27 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/aadfb57c1e89e7768f726d2a48006ef8.pdf 358f39775b08d528371c5693f5d6ea7b 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 Students Take Over, but it's all Academic Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Israel Shenker Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 03/07/1969 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/82c47ec1fa6ccc9bd4cc1dfa68f8414d.jpg 9feae7e8b68d9bc1b866a004d3977890 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 [Memorandum to Staff, 04/02/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Lewis Cook Date A point or period of time associated with an event in the lifecycle of the resource 04/02/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f8854a0eada9e25982b79fc999547d7d.jpg 710ac9946d5e644d2929a620996acc0b 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 Memorandum Re: Freshman Orientation Schedule, September 1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Barbara Lange Robert Barr Date A point or period of time associated with an event in the lifecycle of the resource 06/03/1969 Format The file format, physical medium, or dimensions of the resource JPG President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b3ab2789e4aad18e533e1674e09fa353.jpg 817da02c398cd3e29b52d4aa314bda4e 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 Memorandum Re: Reporting of freshman grades Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Chuck Gilbert 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/91ac9145f90d7be85c0ea012bda7c57b.jpg 77c321b59b3a6af09a2ee3e97568d8dc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from William Gatens to Peter van de Kamp, 1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource William Gatens Date A point or period of time associated with an event in the lifecycle of the resource [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/47aed70ed187bfc798d8fbbcc3769e55.pdf b5ac105b2f287ee8c30fad906dc497b3 PDF Text Text ~ Members of SASS, After the announcement of Courtney ,. Smi~h's _anuary 18 _ Early Saturday Morning death I went and They l\C\(.. 1 talked to Stephen Piker and Victor Novick in Piker's office. both agreed that Vice-President Cratsley and that h~ w~s a livery -narrow man", vrould probably not exert himself in any way to try and Instead, they were take over as presiding officer of the faculty. of the opinion that he would run things throug h committe, that is, hand over Courtney Smith's power to a small group of people. ~', Both Mr. Novick and Mr . Piker seemed to feel that the CEP would figure heavily in this capacity. Members of that committee are Beardley, Not too fine, Cobbs, Heald , North, Pennock , Pierson , P . Thompson. I guess , but CEP people certainly seem somewhat in power. Second, but soully my own opinion is that Mr . Piker will be standing in a position to do something. Hi s talke~with you, and the fact that he seems to have alienated fewer faculty members than most , puts him in a strong position with the faculty . Third , in discussion with Subi Sahgal and others there was a fair amount of agreement that Dean Barr was going to play a large role in relating to the faculty and board of managers . seen obviously. Mere speculation. It remains to be Until then, I fear anything that might be the worst and hope for the best. Finally, Subi, Joe Schoenfeld, John Braxton, Candy Putter , Frank Ackerman, Lauren Brubaker , Victor Novick , Alan Feldman , and I will meet at 1:30 today after finding out all we can about the forthcoming structure. meeting . For now, it is sad that things happened as they did Thursday , but it is well worthwhile to remember that thing s are in a state of flux at the moment and that power relations have not been comp letely settled . The right thing done at this time may have some inf luence on how it comes into being . Subi, I'm sure, will be in touch with Clinton after the �I think that all of us meeting will use the morning to talk to as many faculty as possible . ,. Until then Support and best wishes, � ~ Members of SASS, After the announcement of Courtney ,. Smi~h's _anuary 18 _ Early Saturday Morning death I went and They l\C\(.. 