major f'ocus of any movement which seriously hopes to signif'iciantly alter the character of' the university ad the society which it is supposed to serve. He would recommend a university policy which would guarantee admis~ions to a substantial number of black and white working class youth. " Moreover this is not a m~tter of moral preference. lile would contend that the enrollment ' o~gqetto high school victims and their white countep parts must be a leading f'eature of a program intent on reversing the disgusting decay of the human and material resources in our country. This is also to suggest that failing to adopt such an enrollment policy as our own guarantees our futures as rather pathetic managers of an , accelerating social rot. of, • Ghetto Education nnd l"lod ern Productive Labor The demand for a ' four year coll ege education or its equivalent for expanded numbers of black and lflThite working classs youth otherwise expresses the country's imme d iate need for a greatly enlarged modern productive labor forc e - tha t is a working population equipped with t h e skills requi~ed to operate the most advanced technologies pres e ntly associated with the military and aerospace industries. That this sort of training is simply not taking place must be immediately apparent to anyone entering a ghetto high school. In f'act the op p osite is occurring. Skill levels of all kinds and subsequnet employment possibio ' ites are declining for thousands. The increasingly diluted academic pablum served up in the average ghetto classroom is ruining the futures of a majority of ghetto students, leaving them unfit to ma n even the most primitive technologies connected to the most b a ckward industries (garment for example). High school has become a one-way street to the army, unemployment, welfare rolls or at best $1.60/hour ba ~k-b~eaking jobs. This destruction of human life and potential is only appropriately reflective of a more genoral decay of the whole of society productive powers. Toles of growing poverty and even SUbstantial st arvation ar e too common to need repition here. Of less common knowledge is the recent decline in living standards ~f the whole ~f the working popUlation reflected in a three year trend toward lower real wages (proceeding at a 7.8% annual rate as of Oct.), caused by a 610 yearly inflation and an apparently uncontrollable tax spiral. Massive consumer needs are going largely unmet. Supplies of schools, hospitals, h~using, urban transit etc. are entirely inadequete and growing more so. Finally basic industry is de~ades rleep in obsolescence. Garment industry techn~logy dates from the 19201S. Much of the steel plant is archaic by European standards. The technology of the metal working andustry is the olaest in the industrializei world. The same applies to the shipbuilding and railroad inrlustries and even t~ those sectors of the elctrical ind~stry not directly connecterl to the military sector. (Extensive documentati~n of industrial decay can be found in Se our Melman's ok, e nl @ e.d §oc ~.±i-y t Ow �pr~nuction. The pr~ductive plant is rotting. The ec~nomy is failing t~ even maintain, much less exrand the level of living f~r mest of the working and unemployed ~opulation. In the midst of the mess capital flows are headed out of the productive sect~r In sh~rt the country is in the grip of a crisis ~f under- of the economy into absolutely non-productive areas. Speculation in industrial stocks and bonds, trading in government and public authority securities, slum real estate ~~eculatien, investment in titles to military and aerospace plant and a cancerous expansi~n ~f all kinds ~f parasitic corporate, advertising, financial and government bureaucracies are claiming the lions share of available capital res~urces. Why these essential13f wa stef'ul areas of investment are ao ~verwhelmiugly appealing at this time to major fln911c8il and corporate interests cl1nnot be competently explRiuo d h e re. What ahouln be obvious h ..wever l is that to even make a dent in the three trillion d~lla:r' poverty deficit requires the imme diate r'Adh·0 G !;:i..on ef masRive capital flows. It is no exaggeration t o sa;Jf th A ()l..l.r cr) l J.n~~ l· ·Y j $ 'u-"') " "" f1,rH.' lffl' o d 8 ]l.1 nrvl(n~~lfJ I] 1-1 1oping at .t n. 'r' ''::-': ~; " ,~ ~. 0 ~ -r:f ~ 'y::,_ J: i. 0 to e -l- , )p ; i f' "hpre i s to b e ::m~T }I f'' T' ''' r::~ b ~J ::.:,i, !:~- t t: .. ~:. :.~.1, i': !·~t_ r) (\ :.: is () 1-,.: ~.' ~~~: :, ~r . ~: t:.,::' . i · : ...: _ C C~.::. ~ :!_ :-. ;.0::1 l:~ .~ . ~~_l.-'.:; C;'./ ~~ ~ .~ " C~ -l '. t ...... : �eliminating the absolutely abysmal conditions of life confronting a good one third of the population, there must be a re-industrialization of the U.S. Without the investment of at least $50 billion a year in the production of expanded means of production and consumption there can be no talk about eradicating poverty or any of its social sicknesses. This kind of investment ~olicy would lead to the creation of 4 ,million new productive jobs a year in modernized industries requiring the highest levels of skill and education. Even today, apprenticeship in the newest portions of the printing industry invalves the equivalent of a college education. The same is true for much military technology and the military related sections of the electrical industry. The educational requisites of a modern labor force cannor be measured merely in terms of degrees of technical aptitude. To effectiv~ly assimilate the knowledge assoc~ated with a highly complex economy and culture demands highly developed synthetic and creative ' intellectual abilities. A pol&cy of productive investwent then would mean a greatly augmented program of higher eaucation for presently non-educated and mis-educated youth, so that they might be employed at skill and wage levels consonant with the most advanced parts of the space industry. Program along these lines meets the needs of the country as a whole as well as the immediate aspirations of ghetto and other working class youth for a decent future. approximatel~ ~he Philad8lQhia High School Movement In this connection the Labor committee condemns Swathmore's admissions policy, because of its de facto exclusion of black and other working class students, and supports and extends the demand raised by SASS. We recognize that such an enrollment policy implies de ep-going changes in educational arrangments at Swathmore. Although the problems are serious, we nevertheless believe them to be solvable and in the interest of all Swathmore students. A high school campai~n now b e ing conducted in Phila. provides an-ex ffin~~~~0ssjble _di~ection for the Swathmore movement. Several members of the Black Panthe r Parl;y=rurd---etre SjJS~ T:l'abe-r -CQmmit-t aa ~_ __ ar e organizing a high school movement cnntered mainly, although not exclusively, in some of the major ghetto high schools. The leading demands of that movement are 1. The construction of 33 n ew schools (a cons e~~ ativ e e stimate of the city government on the number of new schools needed to relie ve overcrowding). 2. Expanded job-training programs for jobs that do exist - many vocational schools train students for nonexistent jobs or offer courses attuned to the automotive and shop practice of two decades ago. 3. R'lEpmnded Cnllege p:,era~_~.~ .o!,y J~.!,ogh~ 4. Full aid colle , e educa.tioA*'*.f~~\Silall hi h H~S. graduates W 0 wish to attend but can't afford ~t. • rrt:'d nct~ve we ll-paying jobs for H.S. graauate-s -:..' a recognition tha t the ronts 0 1' the school crisis lie with the general cond53: ions of ghe tto ; l l:fe and that r emod i e s limited to the schoo. sy o t ; e m are chi meraA. 1 Finally, the mov ement propOS GS to finance its pr \.'.) g,t' om by trueing various forms of spe cu1.a tive inv8 flIJment (slum r eal estate speculation and public authority pork barrel bond issues being the mast immediately identifiable) as opposed to any increased wage taxation. This last proposal on financing then concretely links the aims of the high school movement with the needs and interests of the rest of thewage~ earn~ng popul at~on •. ' ~ �"STUDENT INTERESTS" ? The Labor Comrnittee b e-rieveS-that the- movement at Swathmore must proceed to link up with braoder social layers in the kind of moveme nt outlined above. It should be clear that programmatic struggle aimed at arresting the underproduction crisis is in the immediate interests ,of black oppressed. We also contend that the fight r~r re-industrialization, productive jobs and expanded higher 0ducation for working class students is in the interests of college students as well. Like it or not, we too ' are currently being trainec1 as highly "skilled" members of a non-productive labor force. Ho are headed for "cnre~rs" as corporate, financial and gl'werIl1Jlent hureaucrats, slick marketing pnrasites, technicians for the militfU Y? QPQlogists for social misery, pokicemen of social discontent in the ' ghettn classrofllm, and embarassed dispensers of inade<1uete, degrfl d.i.ng "l81fare doles. Our only hope for a decent, '['roductive future de'Pends on joining with the kind of br~ader movement, embry':)1d~ R.I1Y :re'p',N}sented by the Phila. high school drive. DI2.CUSSION - CRITICISM WLCOME - 8 :oop .M. -Tues. 14th .. ~ TARBLES 9 � "HISZ::" STUDEiJTS AND THE S,HATID:!ORE Iv IQVEr'iENT .~~, .. . ': The SDS Labor Committee supports , the SASS demand f'or the admission of' several "risk H students. The demand for 10-20 "risks" represents the f'irst tentative, mod~rate expression of' what should rightly be~ome a major f'ocus of any movement which seriously hopes to signif'iciantly alter the character of' the university ad the society which it is supposed to serve. He would recommend a university policy which would guarantee admis~ions to a substantial number of black and white working class youth. " Moreover this is not a m~tter of moral preference. lile would contend that the enrollment ' o~gqetto high school victims and their white countep parts must be a leading f'eature of a program intent on reversing the disgusting decay of the human and material resources in our country. This is also to suggest that failing to adopt such an enrollment policy as our own guarantees our futures as rather pathetic managers of an , accelerating social rot. of, • Ghetto Education nnd l"lod ern Productive Labor The demand for a ' four year coll ege education or its equivalent for expanded numbers of black and lflThite working classs youth otherwise expresses the country's imme d iate need for a greatly enlarged modern productive labor forc e - tha t is a working population equipped with t h e skills requi~ed to operate the most advanced technologies pres e ntly associated with the military and aerospace industries. That this sort of training is simply not taking place must be immediately apparent to anyone entering a ghetto high school. In f'act the op p osite is occurring. Skill levels of all kinds and subsequnet employment possibio ' ites are declining for thousands. The increasingly diluted academic pablum served up in the average ghetto classroom is ruining the futures of a majority of ghetto students, leaving them unfit to ma n even the most primitive technologies connected to the most b a ckward industries (garment for example). High school has become a one-way street to the army, unemployment, welfare rolls or at best $1.60/hour ba ~k-b~eaking jobs. This destruction of human life and potential is only appropriately reflective of a more genoral decay of the whole of society productive powers. Toles of growing poverty and even SUbstantial st arvation ar e too common to need repition here. Of less common knowledge is the recent decline in living standards ~f the whole ~f the working popUlation reflected in a three year trend toward lower real wages (proceeding at a 7.8% annual rate as of Oct.), caused by a 610 yearly inflation and an apparently uncontrollable tax spiral. Massive consumer needs are going largely unmet. Supplies of schools, hospitals, h~using, urban transit etc. are entirely inadequete and growing more so. Finally basic industry is de~ades rleep in obsolescence. Garment industry techn~logy dates from the 19201S. Much of the steel plant is archaic by European standards. The technology of the metal working andustry is the olaest in the industrializei world. The same applies to the shipbuilding and railroad inrlustries and even t~ those sectors of the elctrical ind~stry not directly connecterl to the military sector. (Extensive documentati~n of industrial decay can be found in Se our Melman's ok, e nl @ e.d §oc ~.±i-y t Ow �pr~nuction. The pr~ductive plant is rotting. The ec~nomy is failing t~ even maintain, much less exrand the level of living f~r mest of the working and unemployed ~opulation. In the midst of the mess capital flows are headed out of the productive sect~r In sh~rt the country is in the grip of a crisis ~f under- of the economy into absolutely non-productive areas. Speculation in industrial stocks and bonds, trading in government and public authority securities, slum real estate ~~eculatien, investment in titles to military and aerospace plant and a cancerous expansi~n ~f all kinds ~f parasitic corporate, advertising, financial and government bureaucracies are claiming the lions share of available capital res~urces. Why these essential13f wa stef'ul areas of investment are ao ~verwhelmiugly appealing at this time to major fln911c8il and corporate interests cl1nnot be competently explRiuo d h e re. What ahouln be obvious h ..wever l is that to even make a dent in the three trillion d~lla:r' poverty deficit requires the imme diate r'Adh·0 G !;:i..on ef masRive capital flows. It is no exaggeration t o sa;Jf th A ()l..l.r cr) l J.n~~ l· ·Y j $ 'u-"') " "" f1,rH.' lffl' o d 8 ]l.1 nrvl(n~~lfJ I] 1-1 1oping at .t n. 'r' ''::-': ~; " ,~ ~. 0 ~ -r:f ~ 'y::,_ J: i. 0 to e -l- , )p ; i f' "hpre i s to b e ::m~T }I f'' T' ''' r::~ b ~J ::.:,i, !:~- t t: .. ~:. :.~.1, i': !·~t_ r) (\ :.: is () 1-,.: ~.' ~~~: :, ~r . ~: t:.,::' . i · : ...: _ C C~.::. ~ :!_ :-. ;.0::1 l:~ .~ . ~~_l.-'.:; C;'./ ~~ ~ .~ " C~ -l '. t ...... : �eliminating the absolutely abysmal conditions of life confronting a good one third of the population, there must be a re-industrialization of the U.S. Without the investment of at least $50 billion a year in the production of expanded means of production and consumption there can be no talk about eradicating poverty or any of its social sicknesses. This kind of investment ~olicy would lead to the creation of 4 ,million new productive jobs a year in modernized industries requiring the highest levels of skill and education. Even today, apprenticeship in the newest portions of the printing industry invalves the equivalent of a college education. The same is true for much military technology and the military related sections of the electrical industry. The educational requisites of a modern labor force cannor be measured merely in terms of degrees of technical aptitude. To effectiv~ly assimilate the knowledge assoc~ated with a highly complex economy and culture demands highly developed synthetic and creative ' intellectual abilities. A pol&cy of productive investwent then would mean a greatly augmented program of higher eaucation for presently non-educated and mis-educated youth, so that they might be employed at skill and wage levels consonant with the most advanced parts of the space industry. Program along these lines meets the needs of the country as a whole as well as the immediate aspirations of ghetto and other working class youth for a decent future. approximatel~ ~he Philad8lQhia High School Movement In this connection the Labor committee condemns Swathmore's admissions policy, because of its de facto exclusion of black and other working class students, and supports and extends the demand raised by SASS. We recognize that such an enrollment policy implies de ep-going changes in educational arrangments at Swathmore. Although the problems are serious, we nevertheless believe them to be solvable and in the interest of all Swathmore students. A high school campai~n now b e ing conducted in Phila. provides an-ex ffin~~~~0ssjble _di~ection for the Swathmore movement. Several members of the Black Panthe r Parl;y=rurd---etre SjJS~ T:l'abe-r -CQmmit-t aa ~_ __ ar e organizing a high school movement cnntered mainly, although not exclusively, in some of the major ghetto high schools. The leading demands of that movement are 1. The construction of 33 n ew schools (a cons e~~ ativ e e stimate of the city government on the number of new schools needed to relie ve overcrowding). 2. Expanded job-training programs for jobs that do exist - many vocational schools train students for nonexistent jobs or offer courses attuned to the automotive and shop practice of two decades ago. 3. R'lEpmnded Cnllege p:,era~_~.~ .o!,y J~.!,ogh~ 4. Full aid colle , e educa.tioA*'*.f~~\Silall hi h H~S. graduates W 0 wish to attend but can't afford ~t. • rrt:'d nct~ve we ll-paying jobs for H.S. graauate-s -:..' a recognition tha t the ronts 0 1' the school crisis lie with the general cond53: ions of ghe tto ; l l:fe and that r emod i e s limited to the schoo. sy o t ; e m are chi meraA. 1 Finally, the mov ement propOS GS to finance its pr \.'.) g,t' om by trueing various forms of spe cu1.a tive inv8 flIJment (slum r eal estate speculation and public authority pork barrel bond issues being the mast immediately identifiable) as opposed to any increased wage taxation. This last proposal on financing then concretely links the aims of the high school movement with the needs and interests of the rest of thewage~ earn~ng popul at~on •. ' ~ �"STUDENT INTERESTS" ? The Labor Comrnittee b e-rieveS-that the- movement at Swathmore must proceed to link up with braoder social layers in the kind of moveme nt outlined above. It should be clear that programmatic struggle aimed at arresting the underproduction crisis is in the immediate interests ,of black oppressed. We also contend that the fight r~r re-industrialization, productive jobs and expanded higher 0ducation for working class students is in the interests of college students as well. Like it or not, we too ' are currently being trainec1 as highly "skilled" members of a non-productive labor force. Ho are headed for "cnre~rs" as corporate, financial and gl'werIl1Jlent hureaucrats, slick marketing pnrasites, technicians for the militfU Y? QPQlogists for social misery, pokicemen of social discontent in the ' ghettn classrofllm, and embarassed dispensers of inade<1uete, degrfl d.i.ng "l81fare doles. Our only hope for a decent, '['roductive future de'Pends on joining with the kind of br~ader movement, embry':)1d~ R.I1Y :re'p',N}sented by the Phila. high school drive. DI2.CUSSION - CRITICISM WLCOME - 8 :oop .M. -Tues. 14th .. ~ TARBLES 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 'Risk' Students and the Swarthmore Movement Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource SDS Labor Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ffbeeacee8b9ec6bd2a0b8e55f50b71e.jpg 7d2168f035615d1b5fb77237ce9d7d50 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS Statement 01/22/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/22/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/49db4485f6ab6cdc906812a5d5099cfd.pdf 6a4b07fc63e9212170dee84d92b15939 PDF Text Text r' - SASS-FACULTY CO}1MITTEE CLARIFICATION MEETING " " 14 January Night - 15 Janua ry Afternoon I. Description of Decision Making : SASS Position "That a complete identification and description of the decision making organs of the College on every level be l2-l~ made~' Action taken by the faculty during the meeting of January is as follmvs: "The President and faculty 'velcome an opportunity to provide any information they can that identifies and describes the decision-ma king organs of the college on every level, and will do so Hithin a matter of days after the resumption of normal college activity." SASS representatives accept t his, with the specification that