1 talked to Stephen Piker and Victor Novick in Piker's office. both agreed that Vice-President Cratsley and that h~ w~s a livery -narrow man", vrould probably not exert himself in any way to try and Instead, they were take over as presiding officer of the faculty. of the opinion that he would run things throug h committe, that is, hand over Courtney Smith's power to a small group of people. ~', Both Mr. Novick and Mr . Piker seemed to feel that the CEP would figure heavily in this capacity. Members of that committee are Beardley, Not too fine, Cobbs, Heald , North, Pennock , Pierson , P . Thompson. I guess , but CEP people certainly seem somewhat in power. Second, but soully my own opinion is that Mr . Piker will be standing in a position to do something. Hi s talke~with you, and the fact that he seems to have alienated fewer faculty members than most , puts him in a strong position with the faculty . Third , in discussion with Subi Sahgal and others there was a fair amount of agreement that Dean Barr was going to play a large role in relating to the faculty and board of managers . seen obviously. Mere speculation. It remains to be Until then, I fear anything that might be the worst and hope for the best. Finally, Subi, Joe Schoenfeld, John Braxton, Candy Putter , Frank Ackerman, Lauren Brubaker , Victor Novick , Alan Feldman , and I will meet at 1:30 today after finding out all we can about the forthcoming structure. meeting . For now, it is sad that things happened as they did Thursday , but it is well worthwhile to remember that thing s are in a state of flux at the moment and that power relations have not been comp letely settled . The right thing done at this time may have some inf luence on how it comes into being . Subi, I'm sure, will be in touch with Clinton after the �I think that all of us meeting will use the morning to talk to as many faculty as possible . ,. Until then Support and best wishes, � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from John Marshall to SASS, 01/18/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource John Marshall Date A point or period of time associated with an event in the lifecycle of the resource 01/18/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/509251dc1182755b511c951c2e491b07.jpg 9109e9b515ba2f3e4b273453e1ac3b19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Courtney Smith to Faculty, 01/14/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 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/4709a1a450d2a80d016cea9df06ec9f1.jpg 8000922945d1a38682739e8ba52d711e 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, Announcement of Smith's Memorial, 01/17/1969] 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 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/416fd8790c5508878c37f26a5bc78609.pdf 85b3efaad372ae7fa58d9fcf8855e1c5 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 [Invitation to NAACP board meeting, 01/16/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource D. Moat B. Vaughters Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource PDF Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3946a1a3f1df11d55d158a40b560592e.pdf 2281a9f7062746f24b4785acb1d878d8 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 [Invitation to meeting at Media Fellowship House] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Robert Woodson 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 PDF 1969 sit-in Clinton Etheridge Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e142688fb4216d682355c86072bd0a5e.pdf 849b08066cbb97941bfca08ff4997a46 PDF Text Text OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � OJ ''W' e beliclJe (/1 Swartbmore tb({t tb e sej!([rrr/e liberal ({rts college is not ({ secol1d jltSt a SJJlalllmit J crsity. It is) instead) a SlJeci({l kind of commitment) and a sj)ecirtl kind of ojJjJortll1iity .. }~!lt we mml sbow thal1f1e 1 '(l({/ize that ifs jllStific({tioJl. depel1ds Nj)On am takillg adlJ em/age of tb e excitillg opportunity to conce~ltr([If!. all tbe ricb est of aU slmlies- tbe lib err[l arts and sciellces ... " --President Courtne); Smith, Centennial Alumni Dinner Address, 1964 . 110t VI.cl~ l~eJt in. Americ({n educ({lion) tb({t it is ~~ lC?~r~ ; b\ ·~L N~',;> ([G\u" "We are all too prone in the academic world . .. to tlu:nh of a college as a place where teachers teach rather than as a place where students lcarn. Gur focus at SlI.!arthmore seems to me to be on the student: we ull consciollsly thinh of the college as a place where students learn." -President Courlney Smith, Heportor the President, 1953-1954 - ~I ~! I '... the real drama [o(th e academic year] ... is th e individual's story of the slwrpenng and tllC tOllgllCning of th e mind, th e excitcment of breaking throllgh into manu new ields of learning and the sense of developing potcers in a few, the in crease in sensitivit y, he lea millg to live with other lwman beings, th e increasin g atcarelless of tll e possibilities If life, th e finding of a few 11Iore of tllC valll es one tcishes to live by," . . . - President Courtney Smith, COl71m encement, . . . 1963[8 . ~ .' . . .-: i;~-;; 'private inslitl(tion - if it has the fi1l a1lcial m ea ns - 1l eed ollly lcorrlj about its ;isdom and its tuill. For it has freedom to select, freedom to experiment, freedom to etenn in e by conscience . rather than by nose-counts, freedom to go against the .main :re(//it wh ell it thin ks best . .. Not all absolute freedom, of course, for freedom is never usable, but a ... cOi1siderable freedom." r L ~ el L I .. ' . .. tS (m 7iJ?presslve amOlmt 0/ talent with which '[.