the report be complete, that it be written, and that the complete report be issue d to the en tire community. II. AmnesJ:Y: Faculty Action: ( i ~ - \"3, '0",,-':) The College does not contemplate disc iplinary action for the SASS actions that are presently knmm to it. \"Jhile it does not anticipa te cause for disciplinary action, it cannot guarantee amnesty for matter s on which it has no infor ma tion. Amplificatiotl: With reference to resolution 7, concerning amnesty: By "presently known to it" the faculty refers to its knoHl edge of SASS' o~derly occupation of the Admissions Office, and of th e shutting off of windows and ex its. The facult y is encouraged by th ~l verbal assurance s und e rt a ken by r e pres e ntatives of SASS upon their first en t ering the admissions office - to wit, that property would not be harmed, files would no t be rifl e d, and pe ople not det a ine d a ga inst the ir will. are no other grou nds for offense, SASS has no cause for concern. As suming ther e �2. SASS Response "We interpret the faculty's amplified statement of amnest y as an acceptance of our original demand for amnesty." (SASS Jan. l3e,!e). Amplification: We were assured that SASS accepts the faculty's amplified statement as sufficient. LLI. Black Admissions Officer: Faculty Action: i" , On January 11 (morning) resolved to recommend the prompt establishment of AHBAc, one of the responsibilities of which is to be: " (1) to seek out" and recommend the -appointment at the earliest possible date of an admissions officer who shall be Black." SASS Position: "That there be hired an Assistant Dean of Admissions who shall be Black, and who shall have the other administrative duties commensurate with that post, by September 1, 1969. His primary responsibilities shall be in the area of Black admiss{ons. The - Black Assistant Dean of Admissions shall be responsible for the application of Black Admission s Policy to Black applicants." Amp 1 ification: If this man is competent to teach in the area of Black studies, he may do this in light of the pressirig need ; but it is preferable that he not time position, not a part time position. The Black As sistan t Dean of Admissions shall be the Admissions Officer responsible for accepting or rejecting Black applicants in consultation with the rest of the Admissions staff, just as the present Dean of Admissions accepts or rejects white applicants in consultation with the Admissions staff. IV. Black Dean of Students: Faculty Action: {\\ \''-,,\. ~ach . Also, this is to be a full (~ -\ That the College take in®ediate steps to recruit and appoint, subject to revi ew by SASS? a Black counselor available to all Black students for the purpose of providing co n fiden tial advic e and guidance. It is to be und ers tood that this counselor is not to be r es ponsibl e confid en~ia l, to the deans for providing them with any pr ivil eged informa tion. (This corresponds exactly to SASS demand d, page 2 of Dec ember 23, 1968 docume nt.) �3. SASS Position :,. "There shall be hired a Black Dean of Black students \vhe shall serve as coun." selor for Blac'k students while having other administrative duties commensurate with that post by March 1, 1969; hired by this date, not necessarily on the job by this date. It is understood that this counselor is not to be responsible r t to the other deans for providing them with any confidential, privileged information." Amplification: SASS wishes this dean to be as senior in rank as Dean Barr, if at all possible, so he won't have to bea junior partner among the school's deans. They put I f' this fort h as the ideal goal; but are willing to accept having the best man hired at whatever rank his professional experience justifies. SASS does not f t feel this is a change of position, but only a more complete specification of the counselor they seek. v. Hiring of two aforementioned administrators: ---paculty action~' The faculty took no specific action in connection with the hiring of a Black dean of students, but did specifically recommend that AHBAC shouad seek out and recommend a Black admissions officer SASS Position: "That the' hiring of the two aforementioned administrators shall be by Presidential appointment. A list of prospect~ve (see above, EE.) candidates ~ill be develDped through the , @forts of SASS, of any outside organizations it ,deems necessary, and of the administration. ~ , ,-.. Final approval of the two administratori sha ll be at the discretion of ~~' ve . T ~1! .~ . ~~ ). SASS." (SASS eve Jan. 13). Amplifica tion: SASS specifies that it envisages the followin g proc edure : it will produce a list �4. of candidates; the . administration and/or 6thers will produce a list; there shall be personal interviews of alL candidates by SASS and the administration. If there are discrepancies uetween the ·final candidates chosen by the various parties, SASS shall make the final recommendation to the President. VI. Admissions Policy: . Faculty Action: (I c ~<'-"'. ') . The College recognizes that it is necessary to maintain a viable Black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at S"18rthmore, the College will strive. to enroll a minimum of 25 Black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the Cpllege vigorously extend its recruitment of the best Black secondary school graduates and continue to encourage Swarthmore Black students to assist in this process. "That the College should set as its goal the enrollment of a significant number (approximately 10) of Black students whose qualifications are outside norm adal missions criteria for the academic year 1969-70.'1 (~dopted on 10 t h, afternoon; amended on 12, aft.) SASS Position: "That th·e college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomoda te the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975." Amplifiaction: SASS understands tha t these figures represent goals tm- ard the achievement of l whic h the College will ·make a consistent and sustain ed effort. VEE. Tran s fer Students : Facuity Action: (\0_ I ~"'c, . Nv--(-"vv,\ '). It resolved that the college recruit and enc ourage the enrollment of, black students �5. from community and junior colleges, and remain open to Qlack transfer students ,. from four year colleges. Financial aid will be available to such students where appropriafe • ..;. AmplHication: Resolution 2 (above) pertains to SASS demand f, pg. 2, 23 December document. In changing the wording, the , faculty wished to distinguish between two year colleges ~\ (community colleges and junior colleges) and regular four year colleges. wished also to avoid any connotation of raiding the latter, ~vhile It simultaneously The indicating receptivity to applications from students of such sc hools. faculty also wished not to aggravate the brain drain 'from black four year colleges. Finally, the faculty wishes to point out that financial mediately available to entering students from t~vo aid has always been imals9 to year colleges, and those from four year colleges when no question of competing financially for entering students was involved. SASS psoition: "It is understood that ~ve accept the resolution to encourage the enrollmenm of Black transfers with scholarships'.' (SASS eve Jan. 13) (for more on admissions and transfer, see section on AHBAC). VIII. AHBAC (Ad Hoc Black Admissions Committee) At its meeting on Saturday morning, 11 January 1969, the faculty passed th e following motion: (This is the amended 12 Jan. version). · A) To facilitate the establishment of this committee, the faculty recommends the prompt establishment of an Ad Hoc Black Admissions Comm ittee. B) We propose that this Commit tee consist of 3 faculty menbers , 5 students, ineluding repre sen tation of SASS, 2 administrators; the representatives of each group to be chosen by that group. C) The chainna n of this committee will be chos en fro m the committee by the committee. �6. D) Among the responsibilities of the Ad Hoc Black Admissions Committee are " the following: 1) to seek - out ·'an~ recom mend appointment at the earliest possible date, of an Admissiotis Officer who shall be Black. 2) To review present admissions standards and procedures involved in evaluating Black applicants, to recommen4 standardp and procedures to be applied to Black applicants, and in particular to propose means for implementing Black admissions polic y. Specifically, the committee shall also revie\v and make recommendations concerning the college's geographical pattern of recruitment of Black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) To prepare reports as it sees fit. E) It is understood that this committee be free to make uS,e of outside consultants. SASS Position: (Pho enix Supp. 14 Jan. pg 9, as amended by SASS representatives at this meeting .), . "\;Te accept the resolutions with additions: that t he committee for Black admissions be charged Hith: 1) The proposal of Black admissions policies, i.e., criteria. pro~edures and qualifica tion This committee v7111 also be charged \vith recommending the number of po1ici ~ s. Black applicants to be enrolled unde r such However, the se numbers have already been detennined for the next six years. 2) A revieH of the application of these policies by the college admissions staff and conside ration of any problems resulting from such application. 3) The revie'\v of Bla ck Admissions Policy in the fu t ure if the committee sees fit. $) The pD'\ver to elect a ch a irman from the com mitt e e and to increase its functions in making proposals pertaining to Black admiss ions (e.g. pre-enro1lmerit pro gr ams ) �L 7. ,. ! , I j c ! ! i- ! I I i as it sees fit. 5) to prepa:;e r'ep'Q Fts as it sees fit. f , f , • That the structure of said committee consist of the follm"ing: 4 Black students. , f I f 1 white student. 