(Ie are privilege{~ to .:'Jork, a:ld I~at the call on ItS to be wise and shong i11- glfiding it and helfmzg If to achlelle tts /lI11esl developm en.t is very great." , President Courtney Smith, .Alumni D ay, 1962' .' trwe h I,)(It · · t mouJ, It _ _ _ - President C01 ~rllle!J Smith, President's Report, 1961 -6:2 r-'- f If trA F ee society aelJC1uls not only on If{rge 1l11mbers ;Fed.~c~ted people) since 0/ edllJelopment of tctle1lt wherever it is to be catton - on tbe identification and del found." . . , de1~J.Ocrr!cy 1m/st have a brO({d base) blft on the highest possible quality 1r , ~ 1, , j ! I \ , l f - President Courtney Smith, Alumni D ay, 1962 "It seems to me appropriate that a student should strive for excellence in physical development, in sports, so long as he docs so as a student, onr{ as an amat eur, and not lI.:ith the tim e or intensity of a profession al." - President Comtney Smith, Alumni Day Addrcss, "Sports in Amc'rican Coll c~cs and Universiti es," Jlil1e 1, 1960 Ti 1·s'1In! el/o/{gh to dr/'cloj) intdlcct, jor intellect by if::;clj is 'scilt ially (lIIlOml, cCljJau!c of reil (( 8 Iccll ((8 oj good. lYe mu st 'I'clop tlt e c"((r(lctc)' lI,lti('It IIwl.-csintc!lcct cOllstruelicc, 01/(1 G person((lit!J '/chich 7II((I'-C8 it c.thetice." . - -Courtlley Sm ilh, ninlh pr<.'sid c llL of S\\'artlIlllorc :/0 sdir! JIM: ]"('([JOII s/; OJliJ be Ib e I lf[}"1 of ItS JI)({I guirieJ) bee([fISe il ';J '/'lIed 10 gJ(fric: II .raJ 1/,/~crC il iJ goiilg. T/)/IJ illr!iz 'ir//!{r/Jw/;o ~([ill t/i e '/l/J of er/llc({lirU/rIl O/,/IOFI//llil)' .c({ny Ib e reJ/,oIlJi/;ility of brillgillg }"(,([SOIl, :/il, fwa o/,ell-. IIillacr(llc.rs illfo JOCil r/ ([(lion." J -,Presidcnt Courtn cy Smith, Ir'j'/;e Ac({aemic C(ll/l1ll1lJ1il)' . /I}) ,I \n ril',1 7nr:~ ( I ) : J I- () I'Jlf"" " �Jl' V ~UJ 11 LUJ UJlU ~ li QJJ \UJ \1J) ~ vVitt Jll1 J Uti lV \W JlU, m 1 il ,rA college is tbe place for tbe fr ee excbange of ideas by responsible people lllL o beiiel'e iii tbe illl/JortaJJre of seekillg tbe tmtb fllld be./iel'e ilJ the ilJJ por/r/llce of liring by IdJrit 'I m"i tb e), belie/Ie tbey b,1ve r/i.rco[lered." -President Courtney Smith, T be: Dialoglte, Collection Adcl ress,.. 1962 "BlIt the atlllospbere' F '~I/ s :IJ'g(l{I1/ljtb sometbiilg else too---:-arap(lciiyo/ S1l!arth- ' more studell!s to play hard as 1Ilell as 1(Jork bard, a 1J/argll!, ouer alld beyolld th~ great lalelll, f or flllJ, a d~/igb/f:t! (wd e)':I!~er(lilt '/ Iital~ty, 1 fi JJd 1Il)' ~)'1JJbol t or It ill tbe Library clock, whlrb stokes 22 of tts homs lll/tb UJorhlllt7J;/,ke efjineJJc)" bttt tHen kicks up a bit, lm.:mioml), and exuberalJtly, by striking 13 at one o'clock," -President CourtnetSmith, President's Report 1964-65 'I] , , , believe tha{-IIJe g,riiJl -jirelzg,ib rro"i 'ottr Ql./ake;·t;·aditi~;;-. lr;;iti;~-Jtt -i;;;~-----' posing on m a creed that says 'this is tme, and must be believed,' or 'this is uuIme, and mmt not be believed,' it 'encourages 1tS illStead to keep ottr minds 'open to new light . .. '; it encourages ItS to resist ever), effort to suppress fr ee Ihottght or fre e speech. , , . It prolJides 1tS with a guide at times of ·crisis. It encourages 1tS to feel a deepconcem f or the individual student." - ----____ ..::-:-Pr,esident Courtney Smith, PreJident's Report, 1961-62 - .'- -- .. --.--- .- - ]11, V \lAO lilllJUJ v.l ~)1 (Dr,J ~(ID :rr~ lnvID 1110 I II@ l~\ . ---------- ---.-- ------.--:---". ~ \ 11 QJ) Ql) UJ "] am sometimesinclillccZ to think that if 'loe bring to~ethcr the rigid students with th e right teachers in the Tight atnwspJzere we . . won't ha re to worry toonwch about what 'edllcatioll'is." '" - Presidenl Courtney Smit h, In a ugural Address, 1953 - -- - - t?J .- agamst th e mtellectualLy spurious lt {' rl~sab.ze, the mt ~llectually 'fine' as should consist of the sim ultaneo ;ls ll~ !el et~ In ifh e, belw f that education powers." Cll tVa IOn 0 mtellectual and moral -Courtney Smith, ninth president of Swarthmore "1.'1Ie Q uaher tradition inh eres in the seT f"" . , . . that . characterizes this college . It is bo 1 I~e 0 c,w m g, .of .carmg very much, dem;lcally fir~t-rate as against th e ;ner W ~p zm th an l~lslstence on the aca e l I] "Illy bope, as ·we begin Olfr second cell/III)" 1J I f.lW .... " . .. , .. - .. . - . . mail/lt/iJl. its ow}/. i)({rliCII1(7r 'b ellt,' ils Ol/'ll inn er driI re, ils 01U1l cOl/trolling spirit. Th ere r{re olber ric{{(lcmic programs as strong . . . as oms, and tb('l'e are· otber colleges alld IlIli/lcnities '/I'bicb haue (/ StrOilg im/)({c/ 011 tb cir stl/dents' ·i'rlll/eS, Blft there orc ?lol mal?)' illstitlftiolls wbicb collluille.lbese tillO straiils, Ib ese t wo forces, 10 Jlfcb'a Jll r{rkerl degree," . i-' .7 ... " ...L..t....r X../ ~, , ' V - J .._ president Cou rtn ey Smith, Centen ni:d Alumni Dinn'Cf, 1964 r v' "'-../ ~.t.:J. l...J.. ~ .L.'"J...,. _ ...._........, --- - • "The libera l arts and scien ces are th e stud ies that can be. most con(!uciue t o mal"ing us m en., and n ot ju st lUor hing men, most condll cwe [ 0 h elp ing ll S rea lize ourselves f lilly ([S hyman beings." . - Preside nt Courtney Sm ith, Voice of Am erica Brondcnst, 1959 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Given to the Press by the News Office] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [Swarthmore College News Office] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e0151b41106ee4f94ca0ffe91d43d63b.pdf f20c4ec7e0f6039a9b131fcbe51f137a PDF Text Text ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � 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: Ivory Tower in a Class Society Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Frank Ackerman Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dd0a83d34aa082963cacd8d8e22dc55d.jpg e06b93ef5c3452ef16a0de29ef09f152 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty statement 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9cc522c7449b0eddbdb5786eee956cba.jpg a56acce63e00109a34179cf825016dc6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty meeting agenda 01/10/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/942487ef1a3784fea0ff3b491ccc81d7.jpg b91cc997e7963cbe79dc266e8ea0b098 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty arrangements regarding registration and final exams, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6c6012d7e843df50ee5fb3a725285eb7.jpg 3117da11d51a4e26d502bca34390b1e5 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 Excerpt from Courtney Smith's Speech to Faculty and Students in Clothier Jan 14 1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a65b973ffda21261ddadee22fe7a0489.jpg b6dc0706533c1907a1c113140c0944eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Another Modest Proposal Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Don Mitchell Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/73a432f3f6d4aa621d4fab31c4b5b490.pdf a3a049313623d2ef7050fa33c2a6a09b PDF Text Text I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). "-. ,: , ,i)!I\: a:'0trlm91?ehec.~us !e: o.f:. ,SAS.S /t ' ~\1];ta,p.c~; ,SASS r c,:q.a:l'l~enged trh~ 1\.d;ni ,~~rons ' , I ti6)3:rr..it'\],ee,'! t.o', pravideconcre,te ,pro'o f.: bey-end' ITheresaj and 'g~ssi:p. tt , J' - .' . ~,:-/..;I..' : .;;: > .~ ~. ;: /:, :-i / ,' -~.'" -~. ) '. ' ;),... , ' =-" / , ) . ~; ~ :- ~ ,<' ~, ~ ';'ti)~ 1 )-' ';, " , ' . : " ( ' 1,,'Si:;:t'0 $f;t"ectiV'E?I?-y[3s o;t; . ,~.A.,SS r;eqrui:tm~p,t" 'EpffQ:qt's; " th.e,' SA§S , i¢;-pe~ poinA:;e<;ir 0 1l:'\; /" " ' 't;lp:e:p,. all thre~'e ' mp).e :freshman first citsqover! 'd l ~wart-rllllorE? , t):P?d'1l.g~ pAS~I..', <':,, !c: e ;':;!:b/i;~:Q._cifITE?12 ' (}~l,a~;eie;1.~)J,ul:n;bier?:t: Negr0st¥,d,ent~ ' qec~de:d ' t9 :with~,~~t~'()In" : ~:', . 1. _\ . " [iq r.l s:t;;ateI!Ien-cs i:n ('~hef ,.W<:)· rki:q.g :p~per W'h,iCh¢oncerned; sASS,. ' ':page ,, 23~hti+lenSed ' "", \ .:: . . '. )' r,'\ . , . ' .\':,: ;' , , . ' " (, . . ) . , ", ' ,> I, ". I ' ~ '. " " ·"v,S1!;.S,S ',,' ,T1)I[,i~ , t~i ~h"' T\;tS}c , ~~ tu<;t~~tsJ . ~n,ze~tigatioJ;l" ot , t~e¥ 'po~~i9il$ti~s , ~:t SUDlInE?r ~ro-" ,I , '; ;,~)f.1f.w.'1U'; 01' ~ EtI1; : ex~r:a: ft.ea.:: 7 ' work 'wiph t~es~e~'/ lt6 ' im:(JrQye ,, ~,l9-l,l'~ I , er:e,d.:Lt : ~or l ,'r; , r; , · :tp~'p;n::~!l~ ~t·~lj. ~;nts 'Gak~ne co:urge~a~~:' U", 9£: ,p~ , ~unttnttr :.8eh:ooland~ tllt~r~ ." . " ,f or . rr':e i~hm~p ; ' a ', p i]:aek guj;d~'1.ee eoUs.'"l,s~J19r, anq.aB].ae;k s't'eer' itl,~, ,CqllBl'4 ttee '; / ::f\);r- b"op.bil~p~boti.pg,p" ;ree :"'~~j. tP1ep~~n tIi,e .sou13b: 'a nd W~sj; and o:C ! Plfert-o :a,:icap.~, : ', enF9i:1rtl~rl:~;" o'f m01"e r" tianS,:t'el""&,J.,Q JVni9F , ari'~;6 !~elea~~d a list d!reyo~~hg:~,tion& :i,n~~'udgt~': c : ' :~nroifnlent )of' !" ' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � I ,' \. < , ,I~ ~' \ • - . . -.. - • I ' . ' , , , ., i / ' " . . ,/ \ " .' . 1 ~ J. OO-~-SED' ':rn~TQRY-"oF : TBE. .SWARTID'fORE-SAS,&-"ADMISS'I ONS-".DI~" \' , ," . ' ( Z' }"~ .>,' ,,) ' ( l' / . . ,-:. ' . , . ,~- s' ! \. J , 'Tf}~.' i'9119wing ) pril~~, , i~tl,ot; ' an;:Eft;t~:t1lpt. to p:r9vid~ ~ ' pr~e'is~, .det,a:hle~ \ Connn:J..ttee dl.spute, but 1. t wl.~l try ,to point , up sOrne", o:tth~' fu,p:id!entis ' · lea,(~,ihg to .piW~dri:~sda:yt~' t>c(;mi'ro:q.tat~;t"",n.-t ~ediai :pe*lOw~~' " R' ' t o., I, .' ., '1- . ',. ,., ' , o , k" • '. ' Rl.TIJ..,P .,~ctt;tse: 1.s j' B:l~o ~roVl.(hng a \ ' ,@r1;.e'~ re' v+e.w:~g .~+'J.~\.l: SStl.~s , a os~e" ,1.:0.- " cl~dl.I~gj ,t.1f:e bla;ck ' A$t'9-~ntsr demands aI'l<f 'the· AClm.~ss1.'on\s . CarrunJ. tite~: ' :repor't • a~qoun.J;of :,t4e: ~A_SS.-Ad.J:rP,s f;ll:OnS . ' ,. 0 0 ". " , ' \' "0 ' ",. " j , 0 ' 0 0 ' ., , ' .' . ' 'i" ,,, " ' : ' : . ,, ', ': ,' ,':y ' , ,, "" . ',' ' .' . ....~ \ "" . , , ' , )., LOCt;.'>:,?-.!: , G;l~nt;qnEtheL'+dgE3and~on M}.zell, ,m.,eJ:T!ber·s, cf SA~S(wrat~ ale~ter ,; t ,o the' J?ha:eD,.J;..X challoengulg), t11e dispar1.'t;Y',betweenpTofessed' J.n,t entl.onof" . : '~d!nitt,;itig~' Illo~e \'Pla.c~ studen'b sqt,nd': the. ~e-t.~a;Li ty ' of' dt7creasing1\l1lITibers _cp;~., black. l;rt:;ude.:n~ s. enl1QJ,.ling ,CiurJ-ng l13he last:: i;fpur yet;lt's. i ' , . , t' "' , ' cO.,ctc~ · JiQ,~.~\i;:=®:i$ , .A~SA~\;j.onsCoIrm{itt!e;e rs,i eased 9, \ ,"worki+lg ~~p~rfl , onbla~k, ~q.-,. ,m.issioP$ wlii6~ · it · .pl·aeed on reselrve in the).i'6:ra:!:'y, anq. AdItri.;:3;3ions \Det+nW;red HargadoIi: inrl:te<i mem1;r~rs bfl SASS: to' attend' a gertera,l :mee, :w:g to' git3'cllss i t , t , ~Il ~Qct. 1~ .. , The , r:~part:. incf~deai"~~"IIaL·cQ.Il~~:i~i'd.~~ /bJltueks..tudoIlits ,~'pl\;gy C ". , $c;o:J;"e,$~, graq;p,~',:,~G:;l)_~ ·!'~1:Y!~:Ul.c.9ITles- 'ra thert:han .a </g,raph .or chart, ~:f"yhe ' , "13. v~rlig~Q, "!';~ ~u,l:t s .- ... ,· i;nclliJ.ding ,fina.p.c ial ' da,t ~ " frprp.. Pan ~n t s f"'C'qn.fi d~n ti't1.+ , C, ;S:tatt7urep;t;s. an.dpe~?on.al 'data frorn \ s~.uq;ents ,f! QeIlfidenti;al I i:ies-, ', Al,thqu:~;< ; 'f .y~£:r~p:~i~~fic .~~iV.id-wi.lsJ were'\ n9t, ':fl\am~(t, thepr , f'elt<.th~ £otm : o~~ : ,t{t~ \~~ \ t" , ~dth:e ; J.-llalu~+o~ofpers,onQ.l. ~ data r~present(i}d l?4l ; l.:o,vasJ,:on of ,p--I'l.vaO!; S4:~ . .s . Cho,:il:'Il1aii· \ C;Li4~dn$theridege" ~e;ll~,d Fred;:a~rga,do:q, 6:r,. the' , ' evening! ~f'()'Ct ~<' Hf;;. /' \ , tp pe9:.1J.~~.t,tb,e rem.oVal .o.r \tb,is mO,,'teJ?ial"f~om (tl\e ,l~br~:ry . reliierv~, ~and th~ ':;: . :t;,.ej;a~u8;ri.c$,·ot ~p.~,:r:&':PQrt .wi;thQutth~ p e :vs'g ;nal d~tq." f , , ' ., " .~~! ' -'. . ,, ' " ---.. - ' ~-. .- . ,.: ' . : \ ;.-. ,- . _ I' - ; ., '':; , . , ,I '; ~ :. ~,' <, \. / "< :':' _ \~: ' " , . Q,y t •. Ii:' witJ;l' ~ Afte.l? cqn" s~t.in( ' w:l.tn · .hi, s. 'pommittee\,: lIa,pga.don retu:M:ted tn~ ', c' ~nfid~ntial~ p~~sonar ~6I'I!fatiop:, to ' tJq.e l~brar~. ' I . . .... . . .the pape;r \ " ) .. ... ' 'oit . ; 14: : )';purv+'g; , tl!l~<Admi~sibns . 8R~t-P\3<?t 's ,m&et,i~g rn.~mb.§3:t'S> dt sAsrrre~d ill sta,t~?lep.:~1?nQ;tes~·iIlg :,~:p.~, iny1;t~~dn '9tpt~"i}'ac1 . - . . " '\ I . - . , ." ~ . . C,,9"'Olper~t7, ~wi tp. , f~e ;. ffarg~{lorl' ,; ~.o~~~t, e~", Un;tti.l it l'iDrnie-'d ' $.·, JtStW~ Adm4ssi~f1:~7:~('" S:,\SS . 9~tnm.-:J..t~"ee :1;10 rew:o:-k, and re·V1.·s e :tb,e r~po;t't;\ the SASS lTlemP~:rs then \~, ' ; w:~lked out\ of t~. (me~t+ng;. '. :- ,I ' f " , , ' .g,~'t~ ~· :>Q : ' ,~ fIarr$adon" .s~r:--t ,~~ letter, "t.O . allblac~ stu~e~tsq?fen'dip,g ~Ae , w?;r'ki:,;q.& · 1?~p~r ..; ." 'J:hfA, ;ietter, :poJ;p.teq put Yha;t ., the table,s w~r~ . c'onS1.dered .anQnym.ou.s . .' .. '. i \ ------- . ( ;: . '" , . _ : ' "....... ' .' _ . ," / . \. . ' . /; $,nd d~9J.~:i,ng,. th,ei+'re~s~1:}~,p .~. j . \ / • _ . I \! ep.c:;rugh!'by the, c.Q~ttee:m.e:ql:ber? .~6 Pl?8,0 1 'llc<ie , i<ientitfjica)::ion of ~.:ind,;i;vidu~J.. Bla;c1!s py .o.nYP~t? otll~~:r: ( than fr , ehdSopdl 't~at' the data ~W'.as n~eded t'p igi ve i th~rbug:tt ~cpnsi, d~rationto th~ prohlElIl~ofJ ,; Plack student recrlii tri.r~:r:;rt' , '; and. \ . , that.,Yh~paper had tab e ',l l~ft in' th, : l:ib,rary'beca~s~ ya;rious stu9-ent's , a:o,d e pt9fe"8s·9r~ . ~llld be" interested in~eading the report£t:¥4~iscu?s\-ing " view:' points before , th~ 'Oct'.. l4p1 ee ting . .,. ' , i., ,'" '" ... ! ~.. ' "; I' .Nciv.' 3,: $ASSTel~p.s<99-a ! Serl.e~of ': om.plainu$ and re'comrnend8. ~.ions :eeg?-r<i1ng , c the W9r'1q.n,g paper •.: mhe . s1;;udents ()bj.ected to the fact that :Qhey were not , cons-q1 teCi before the'wri ting of therepq:rt; SASS had.1 - intite . prev{o~s yep.r, arrno'Unc'ed' ,that ' it sho1Jld' b.e consulted iJ(l aJ:I matt~:rS relat;i.ng. 'to ' bJ.,ac:H: ·::.s;tui,ient.i. -.:T.he.;\Li'e.1.1{ ..-'tlfat' only\ tahl5'3s; 51 ~rLq. 6 should l:i{lv~ been ~emoved from 'the , .;p~pe~.t. t.o be ·:se:p.J.,Il~?d . by' rarle;es, ; P?rG,(f.9. tages, . ,a~d ?: statein'(nttQ~he effect that g-eneral1.za t1.ons were \ ve-r1.f1.e'd by c onf1.den t1.al recoI'ds. F1.n~lly, . the studerrts ' ob j ected to the, C'<?~ ttBe 1' 8 decision ~o ,keep the 'report intp.c~ wi tl1:9ut"'m~et'ing wi tb mernp,ersof S}SS, to . discu~splnd c/onsi.der ' the:i~9b- . ' ' . Je,6 t< ions. " ' ~J;:te .cQIJ1plain ts PD..per alsQ , took .: iSS1l9 with !11 Il,umb., r, of footnbtes e "/ /.l " . .. \"! ' . . J " ; r . '__: •. > : ':. . " . . , ,\ .\ / , ~~ ~ .. ; 1(,. , \ :"j i , \ _ , _ I , ./ , �-- i' I ,_, ,I ' ). "-. ,: , ,i)!I\: a:'0trlm91?ehec.~us !e: o.f:. ,SAS.S /t ' ~\1];ta,p.c~; ,SASS r c,:q.a:l'l~enged trh~ 1\.d;ni ,~~rons ' , I ti6)3:rr..it'\],ee,'! t.o', pravideconcre,te ,pro'o f.: bey-end' ITheresaj and 'g~ssi:p. tt , J' - .' . ~,:-/..;I..' : .;;: > .