3 faculty members, one of whom shall be Black. t t t 2 administrators, one Black when he arrives. Further specifications: 1) In the event that Mr. Legessee decides not to be a member of this committee, he shall be replaced by~outside f t , t a.tJ consultant chosen by SASS in consultati6n with the faculty, or a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members shall be chosen by the faculty in consultation with SASS. 3) In the event that there be more than one Black faculty member from \"hom to choose the Black faculty reprenentative, this shall be done in consultation SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That the final approval or disapproval of said committea policies are to rest with SASS. Amplification: This is und ~r stood .l , L.. with to mean that SASS shall exerc~se f!na1 judg~ent on the policies of. the committee and that in this area the legislative function of the faculty is performed by SASS. By \"ay of explaining their position SASS representatives said: this is definitely not minority coera ion, but rath e r Bl ack self--det ermina tion. They ask that SASS have the final say only in areas pertaining to the special interests of Black people, since the Black perppective is the most relevant per sp pective in these -ar eas. Our position i mplies that SASS shall encourage and res- �8. pect perspect~ves •. and ' opinions from the faculty and administration and students Thus it will be insured that SASS will not before reaching reach decisions a final solution. ~vhich fail to take into account all the prespectives of the college community. commlilttee . IX. Support Programs Faculty Action: Finally, SASS understands this to be a standing, not an Ad Hoc, (Pre- and pt{,st-matric'u lation:) :' ".A.A:/ ·'VV, \ , (rJ- ~""'" That immediate action be taken to design and implement for the academic year 196970 a support program that will be available to Black students as necessary. Such a progra~ shall be designed by the Curriculum Committee in consultation with SASS. It resolved that ihe College enter into negotiations with insti- 12 Jan. morn. tutions at present conducting sumnler enrichment or reinforcement programs for entering freshmen, so students accepted by Svlarthmore for the academic year 196970 who need such preparation may attend such a program. It resolved that the College endeavor to enhance opportunities for all Black . students to attend college: Black Admissions Committee a) continue to support and maintain an upward bound program. b) consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. c) establish a committee of interested faculty and stud ents to ex plore the possibility of establishing a one-evening-a-~vee k that it should in consultation with the Ad Hoc I I semina r program on the campus for able, socio-economically deprived 11th and/or 12th grade stud ents from local seconda ry schools. d) continued its participation in programs , ego the College Bound Corporation of Philadelphia , whose efforts are exp ended on behalf of increasing the numbe r of seconda ry school graduates in the area that go on to college. �9. e) undertake n~gotiations \"ith several private secondary_ sc hoo1s to arrange that Black students applying- to S\"arthmore for September 1969, who need further ., preparation, may attend such a school on a scholarship basis for one year prior to entering a college. SASS Position: ''It is understood that these resolutions which deal specifically with pre-mat- ricu1ation and support programs are acceptable as appropriate for investigation by the Black Admi ssions Committee." Amplification: With regard to pre-registration enrichment or reinforc ement programs, that the Black SASS feels Admissions Committee will study the types of programs available, are suitable, find out ,,,hether they exis t on determine the types of programs that other campuses; and, if not, will determine hm" to set them up. At this point, t he college \.]ill enter into necessary negotiations for the i mpl©:nentation of said programs. SASS is concerned about summer enrichment pro grams set up \"ith a \"hite It is neces- perspective add therefore not responsive to the Black perspective. sary that Black people in such programs be exposed to the Black X. Black Inte rest Committee: perspective~ . (Histor ical Note: on 16 October SASS presented four dema nds to the Admissions Policy - Committee, of ",hich No.2 reads: "That the faculty and administration form a comn~ttee I to cooperate actively with the SASS College Relations Committee on an onThis Black Interest Committ ee ,,,ould insure tha t S\"a rthmore in the be sensitive to the interes ts of Black people. If) going basis. future "Till Faculty Position: The .Admissions Policy Commi ttee recommended that there be an informa l process organized ",hereby those "felt needs" deemed by Black students to be uniquely th eirs �10. can find expression and su~~ort within the ~ollege. This was moved by the faculty on 12 Jan. afternoon, and tabled until consideration ' of Black stud ents at all levels. ·of .decision making had been considered. returned to the floor, and the This motion has not yet been 12 Jan. aft. faculty has taken no action on it. 1) The follmving resolution was passed: The faculty urges the student council and other organizations to be constantly aware of ,the need to provide support for acott . ~ tivities which, while open to the entire student body, would be largely Black in orientation (APC report, pg. 11, C). SASS Position: "The faculty has made no resolutions abou.!/~~~ck Interest Com mittee demanded. Our position is: that the college publicly recognize the existence of and encourage the use of a Black interest committee which sha ll be charged with: 1) obtaining a delineation of the decision- making process as pertaining to cultur al activitie s. (SASS understands th i s to mean processes by Hhich funds, time slots and \vha t not are allocated). 2) Receiving funds and time slots for programs of a cultural nature done in the name 6f the entire coll ege community from the Cooper Foundation, Collection Committee, Husic Department , LTC, and similar groups. I 3) Reviewing cultura l programs at the College \Jhich they are presented, if the party making in no way i mplies censo r ship. 4) Recowmending actions utilized. pert ~ in to Black people BEFORE so wishes . 'Reviewing ' the pr e sentation to the SASS membership should its offer of review not be This conm dttee shall consist of Black people cho sen by and responsible be a va ilabl e for recommenda tion s and cons ultations to the entir e to SASS Vlho sha ll college co n~unity. Amplification SASS in ~is r egard do es not wish to have s epa r a t e fund s for its progr ams, but rath er to be entitled to r eceive funds from s uch organi zat ions a s Coop e r Founda tion �11. and to present programs under the auspices of such organizations, with time slots decided upon b'y the parties involved. hopes that " it will . ..' In amplification of No,. 3, above, SASS be consulted beforehand concerning presentations that may be If its consultation is not sought offensive to the sensitivites of Black people. and/or if its advice is not heeded, ' then SASS reserves the right to protest. SASS wishes this committee ,to operate mach as the Hamburg committee, but not \vith the censorship preroggativcs of the Hamburg committee. no authority to prevent a program from occuring . This committee would have In asking that the college pub- licly recognize the committee , SASS \vants all-college notification and notification of foundations and committees that are conc erned \'lith cultural programs. This com- mittee would not address itself to specifically departmental programs, but only to programs that have college-Hi ( e scope. XI. Black Particip a tion in Faculty Position: Policy-making 12-13 Jan. . J In the actions of the faculty responding to the SMl8 cpmmunication of 23 Decemb er and to the report of the Committee on Admissions Policy, the faculty has authorized the participation of Black people in shaping policies on matters relating direc t ly to the special interests of Black students. to this principle wherever it applies. SASS Position: "Black people shall participate in policy shaping and decision making processes The faculty is determined to adhere I on all levels of the colle ge community ,relating to the sp e cial interests of Black people." Amplification Not to be part of resolution but to be read at faculty meetimg. 'Poiicy shaping and dec ision making ' is intended to refer to all stages of the process - e.g. identification of the probl em or issue, committee work on the problem, for mula tion of res6lutions to dea l with it, acting on re s olutions , and implementing them as solutions. �12. XII. Funding: Faculty position: ,"' 12 Jan af~.' The faculty' " uri~d,. . in the form of a resolution, that t he President and the Board secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the repo r t of the Admissions Committee; the faculty reco gnizes that fund-raising priorities. SASS Position: SASS Sincerely appreciates the faculty's initiative on this resolution. However, s~ch a course requires a reappraisal of budgetary and SASS recommends that the resolution be amended to insert the words, "and 9 Jan." after the vlOrds 1123 Dec."; and that "Communication" be changed to "communications." By 'levels" SASS understands both areas of op e ration (eg. curriculum, admissions, or cultural) and hierarchical levels (eg. students, faculty and administration). XIII Presidential Support: The 12-13 Jan. President announces his strong support of the actions taken by the fac ulty, of ,.;hich he is the presiding officer, and will strongly recommend them to the Board of Hanagers. He is confident that the Board share s the s ane values and concerns that have motivated the Pres ident and the f aculty in their actions. The undersigned would like to point out that they rn ve understood their task to be solely that of relay ing SASS' present position, for the purpose of identifying discrepancies between it and the faculty actions of ?-13 January. We have avoided all editoralizing, and h ave added amplifications only where we felt they were rigorously indicated by the remarks made by SASS rEPresentatives to us. , Asmaron Legesse Steven Piker' Linwood Urb an J ames Wood � r' - SASS-FACULTY CO}1MITTEE CLARIFICATION MEETING " " 14 January Night - 15 Janua ry Afternoon I. Description of Decision Making : SASS Position "That a complete identification and description of the decision making organs of the College on every level be l2-l~ made~' Action taken by the faculty during the meeting of January is as follmvs: "The President and faculty 'velcome an opportunity to provide any information they can that identifies and describes the decision-ma king organs of the college on every level, and will do so Hithin a matter of days after the resumption of normal college activity." SASS representatives accept t his, with the specification that the report be complete, that it be written, and that the complete report be issue d to the en tire community. II. AmnesJ:Y: Faculty Action: ( i ~ - \"3, '0",,-':) The College does not contemplate disc iplinary action for the SASS actions that are presently knmm to it. \"Jhile it does not anticipa te cause for disciplinary action, it cannot guarantee amnesty for matter s on which it has no infor ma tion. Amplificatiotl: With reference to resolution 7, concerning amnesty: By "presently known to it" the faculty refers to its knoHl edge of SASS' o~derly occupation of the Admissions Office, and of th e shutting off of windows and ex its. The facult y is encouraged by th ~l verbal assurance s und e rt a ken by r e pres e ntatives of SASS upon their first en t ering the admissions office - to wit, that property would not be harmed, files would no t be rifl e d, and pe ople not det a ine d a ga inst the ir will. are no other grou nds for offense, SASS has no cause for concern. As suming ther e �2. SASS Response "We interpret the faculty's amplified statement of amnest y as an acceptance of our original demand for amnesty." (SASS Jan. l3e,!e). Amplification: We were assured that SASS accepts the faculty's amplified statement as sufficient. LLI. Black Admissions Officer: Faculty Action: i" , On January 11 (morning) resolved to recommend the prompt establishment of AHBAc, one of the responsibilities of which is to be: " (1) to seek out" and recommend the -appointment at the earliest possible date of an admissions officer who shall be Black." SASS Position: "That there be hired an Assistant Dean of Admissions who shall be Black, and who shall have the other administrative duties commensurate with that post, by September 1, 1969. His primary responsibilities shall be in the area of Black admiss{ons. The - Black Assistant Dean of Admissions shall be responsible for the application of Black Admission s Policy to Black applicants." Amp 1 ification: If this man is competent to teach in the area of Black studies, he may do this in light of the pressirig need ; but it is preferable that he not time position, not a part time position. The Black As sistan t Dean of Admissions shall be the Admissions Officer responsible for accepting or rejecting Black applicants in consultation with the rest of the Admissions staff, just as the present Dean of Admissions accepts or rejects white applicants in consultation with the Admissions staff. IV. Black Dean of Students: Faculty Action: {\\ \''-,,\. ~ach . Also, this is to be a full (~ -\ That the College take in®ediate steps to recruit and appoint, subject to revi ew by SASS? a Black counselor available to all Black students for the purpose of providing co n fiden tial advic e and guidance. It is to be und ers tood that this counselor is not to be r es ponsibl e confid en~ia l, to the deans for providing them with any pr ivil eged informa tion. (This corresponds exactly to SASS demand d, page 2 of Dec ember 23, 1968 docume nt.) �3. SASS Position :,. "There shall be hired a Black Dean of Black students \vhe shall serve as coun." selor for Blac'k students while having other administrative duties commensurate with that post by March 1, 1969; hired by this date, not necessarily on the job by this date. It is understood that this counselor is not to be responsible r t to the other deans for providing them with any confidential, privileged information." Amplification: SASS wishes this dean to be as senior in rank as Dean Barr, if at all possible, so he won't have to bea junior partner among the school's deans. They put I f' this fort h as the ideal goal; but are willing to accept having the best man hired at whatever rank his professional experience justifies. SASS does not f t feel this is a change of position, but only a more complete specification of the counselor they seek. v. Hiring of two aforementioned administrators: ---paculty action~' The faculty took no specific action in connection with the hiring of a Black dean of students, but did specifically recommend that AHBAC shouad seek out and recommend a Black admissions officer SASS Position: "That the' hiring of the two aforementioned administrators shall be by Presidential appointment. A list of prospect~ve (see above, EE.) candidates ~ill be develDped through the , @forts of SASS, of any outside organizations it ,deems necessary, and of the administration. ~ , ,-.. Final approval of the two administratori sha ll be at the discretion of ~~' ve . T ~1! .~ . ~~ ). SASS." (SASS eve Jan. 13). Amplifica tion: SASS specifies that it envisages the followin g proc edure : it will produce a list �4. of candidates; the . administration and/or 6thers will produce a list; there shall be personal interviews of alL candidates by SASS and the administration. If there are discrepancies uetween the ·final candidates chosen by the various parties, SASS shall make the final recommendation to the President. VI. Admissions Policy: . Faculty Action: (I c ~<'-"'. ') . The College recognizes that it is necessary to maintain a viable Black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at S"18rthmore, the College will strive. to enroll a minimum of 25 Black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the Cpllege vigorously extend its recruitment of the best Black secondary school graduates and continue to encourage Swarthmore Black students to assist in this process. "That the College should set as its goal the enrollment of a significant number (approximately 10) of Black students whose qualifications are outside norm adal missions criteria for the academic year 1969-70.'1 (~dopted on 10 t h, afternoon; amended on 12, aft.) SASS Position: "That th·e college strive to enroll at least 35 Black students into the freshman classes over the next three years so as to accomoda te the goal of 100 Black students by 1972, and at least 40 Black students after three years so as to meet the goal of 150 Black students by 1975." Amplifiaction: SASS understands tha t these figures represent goals tm- ard the achievement of l whic h the College will ·make a consistent and sustain ed effort. VEE. Tran s fer Students : Facuity Action: (\0_ I ~"'c, . Nv--(-"vv,\ '). It resolved that the college recruit and enc ourage the enrollment of, black students �5. from community and junior colleges, and remain open to Qlack transfer students ,. from four year colleges. Financial aid will be available to such students where appropriafe • ..;. AmplHication: Resolution 2 (above) pertains to SASS demand f, pg. 2, 23 December document. In changing the wording, the , faculty wished to distinguish between two year colleges ~\ (community colleges and junior colleges) and regular four year colleges. wished also to avoid any connotation of raiding the latter, ~vhile It simultaneously The indicating receptivity to applications from students of such sc hools. faculty also wished not to aggravate the brain drain 'from black four year colleges. Finally, the faculty wishes to point out that financial mediately available to entering students from t~vo aid has always been imals9 to year colleges, and those from four year colleges when no question of competing financially for entering students was involved. SASS psoition: "It is understood that ~ve accept the resolution to encourage the enrollmenm of Black transfers with scholarships'.' (SASS eve Jan. 13) (for more on admissions and transfer, see section on AHBAC). VIII. AHBAC (Ad Hoc Black Admissions Committee) At its meeting on Saturday morning, 11 January 1969, the faculty passed th e following motion: (This is the amended 12 Jan. version). · A) To facilitate the establishment of this committee, the faculty recommends the prompt establishment of an Ad Hoc Black Admissions Comm ittee. B) We propose that this Commit tee consist of 3 faculty menbers , 5 students, ineluding repre sen tation of SASS, 2 administrators; the representatives of each group to be chosen by that group. C) The chainna n of this committee will be chos en fro m the committee by the committee. �6. D) Among the responsibilities of the Ad Hoc Black Admissions Committee are " the following: 1) to seek - out ·'an~ recom mend appointment at the earliest possible date, of an Admissiotis Officer who shall be Black. 2) To review present admissions standards and procedures involved in evaluating Black applicants, to recommen4 standardp and procedures to be applied to Black applicants, and in particular to propose means for implementing Black admissions polic y. Specifically, the committee shall also revie\v and make recommendations concerning the college's geographical pattern of recruitment of Black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) To prepare reports as it sees fit. E) It is understood that this committee be free to make uS,e of outside consultants. SASS Position: (Pho enix Supp. 14 Jan. pg 9, as amended by SASS representatives at this meeting .), . "\;Te accept the resolutions with additions: that t he committee for Black admissions be charged Hith: 1) The proposal of Black admissions policies, i.e., criteria. pro~edures and qualifica tion This committee v7111 also be charged \vith recommending the number of po1ici ~ s. Black applicants to be enrolled unde r such However, the se numbers have already been detennined for the next six years. 