~ ~. ;: /:, :-i / ,' -~.'" -~. ) '. ' ;),... , ' =-" / , ) . ~; ~ :- ~ ,<' ~, ~ ';'ti)~ 1 )-' ';, " , ' . : " ( ' 1,,'Si:;:t'0 $f;t"ectiV'E?I?-y[3s o;t; . ,~.A.,SS r;eqrui:tm~p,t" 'EpffQ:qt's; " th.e,' SA§S , i¢;-pe~ poinA:;e<;ir 0 1l:'\; /" " ' 't;lp:e:p,. all thre~'e ' mp).e :freshman first citsqover! 'd l ~wart-rllllorE? , t):P?d'1l.g~ pAS~I..', <':,, !c: e ;':;!:b/i;~:Q._cifITE?12 ' (}~l,a~;eie;1.~)J,ul:n;bier?:t: Negr0st¥,d,ent~ ' qec~de:d ' t9 :with~,~~t~'()In" : ~:', . 1. _\ . " [iq r.l s:t;;ateI!Ien-cs i:n ('~hef ,.W<:)· rki:q.g :p~per W'h,iCh¢oncerned; sASS,. ' ':page ,, 23~hti+lenSed ' "", \ .:: . . '. )' r,'\ . , . ' .\':,: ;' , , . ' " (, . . ) . , ", ' ,> I, ". I ' ~ '. " " ·"v,S1!;.S,S ',,' ,T1)I[,i~ , t~i ~h"' T\;tS}c , ~~ tu<;t~~tsJ . ~n,ze~tigatioJ;l" ot , t~e¥ 'po~~i9il$ti~s , ~:t SUDlInE?r ~ro-" ,I , '; ;,~)f.1f.w.'1U'; 01' ~ EtI1; : ex~r:a: ft.ea.:: 7 ' work 'wiph t~es~e~'/ lt6 ' im:(JrQye ,, ~,l9-l,l'~ I , er:e,d.:Lt : ~or l ,'r; , r; , · :tp~'p;n::~!l~ ~t·~lj. ~;nts 'Gak~ne co:urge~a~~:' U", 9£: ,p~ , ~unttnttr :.8eh:ooland~ tllt~r~ ." . " ,f or . rr':e i~hm~p ; ' a ', p i]:aek guj;d~'1.ee eoUs.'"l,s~J19r, anq.aB].ae;k s't'eer' itl,~, ,CqllBl'4 ttee '; / ::f\);r- b"op.bil~p~boti.pg,p" ;ree :"'~~j. tP1ep~~n tIi,e .sou13b: 'a nd W~sj; and o:C ! Plfert-o :a,:icap.~, : ', enF9i:1rtl~rl:~;" o'f m01"e r" tianS,:t'el""&,J.,Q JVni9F , ari'~;6 !~elea~~d a list d!reyo~~hg:~,tion& :i,n~~'udgt~': c : ' :~nroifnlent )of' !" ' ~ "" ", " do'lIege stu<f~nts,. paYll.len,t ) Of'J3a:a~k . ~ ' , '<.S't'ud~:nt~" '~"ho ' a ~ s ist in.r e dj~ui~t i:r..g :; .. :t;:r;iJ?s i p .gl1et, o 'sqp.oo!~ ' ;p$ 1aQIn:ission,~ t t \, -,J> ':)~f~~giafs' to j :G6k 'c-y.t :n9re ~pr?:mi'sin~ ' ~tudents '" ~qI1l9>r~ p~b'l*ci ty ' ~o ',. '\ \ J :iH~,r~,aB'e , p:q,~lJ.,c" klJ.G~i.L'edge . of' / chs, s ,en:ool \~ ,,\' "" i " ,I , .' _ .", ,-,,- "r , ;" " " _ " .' ,'. /' - " ' ' ,J \ ': i;1 " ,r';''\. - "" " i i '/ ' , ,~ qfJ tf·e ,,:''t,r,9rking pa,~el~;' for-mation of- a.,Black , :rn,t~re~t co~tte.,e tp ,work w1;.tll' _ , , $4$& j:.rr ma~in:g ' tJq.8 s c hool mo~e responsiv!3 to ibla:.e~ )neep.,s'.;' re~ruitIQ.etlt ,o f 8< " ';", hf,sh-,:l evel bJ.a.bk adrninistrri't 6:r ; and " i~clus,i0n ' o:f.I ,'t he si\sS ' Recr~tinent ' G~' ' . -'.',in,.~~~,~El , ~n, )'l.di¥ ~i~~Qr~S : C~Q~.J. t iC ee dects;i.'bps;r:ega:bding bla<:}'l t\:recrUd; ~p.t arid " i, J~~~--,- 7: ~ 'r~,e , $'\$l~dentn C'::;-L1J."~i_~::' ~L of,ficia~ll'y ~p.dbrs,:e'd f 'ouJ? SASS ' d~~nd~' ; remov~ / , J " ,', '~ , < :;',:}~~1n;~,:e:~:f ~~S '~ ':, rr'1;an,y. ,?f;·t'he ' ~e~~~~ ~;r.om lit he! ~A$S' r~r9ITWl:e~qaticn,siinQ. , ~tie : : . ,i:".~ :,1/:'>' . " pj~W'WIi?l"l't;. Q, ounc\l;~L ~n,qqrsemenrc vtle;r>~' ,l ater , onr£.Uated , ~~t. o' .t1te pJ;'9~am s~ri,2ie.di " f , ;; . , ),~:~~!~{~~ rI~,~~,e~~'7it 11 ,,~ i " ", ' . ) ' \' ~ '.~ ,_ i , , ,' - ( ') "\ ,; : .~ 'I , ' ' <' \ : J'~: t, ./ ' ,'jr{~f~: ,:,t3-!, ), .!4€\(7iU~<+,Qr.:. qs. " :~ 0:9;)..,.. 1.g' 91'l, , tl:1Gba.~~:~s~ of" eoilec~~!ve ' igJ;li:?+,ance and.>4isreglirdiIl, " g :?r-~:Q. '~ ~~~g.adon. ~~<bt:e, I:;' let,t;'e~ to ~~ud'e~t" R<:>up,eil d~nouri~,i~g ,t~~i~ ',. I. ' ." fjC~ 8i'1 , ~,it1.riTia,1 . and ' el~E1ent~ry : p.9'tiOtl"~~ bf . j~dic,io~s': inqu,iry , Q,nq I, re,a.'$ane,d ',\" . ·t<i:itttgrnet~:t.~~!~ ¥f3;rga , rn a.4de.d thp.t_l"S1ru:dent Cciuhcil haO¥ n?, "part,i 1 d c;Ular contri-, l~,;,~tt/«()h, ~q)nakf) ,.~'i' th , x:egardto th~ p~oqlem~J o"'lfe r' c9ntj;;iiu~q.to sugges~ tl'tat " . : 8'J;;'1+&~~n:S~ 'la>~ '~fng :w1:.th ,sueh\;,neg+ig~nq~ a.'s 'the ) COWlqJ,'+;,'h~d 'not \ Pl~c;ft - .on , a.n~ .' \>~ e { 9~p,J\ ~ >~fd \~I3.li'1,.oed,, ~ i'S)~'fe ~" , .,of' li!f~ ~'",1:~t c o~t-¥e ,e .n ,~e~iling wi th the . ~ ~s i :t ' :f,1~tr:n,~ ~*.3~Ol} Sj):~J;cY~:'~~ r. \ , <:, ~ . " . /. i:" .I" " . -, ', ~ ',,' 1 i t' : i:v \\ . \: ' ~4: :L}lil ~~:!ht11f' ~PC,e~red , ref:te~' t a i gen~rf1.1 , ~'on~~nsus ~bo-qt ' :aFir~adon~s ','l'E?\~ ter '9-'.r;~~i o.y:L;1 t" ,t.tla u,- q.~'Gt;o~1g,i.1 ~a:'Sl?( W~~~.sday,r ~ . support of' qAS's:, 1n~:y ha;ve , b.e~n \ ' "" ': h~:{ $:j;J ~> ,i'tt I' w,a,s.bq..si ~~,11Y 'Bound",il , (qv..Q~~d\ from , If f No.V,,, } ssu8 ,,9,1' . PilQen'ix.)j " ,: !: , ;~ , ... , j l, .. /'/: " ,:' ,C \ I(! :\N!~'v <l , l.:) r·" "'Mibha e:~ " " '. ... \ , I : , . j, , :r!jt,ti<., ]:2,~ ' i j.i?he .s i:; rideri~ '- C9unc5.;,1 ,?-iscussed th.e~G\rg8.:dqn ' lett~}\. . ) •' :-., . _"'~ >,:' '/ '" , ..J . • ', ' _', _. il, '. ", ' _ (C / . ,: ~- ! . .;' ';_:' ,.' ,., ' , :'0 J ItPre~:i,.q.~~;t ' , ': ' !. \/ ~". ,.: ~ ... .' . ' I, : ," ' " 'J : \ } ' , :! ' ., . tilat i t 'i q,id .that . h\3 had., ; . 'l*!i);Pt'.9rteq:) ~ASS, ,Q?mat",ds' , i_ the ' pas~' )atld woul~ -oonti~ue to (support t1:fem~ now'; ~ n ,:J ';'~ if.«: SO) PQinte,d. ou.t ; tJ?~·~ th13 A~i·s~:i:.ons Comm3;,~t~e, thou.