2) A revieH of the application of these policies by the college admissions staff and conside ration of any problems resulting from such application. 3) The revie'\v of Bla ck Admissions Policy in the fu t ure if the committee sees fit. $) The pD'\ver to elect a ch a irman from the com mitt e e and to increase its functions in making proposals pertaining to Black admiss ions (e.g. pre-enro1lmerit pro gr ams ) �L 7. ,. ! , I j c ! ! i- ! I I i as it sees fit. 5) to prepa:;e r'ep'Q Fts as it sees fit. f , f , • That the structure of said committee consist of the follm"ing: 4 Black students. , f I f 1 white student. 3 faculty members, one of whom shall be Black. t t t 2 administrators, one Black when he arrives. Further specifications: 1) In the event that Mr. Legessee decides not to be a member of this committee, he shall be replaced by~outside f t , t a.tJ consultant chosen by SASS in consultati6n with the faculty, or a fifth Black student. 2) Until the Black administrator arrives, one of the two remaining faculty members shall be chosen by the faculty in consultation with SASS. 3) In the event that there be more than one Black faculty member from \"hom to choose the Black faculty reprenentative, this shall be done in consultation SASS. These members shall be chosen by their respective groups in accordance with the faculty resolution. That the final approval or disapproval of said committea policies are to rest with SASS. Amplification: This is und ~r stood .l , L.. with to mean that SASS shall exerc~se f!na1 judg~ent on the policies of. the committee and that in this area the legislative function of the faculty is performed by SASS. By \"ay of explaining their position SASS representatives said: this is definitely not minority coera ion, but rath e r Bl ack self--det ermina tion. They ask that SASS have the final say only in areas pertaining to the special interests of Black people, since the Black perppective is the most relevant per sp pective in these -ar eas. Our position i mplies that SASS shall encourage and res- �8. pect perspect~ves •. and ' opinions from the faculty and administration and students Thus it will be insured that SASS will not before reaching reach decisions a final solution. ~vhich fail to take into account all the prespectives of the college community. commlilttee . IX. Support Programs Faculty Action: Finally, SASS understands this to be a standing, not an Ad Hoc, (Pre- and pt{,st-matric'u lation:) :' ".A.A:/ ·'VV, \ , (rJ- ~""'" That immediate action be taken to design and implement for the academic year 196970 a support program that will be available to Black students as necessary. Such a progra~ shall be designed by the Curriculum Committee in consultation with SASS. It resolved that ihe College enter into negotiations with insti- 12 Jan. morn. tutions at present conducting sumnler enrichment or reinforcement programs for entering freshmen, so students accepted by Svlarthmore for the academic year 196970 who need such preparation may attend such a program. It resolved that the College endeavor to enhance opportunities for all Black . students to attend college: Black Admissions Committee a) continue to support and maintain an upward bound program. b) consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. c) establish a committee of interested faculty and stud ents to ex plore the possibility of establishing a one-evening-a-~vee k that it should in consultation with the Ad Hoc I I semina r program on the campus for able, socio-economically deprived 11th and/or 12th grade stud ents from local seconda ry schools. d) continued its participation in programs , ego the College Bound Corporation of Philadelphia , whose efforts are exp ended on behalf of increasing the numbe r of seconda ry school graduates in the area that go on to college. �9. e) undertake n~gotiations \"ith several private secondary_ sc hoo1s to arrange that Black students applying- to S\"arthmore for September 1969, who need further ., preparation, may attend such a school on a scholarship basis for one year prior to entering a college. SASS Position: ''It is understood that these resolutions which deal specifically with pre-mat- ricu1ation and support programs are acceptable as appropriate for investigation by the Black Admi ssions Committee." Amplification: With regard to pre-registration enrichment or reinforc ement programs, that the Black SASS feels Admissions Committee will study the types of programs available, are suitable, find out ,,,hether they exis t on determine the types of programs that other campuses; and, if not, will determine hm" to set them up. At this point, t he college \.]ill enter into necessary negotiations for the i mpl©:nentation of said programs. SASS is concerned about summer enrichment pro grams set up \"ith a \"hite It is neces- perspective add therefore not responsive to the Black perspective. sary that Black people in such programs be exposed to the Black X. Black Inte rest Committee: perspective~ . (Histor ical Note: on 16 October SASS presented four dema nds to the Admissions Policy - Committee, of ",hich No.2 reads: "That the faculty and administration form a comn~ttee I to cooperate actively with the SASS College Relations Committee on an onThis Black Interest Committ ee ,,,ould insure tha t S\"a rthmore in the be sensitive to the interes ts of Black people. If) going basis. future "Till Faculty Position: The .Admissions Policy Commi ttee recommended that there be an informa l process organized ",hereby those "felt needs" deemed by Black students to be uniquely th eirs �10. can find expression and su~~ort within the ~ollege. This was moved by the faculty on 12 Jan. afternoon, and tabled until consideration ' of Black stud ents at all levels. ·of .decision making had been considered. returned to the floor, and the This motion has not yet been 12 Jan. aft. faculty has taken no action on it. 1) The follmving resolution was passed: The faculty urges the student council and other organizations to be constantly aware of ,the need to provide support for acott . ~ tivities which, while open to the entire student body, would be largely Black in orientation (APC report, pg. 11, C). SASS Position: "The faculty has made no resolutions abou.!/~~~ck Interest Com mittee demanded. Our position is: that the college publicly recognize the existence of and encourage the use of a Black interest committee which sha ll be charged with: 1) obtaining a delineation of the decision- making process as pertaining to cultur al activitie s. (SASS understands th i s to mean processes by Hhich funds, time slots and \vha t not are allocated). 2) Receiving funds and time slots for programs of a cultural nature done in the name 6f the entire coll ege community from the Cooper Foundation, Collection Committee, Husic Department , LTC, and similar groups. I 3) Reviewing cultura l programs at the College \Jhich they are presented, if the party making in no way i mplies censo r ship. 4) Recowmending actions utilized. pert ~ in to Black people BEFORE so wishes . 'Reviewing ' the pr e sentation to the SASS membership should its offer of review not be This conm dttee shall consist of Black people cho sen by and responsible be a va ilabl e for recommenda tion s and cons ultations to the entir e to SASS Vlho sha ll college co n~unity. Amplification SASS in ~is r egard do es not wish to have s epa r a t e fund s for its progr ams, but rath er to be entitled to r eceive funds from s uch organi zat ions a s Coop e r Founda tion �11. and to present programs under the auspices of such organizations, with time slots decided upon b'y the parties involved. hopes that " it will . ..' In amplification of No,. 3, above, SASS be consulted beforehand concerning presentations that may be If its consultation is not sought offensive to the sensitivites of Black people. and/or if its advice is not heeded, ' then SASS reserves the right to protest. SASS wishes this committee ,to operate mach as the Hamburg committee, but not \vith the censorship preroggativcs of the Hamburg committee. no authority to prevent a program from occuring . This committee would have In asking that the college pub- licly recognize the committee , SASS \vants all-college notification and notification of foundations and committees that are conc erned \'lith cultural programs. This com- mittee would not address itself to specifically departmental programs, but only to programs that have college-Hi ( e scope. XI. Black Particip a tion in Faculty Position: Policy-making 12-13 Jan. . J In the actions of the faculty responding to the SMl8 cpmmunication of 23 Decemb er and to the report of the Committee on Admissions Policy, the faculty has authorized the participation of Black people in shaping policies on matters relating direc t ly to the special interests of Black students. to this principle wherever it applies. SASS Position: "Black people shall participate in policy shaping and decision making processes The faculty is determined to adhere I on all levels of the colle ge community ,relating to the sp e cial interests of Black people." Amplification Not to be part of resolution but to be read at faculty meetimg. 'Poiicy shaping and dec ision making ' is intended to refer to all stages of the process - e.g. identification of the probl em or issue, committee work on the problem, for mula tion of res6lutions to dea l with it, acting on re s olutions , and implementing them as solutions. �12. XII. Funding: Faculty position: ,"' 12 Jan af~.' The faculty' " uri~d,. . in the form of a resolution, that t he President and the Board secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the repo r t of the Admissions Committee; the faculty reco gnizes that fund-raising priorities. SASS Position: SASS Sincerely appreciates the faculty's initiative on this resolution. However, s~ch a course requires a reappraisal of budgetary and SASS recommends that the resolution be amended to insert the words, "and 9 Jan." after the vlOrds 1123 Dec."; and that "Communication" be changed to "communications." By 'levels" SASS understands both areas of op e ration (eg. curriculum, admissions, or cultural) and hierarchical levels (eg. students, faculty and administration). XIII Presidential Support: The 12-13 Jan. President announces his strong support of the actions taken by the fac ulty, of ,.;hich he is the presiding officer, and will strongly recommend them to the Board of Hanagers. He is confident that the Board share s the s ane values and concerns that have motivated the Pres ident and the f aculty in their actions. The undersigned would like to point out that they rn ve understood their task to be solely that of relay ing SASS' present position, for the purpose of identifying discrepancies between it and the faculty actions of ?