~t+ '.i.t b,ad' deIl.0Unc'eq; . , ~AS,S ' :s .non-l"Efpr (9 , ;t'ltat:;l ve 2, hag. ' ~~~led t? __:jsay,wn~pe or why S~.s S demands, 8 .. "'>'-="'M.~· ~ '- :": 7""'-':-'~''''':'-' ·-''':~7"",~·· , '·,::· -~::·'''-~j ·~ ··9___- -. l . ' . :; , .', ,~ . ' ,I '.', ',,~ -' \ {~f ~·. 'J , . ' ~ ( . ; I"". ' ,tn'o ';F'QL~~,ge,r '~ r'e5'J:~?1 1 t9?:~€(~-I ,<.-1i th SAS§de~gs €lJ;l. the " S;~0upds :Gl~~t~;' J,,:,,epres,en'C al~ ' ~lj;'e h,J.a (;1r . , stv_de;q.t~, jon ' camp;us., · , F, :L~J,ds stated .. ;Fielf:'I'S ,? a, plac1tsenior 'wn,o .is nott ia '~~:pfuer , 'of ;SASS d~*Qun(', e'~ l ' r ' . , ...; • wc> ~e w"1.Justor H~O'1"Q" ) . .~ "'~.', _.: ' .. " ,:.\ " '~~. , " ' ' .' . " . .' 1 ,/ \. ,/ I I .~ '\ . ~ ; :' _ ·.O . ~_ ~ ,, . . t:~ N ... .. j .; W~,l.,..,9;er':u !-..ne:r-d[','ti~', ' reJ.'iep . , t '? \1: a,1:\i,Cl~S 'J.rJ. ,)?PiG< ' eni.:;t ,') . ~, sjltud~l.lt ,f.s ( :ne;ws,l'ap~r~< . " '\ ' '1 ' . -;'-" ~ '~; L j '! \' , • ., ), , ;~. f~ :' " ,.~ , . ~ ���... 'p' WIrY WE CAN iT Wil l'l' The first Black student pr obably came to SW8.rthmore around 1942. It's hard to track down this preccd0nt·=setting history-making event in the Swarthmorea.·> because verJ little written evidence exists, and this history must be shY'ouded, therefore, by hearsay, recollection and uncertainty. Before that date, there VII'ere a number of frustrated efforts to deSE.~ate the college and break the color linG that had existed by gentlemen's agreement. True illustrations may shecl light on. this point o In his Memoirs, Charles J. Darlington, 1915, relates the story that his SwarthmoreDean' of JVIe:l, lf1liJ.liam A c Alexander, told him of Black admissions at SwarthrnoI' e" 1905 tJt yle o Th e college had unknowingly accepted a very light-skinned Neg 1 'o rrale because the admissions information was gathered from fill ed-cut ques -cimmaires and from photographs", without the now required inte:;:'vieH < As C:Lar les De.rlington recounts it: When he 81';:,i ";,Te d :! t v;::u:; .f"OUi..'C~ th3 t he was a Negro boy. His picture was sha ded in ~uc~ ~ way th&t this fact had not been obvious c. The c- ollege ·~\r 8.:'~ J.n an enDc.rras sing quandary. No Negroes had ever b ec:.! a;:.'t;'l:::'tt 3cL As IlJU.ec tl said, "It just wasn't done" Ii .£\.I'I~e::."" lLl,ch hee.:::-t . searching by the college administration and p::..~ obabl~F-[·0ffi.G·-ln 8r;b·el""s '-o f the Board, the boy and his p a r ents wer e to~.d tha t an. e~ror had been made. The college was very S OI'l"Y '!'Yll"j he could not be permitted to en t er" - - ---- .-,----..- - -..- .,---,. - - - -.,-Everett Lee Hunt in ti.l e Revo lt of 1,he College Intellectual gives us a glimpse into Dep l'ess io'il=-8t]T8 -sw,i'i:-fEmoj::::-e'~31ack admissions. Everett Hunt narrates: In 1932 a Negro f::."om a PhiladeJ_phia High School decided to apply to Swarthmore, He .:o..s a p:::-.omincnt athlete; had a good background i:1 elasnics J his major interest; was president of' the stude nt government 8nd popular with his fellows; and, except for his color, was a logical candidate for open scholarship o Th e admission of colored students had nev or been appro7ed by the Board of Managers, and so th e Admissio:cJ.E:: Commi t t ee r e feJ:'r e d the application to the Board. After 0.. long discussion it decided by a large majority t~at Negro students could not yet be admi tted to a coerluca tionaJ_ colleGe like Swarthmore. Their admission lrJould 1'o.. j 2e too mn.n y p':"~ 0blems and create too many difficul t-is s, 'J:hG-"'·:' Ha s t:;ene ral satisfaction at the happy so ~lutj ,,).0. :,;j_'O!.: <c'~:J(;d 'J '-J ['80.n 3re ight , just p,rrived from Dartmou th~ ~~e~ h ~ £0~ t~8 boy accopted there with a large schol 8,l"'::.L i pc ,;1.1'.0.£1 ' 8 ,:::-,11ego s83J1.o d just the place for him~ No doubt, its e}J:-ca~Cr~;J. 88.~·,":..8 f'o2. a Qual\:or schoo l like Swarthmore to have racial skelet o n::: i!~~ i-he" C!('i';G~;. T'h f: Quakers , one of the first group to come out against ;';}[,-'J8ry ,. La '. 0 1,':n[T hQd 0. social activist creed which rw_ns directly c r.:;1..:.n tn , 'c() t.h (~ ~.'D.ci[:l f;\ '::;:; ,Je on s in the closet of Quaker . Swarthmore Colleg e c 'i'.no ~( c. :i !<I~~ cue: }"L'ac r;:;_00 o f the Philadelphia Yearly Meeting voices th e ::3c!d o..l-·c.~o2~'8-::,n -..t'l1a:C-Fr1end.s have tr~di tionally had in racial justico c J �' The plight of , native races and disadvantaged ' groups in Africa, India, Asia, Europe and America which so heavily weighted upon the minds and hearts of members of the Commission on Racial Justice, places both a responsibility and opportunity before the Society of Friends ' ~ I1isunderstandings and bitterness which divide economic gpoups and national gover,illhents re~t~' ip no small measure upon race prejudi6e. Jf the c&uses of ~ indus,trial and . international wars are to ' bf;:removed, 'effective work must be done in improving the s'tatusQf disadvantaged grOUPSD i, .ytrat SASS , end6 (.;.