-13 January. We have avoided all editoralizing, and h ave added amplifications only where we felt they were rigorously indicated by the remarks made by SASS rEPresentatives to us. , Asmaron Legesse Steven Piker' Linwood Urb an J ames Wood � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SASS-Faculty Committee Clarification Meeting, 14 January Night - 15 January Afternoon Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse Steven Piker Linwood Urban James Wood Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7d05aedbe7459f32d790e71fef71e4ae.pdf 8017220eab132c6e17cd0ae9fe61873c PDF Text Text POSITION PAPER . F.urther papers to document issues mentioned in this paper forthcoming. PART ONE ,r1 ~ re V We. as students at Swarthmore fare appi ~lled by th e lack of genuine humanistic concern at the college. W ! have seen t , ' is , lack of concern demonstrated by the rejection of the conc e pt t f cul tu,ral plurali sm The present parochial natur , ~ of prevalent concerns, cri~eria for admissions, and educationfl goals reflel ~ t an administration philosophy that we can in no w~ ' y support. We believe that the problems of racism 9.nd intellectu~ . l repression . re, in both the society as a whole an i at Swarthmore a College~ ' a ~function of the political impotence of all but a privileged few. We have two basic concerns: 1 • - The admi sst ons poli cy (the people ~vho come here) • 2.- College governance (what h. ppens to them ~ when they are here). Neither toe broadening of political power nor the admission of more minority-group students is, !2l. itself, a solution to the ultimate problem of this College's relationship to the society at large. But coupled together they provide the mUC .1 needed attention for focusing on urgent contemporary problems anc their solutions. It �PART TWO We SUppoTt the demands made public by SASS i~ the Phoenix of 3/6. The~e demands have been made necessary by the ~hite­ defined and whi te-cont,rolled nature of Swarthmore and b;) the demonstrated inability of~h e college administration to de~l with the needs of its black students through traditional gove~nance channels. The admini stration h88 further shown its cons :. stent unwillingness to consider the stud e nts' needs, as the stLdents see them, as a b a sis for making decisions (see our position papers for documentation of this contention). We, present students at Swarthmore, have witnessed the effective satisfaction of students' needs only wh e n students have stepped outside of the committeeoriented structure. By postponing and defeating change in areas that students f e el vital to th e ir e xperience at Swarthmore, and even by aiToiding meaningful consideration of such change, the administration of the college has forced both its black and white students to reject its present governance structure. The mere satisfaction of SASSos demands will not prevent future crises and student dissatisfaction, for the Simple reason that the decision-making processes that engendered this dissatisfaction in the first place would remain intact. WE INSIST THAT A COLLEGE COUNCIL WITH AT LEAST HALF STUDENT MEMBERSHIP BE ESTA:it BLISHED TO fu\VE THE FINAL RESPOnSIBILITY FOR DECISION-MAKING AT SWARTHMORE, SUBJECT ONLY TO APPROVAL BY THE BOARD OF MMJAGERS. In addition, we feel that memb e rs of black and other minority grouJi on __th:i",s_ 9.Qllnci l==mus:t--b e - !~-G 1-ud etl- in -P.f'oF'or-w-ons- tre--=be wo-rked out with representatives of those groups. We reject the concept of the council recommended by the Wise report b e cause of the underrepresentation of students and the basic advisory (and ther e fore powerless) nature of the envisioned Wise council. The Col lsg e Council, we f e el, must be the final decision-making body wi thin the college, and it must have at least one half student membe rship. The specific number of members, the form of their electio n ; e tc., are open to n egotiation so long as the essential spirit of student self-determination remains intact. By student self-deterrEi }E,tion we do not mean student control or determination of issue s Lnv olving the other constitu e nts of the coll ege community. We simp ly mean that students should be members in, rather than observ e rs of, a participatory democracy. PART THREE Many stud ent n eeds are now urgently felt. Most of these issues have b e en frustrated within the committee system at Swarthmore. We, as students, dema.nd that the administration address / j"f.. Ino /9&; 2.. �itself to implementing change in these ar eas. The sp e cific examples cited are not to be taken as comprehensive or as anything but illustrati ve .• · 1 .. - Admissions Re crUitm ent and enrollment of American Indian, Chica no, Pu e rto Rican, poor whit e , a nd other oppress ed minority-grouPl stud ents. (There must' b e imm ediate consultation with r e pr e sentativ e organizations such as: Aspira, SCEF, Young Lord~~ Orga nization, NFWOC, Patriot Pa rty, etc. This recruitm e nt should in no way e nt a il~ dl'llution of AHBAC guidelines for Bla ck admissions a nd financial a id.) 2.- Inv e stments a.- Proxy vot e s on the shar e s SW8rthmore holds in th e Gulf Oil Company must be used in support of th e coalition of AFSe and the New Mob e . (Gulf Oil supports th e aparth e id in South Africa and's on e of th e world's bigg e st polluters. ) b.- Students should be consult ed regarding futur e stock purcha s e s and voting within 'companies in which the College owns stock~ 3.- Curriculum a.- Re-evalua tion of th e whole conc e pt of distribution requireme nts. b.- An extension of the pres e nt four credit limit on stud e ntrun cours e s. (Students a r e pr e s e ntly permitted to t a k e no more tha n four stud e nt-run courses.) c.- The establishme nt of a fiv e -hear prog r a m which sa tisfi e s the "normal progre s s towa rds a degree" clause of the dra ft. d.- Revision of the curriculum to stress current critical issues and t heir solu tions. Arts ~Abolition ~ f th e f o ur credit li mit on arts cours e s. b.- Cr e dit for th e first arts cours e t a k e n. (Stud e nts in th e arts ar e pres e ntly r e quir ed to t a k e on e cours e without credit befor e th e y c a n r e ceiv e cr edit in th e a rts.) c.- Cr edit for ext e nsiv e work in t hea tre. d.- Cr edit for tuterials in d a nce. e.- S e pa r a tion of th eatr e fro m th e Eng lish De pa rtment, s epar a tion of the studio a rts fr om th e Art History Depa rtm ent, and separation of dance fr om th e Physical Education De partm ent. Housing a.- Provision of a lt e rna t e food plans with Sag a as its Contract com es up ~t h is y ear. b.- Stud e n~ d e t e rmination of th e a lt e rna tive stud ent housing to b e set up in th e futur e . 4.- 5.- �6.- Additional S e rvic e s --a.': - A g ynee-oI Og l st t o--ex arune stud- nts , to - d--1-s-p e nse -b~F'tR cone trol informa tion a nd devices, and to counsel on a b o rtion. b.- A l awy e r to counsel students on "problems of dra ft, a bortion laws, drugs , and a ny other lega l matters. W a s stude nts now r ecogniz e that th e col leg e has no e control over cert a in aspec ts of our liv e s. The following issues will b e d e cid e d upon solely by stud ent s: 1.- co- e d housing 2.- off-cam pus living p e rmissi on 3.- th e gym requir eme nt PART FOUR W demand a satisfactory r eso lution of the SASS cris.is . e the immedi Dt e e st a blishm e nt of the "Coll ege Council as_ outline d a bov e , a nd t a ngibl e a nd meaningful movement towa rds th e impl ement a tion of th e specific dem[lnds _g ~tlined in PART THREE. Our position, the n, is outlined in th e a bove thr ee ti e r e d statement. Specific a lly, ther e is a present SASS crisis th e immediacy and all-encompassing n a tur e of which warra nt imm e di a t e att e ntion. Its r e solut1on must be th e first ord e r of business of the coll ege community. �There will be a caucus of concerned students tonight, March 12, at 7 o9 cl ock in the Be room. We welcome your interest and support. MEETING FOB COLLEGE RENEWAL ********************** ********************** Ii'lsupport of the total statement passed by the MEETING FOR COLLEGE RENEWAL we are calling for an exam strike until a clear c'omm1 tment to its principles and particulars has been made by the adJinistra tion. An exam strike functions similarly to a rent strike. Those participating in it, upon the resolution of the SASS crisis, will retuin to classes and will write all papers and prepare all exams in the usual manner. However, these papers will be withheld and these exams, though t a ken, will not be turned over for grading until such time as our de~ands have been directly and sincerely considered and a process for implementation 3xplicitly laid out. We, the undersigned, have committed ourselves already to this extreme, and will, if necessary, refuse to present midterms, finals, and all term papers this semester. We invite anyone to '" join us, and realizing the risks involved in such a course of action, we will consult personally without pressure with anyone considering such a move. Robert Storr William Weber Joanne Siroboli Jon Rudd Khushro Ghandhi Robert May Steve Block Howa rd Gold CarolEl. Sl}llCLm Debby Bone Dennis Small Alan Roskamm Gwen Frankfeldt Stu Rosenblatt Jeff Rensch Ken Klothen Jerry Epstein Terry Goss D. Clarke � POSITION PAPER . F.urther papers to document issues mentioned in this paper forthcoming. PART ONE ,r1 ~ re V We. as students at Swarthmore fare appi ~lled by th e lack of genuine humanistic concern at the college. W ! have seen t , ' is , lack of concern demonstrated by the rejection of the conc e pt t f cul tu,ral plurali sm The present parochial natur , ~ of prevalent concerns, cri~eria for admissions, and educationfl goals reflel ~ t an administration philosophy that we can in no w~ ' y support. We believe that the problems of racism 9.nd intellectu~ . l repression . re, in both the society as a whole an i at Swarthmore a College~ ' a ~function of the political impotence of all but a privileged few. We have two basic concerns: 1 • - The admi sst ons poli cy (the people ~vho come here) • 2.- College governance (what h. ppens to them ~ when they are here). Neither toe broadening of political power nor the admission of more minority-group students is, !2l. itself, a solution to the ultimate problem of this College's relationship to the society at large. But coupled together they provide the mUC .1 needed attention for focusing on urgent contemporary problems anc their solutions. It �PART TWO We SUppoTt the demands made public by SASS i~ the Phoenix of 3/6. The~e demands have been made necessary by the ~hite­ defined and whi te-cont,rolled nature of Swarthmore and b;) the demonstrated inability of~h e college administration to de~l with the needs of its black students through traditional gove~nance channels. The admini stration h88 further shown its cons :. stent unwillingness to consider the stud e nts' needs, as the stLdents see them, as a b a sis for making decisions (see our position papers for documentation of this contention). We, present students at Swarthmore, have witnessed the effective satisfaction of students' needs only wh e n students have stepped outside of the committeeoriented structure. By postponing and defeating change in areas that students f e el vital to th e ir e xperience at Swarthmore, and even by aiToiding meaningful consideration of such change, the administration of the college has forced both its black and white students to reject its present governance structure. The mere satisfaction of SASSos demands will not prevent future crises and student dissatisfaction, for the Simple reason that the decision-making processes that engendered this dissatisfaction in the first place would remain intact. WE INSIST THAT A COLLEGE COUNCIL WITH AT LEAST HALF STUDENT MEMBERSHIP BE ESTA:it BLISHED TO fu\VE THE FINAL RESPOnSIBILITY FOR DECISION-MAKING AT SWARTHMORE, SUBJECT ONLY TO APPROVAL BY THE BOARD OF MMJAGERS. In addition, we feel that memb e rs of black and other minority grouJi on __th:i",s_ 9.Qllnci l==mus:t--b e - !~-G 1-ud etl- in -P.f'oF'or-w-ons- tre--=be wo-rked out with representatives of those groups. We reject the concept of the council recommended by the Wise report b e cause of the underrepresentation of students and the basic advisory (and ther e fore powerless) nature of the envisioned Wise council. The Col lsg e Council, we f e el, must be the final decision-making body wi thin the college, and it must have at least one half student membe rship. The specific number of members, the form of their electio n ; e tc., are open to n egotiation so long as the essential spirit of student self-determination remains intact. By student self-deterrEi }E,tion we do not mean student control or determination of issue s Lnv olving the other constitu e nts of the coll ege community. We simp ly mean that students should be members in, rather than observ e rs of, a participatory democracy. PART THREE Many stud ent n eeds are now urgently felt. Most of these issues have b e en frustrated within the committee system at Swarthmore. We, as students, dema.nd that the administration address / j"f.. Ino /9&; 2.. �itself to implementing change in these ar eas. The sp e cific examples cited are not to be taken as comprehensive or as anything but illustrati ve .• · 1 .. - Admissions Re crUitm ent and enrollment of American Indian, Chica no, Pu e rto Rican, poor whit e , a nd other oppress ed minority-grouPl stud ents. (There must' b e imm ediate consultation with r e pr e sentativ e organizations such as: Aspira, SCEF, Young Lord~~ Orga nization, NFWOC, Patriot Pa rty, etc. This recruitm e nt should in no way e nt a il~ dl'llution of AHBAC guidelines for Bla ck admissions a nd financial a id.) 2.- Inv e stments a.- Proxy vot e s on the shar e s SW8rthmore holds in th e Gulf Oil Company must be used in support of th e coalition of AFSe and the New Mob e . (Gulf Oil supports th e aparth e id in South Africa and's on e of th e world's bigg e st polluters. ) b.- Students should be consult ed regarding futur e stock purcha s e s and voting within 'companies in which the College owns stock~ 3.- Curriculum a.- Re-evalua tion of th e whole conc e pt of distribution requireme nts. b.- An extension of the pres e nt four credit limit on stud e ntrun cours e s. (Students a r e pr e s e ntly permitted to t a k e no more tha n four stud e nt-run courses.) c.- The establishme nt of a fiv e -hear prog r a m which sa tisfi e s the "normal progre s s towa rds a degree" clause of the dra ft. d.- Revision of the curriculum to stress current critical issues and t heir solu tions. Arts ~Abolition ~ f th e f o ur credit li mit on arts cours e s. b.- Cr e dit for th e first arts cours e t a k e n. (Stud e nts in th e arts ar e pres e ntly r e quir ed to t a k e on e cours e without credit befor e th e y c a n r e ceiv e cr edit in th e a rts.) c.- Cr edit for ext e nsiv e work in t hea tre. d.- Cr edit for tuterials in d a nce. e.- S e pa r a tion of th eatr e fro m th e Eng lish De pa rtment, s epar a tion of the studio a rts fr om th e Art History Depa rtm ent, and separation of dance fr om th e Physical Education De partm ent. Housing a.- Provision of a lt e rna t e food plans with Sag a as its Contract com es up ~t h is y ear. b.- Stud e n~ d e t e rmination of th e a lt e rna tive stud ent housing to b e set up in th e futur e . 4.- 5.- �6.- Additional S e rvic e s --a.': - A g ynee-oI Og l st t o--ex arune stud- nts , to - d--1-s-p e nse -b~F'tR cone trol informa tion a nd devices, and to counsel on a b o rtion. b.- A l awy e r to counsel students on "problems of dra ft, a bortion laws, drugs , and a ny other lega l matters. W a s stude nts now r ecogniz e that th e col leg e has no e control over cert a in aspec ts of our liv e s. The following issues will b e d e cid e d upon solely by stud ent s: 1.- co- e d housing 2.- off-cam pus living p e rmissi on 3.- th e gym requir eme nt PART FOUR W demand a satisfactory r eso lution of the SASS cris.is . e the immedi Dt e e st a blishm e nt of the "Coll ege Council as_ outline d a bov e , a nd t a ngibl e a nd meaningful movement towa rds th e impl ement a tion of th e specific dem[lnds _g ~tlined in PART THREE. Our position, the n, is outlined in th e a bove thr ee ti e r e d statement. Specific a lly, ther e is a present SASS crisis th e immediacy and all-encompassing n a tur e of which warra nt imm e di a t e att e ntion. Its r e solut1on must be th e first ord e r of business of the coll ege community. �There will be a caucus of concerned students tonight, March 12, at 7 o9 cl ock in the Be room. We welcome your interest and support. MEETING FOB COLLEGE RENEWAL ********************** ********************** Ii'lsupport of the total statement passed by the MEETING FOR COLLEGE RENEWAL we are calling for an exam strike until a clear c'omm1 tment to its principles and particulars has been made by the adJinistra tion. An exam strike functions similarly to a rent strike. Those participating in it, upon the resolution of the SASS crisis, will retuin to classes and will write all papers and prepare all exams in the usual manner. However, these papers will be withheld and these exams, though t a ken, will not be turned over for grading until such time as our de~ands have been directly and sincerely considered and a process for implementation 3xplicitly laid out. We, the undersigned, have committed ourselves already to this extreme, and will, if necessary, refuse to present midterms, finals, and all term papers this semester. We invite anyone to '" join us, and realizing the risks involved in such a course of action, we will consult personally without pressure with anyone considering such a move. Robert Storr William Weber Joanne Siroboli Jon Rudd Khushro Ghandhi Robert May Steve Block Howa rd Gold CarolEl. Sl}llCLm Debby Bone Dennis Small Alan Roskamm Gwen Frankfeldt Stu Rosenblatt Jeff Rensch Ken Klothen Jerry Epstein Terry Goss D. Clarke � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Position Paper Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Robert Storr et al 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 PDF 1970 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0437b15772b03ea61cc39c14314112f5.pdf 71c4d65250633e98f0b6478a9803214c PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Asmarom Legesse, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/862c994c32a541602e91fde226981829.jpg 1a7aeda5b647fa0a39635ba28d5c5976 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Jim Ribe, 01/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Jim Ribe Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/96ec93f65c4ca02f4fa690cb1e8a03d3.pdf 180704c28b1d4d6174dd4a0a104c95cc PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement by Edward Cratsley 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/39645999d1ed237891ca323ee909d2b5.jpg 373a2fa38debc60afa36bb3d086e7f28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Robert Browning and Edward Cratsley, 01/29/1969] Description An account of the resource SASS Material 1969 (part 1) 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 01/29/1969 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers Courtney Smith's death President's Office