-;;' ors by presenting its .demands is to close the gap at Swarthmore between faith and practice and thus help the college reach its full potential as an educational ' J.nsti tution in the profes 's ed service of ' a better American society. Th}s willcomE3 about, by pr:oviding talented ' Black youths wi th the academ;ic competence to, ' filllction on ,two leViels. Because of its ' intense aDd , rigorousedue,ational ' experienc~, Swar'thmore , College coul~be :, a , traini:qg ground ,for Black scholars ,and~lack leaders. Bla~k f Swn.rtbinor;e alumni could, one day be vJOrkingat t1).e frontiers of ' knowledge ' in Brack studies, doing , he new scholarship anq, unea rthing .a t : ' vital Dody" o':(~nowledgG~ ' SHarthmore could gi ve its Black alumni the ,,' __ , intell e,c tunJ: . d1,scipline and analytic pmvers to look a t the hard, complex is sues. ,thai; ~ lac;k : l eade r .ship ll1Till e ncounter ip future years. , his is ' T the [d-rn 'of· 'the' SASS demands. '- - ' '''' l ';"" " . . " _. In order - to''' beBla c}:- :scr," "'. ars ;and6.Bla ck leaders, howe~er ~ SW$,rthJpore~ Black college · studeritswill chave . to possesse : viable Black identiti~sJ ffi ~ sense of group pr'i de 8:Qddestiny which can only ' come about ;:througtl in' .' , " . di vidual ' 'S,elf:.:t,ar,:.-· :"y.si s· 'and, SEilf':',defini tion. In a predomin& tely whi te, CoIl ege' like , Swarth.'YJ1ore, th e Blac- students group plays , a very important ' k ", counter ~ soci.alization role ' in nuturing the viable selfhood" for p::roi9.uctive.' From th:i,s gO?tls flqwsth e rationale for Black atudents at SwartbJnore . and " " the legitimacy of ' SASS. . I, ",. \' . ~ -~" . .. ~his is a nec~isary conclusion that thinking Black students &re coming too Thus SASS enjoys thepassi.ve ., if not the active ~upport' of virtually all the Black s ,tp,dents · on campus 0 ' To illustrate thi;3 . po;Lnt, after student .,cou,:lcil "endorsed the orginal ,SASS demands, .aT).d'· c.ertain ,'. · white administrators were sug(l~ 6sting that SA,SSWRS an i'll egiMnate, Un'r ep res entati v~org8ni'zation, the " group , conducted cin int e rnal poll und found tha·t , a ll but six of , the Blac·k s,tudents on the .c ampus ' werB wi~ling to goon r e c ord as ' SASS memb e rs .. White Sw'a rthmore. waS shown that s oIne of ' therc ' b es t f r i E(nds a rE; not , Negroes. On a ' cdmpu~ t ·h at profess es, to b e . li fer~ l and enlightened, wh ,:.<. do e s SASS ene'ount,e r ; SCi ; much r esis tance and misunderstanding in itm ~ g'oals of s.elf-definitioh and self ··det,e rmina'Gion for BJ:ack peoplo~' A ' great doal of the a nsw e r li e s ir:. fa:;,'::; t~at tho College suffers from whi to liberal mind set on'r'ac~ r ea lt5,ons o ' By~ that ~ve . meo.n that Swarthmore "Coliege as an institution has 8 "Love roe, I'm a lib e ral!!' approach to race , r e lations tha t.phil Ochs in Concert ~ satirizes. In oth e r words, because the College was founded 1.-mder Quaker aegi s, ,a nd becaus e its adminis tra tors r a is e money for !~Tade House> a nd b eca use its faculty h e lps run Upward Bounq., .. : : " H ,-. .,j �( 3» and because its students tutor Chest e r Kids, lily white Swarthmore automat~ ically assumes it's the racial scene and doing the best it can . 1A te Thi liberal , Swarthmore has been content to push for racial justice and Black " self-de~qrmination in Chester, or Philadelphia, or Media, rather than in its own backyard. Black Power is good in Chest8r, but bad in the ~ampus. The racism of the outer white society stops at the edge of college property~ because Swarthmore College, a small Co-educational LIBERAL liberal arts 11 miles southwest of Philadelphia, because the campus comrnunity is one big happy racial family~ How long can basically descent people lull th8mselves into the fragile and status quo "oomplacency of rosy-eyed sb.cchc..rino exist~nco, whe re everybody' is' suppoSed to be co1-or blind 'and , and unpre judiced?' , This fantasy world ,can never exist in a society that waS nutured on racism and in which it still runs rampant. Very few, if any, white people in contemporary America have or can elude the racist virus b e cause it is ," ubiquitous: cmd deep-seated. But there is one hope, there isa way to work ourseJves out of this sad dilemma -to faco the hard, cold, cruel reali ty of the racic~J cris is.Because tho vague and accusatory word racist· ", ~onnotes []D " otrert, virulent bigot clubbing poor def ensel e ss Negroes, whito liberals concerned with social justice, don't like to see the term bandied about. Doubtless, this is a typical Swarthmore reaction. Be'cause some of our best friends are white liberals, many SASS members are careful with their racial labels. Yet to many "Love me" liberals, the term white liberal itself must seem at times an epfthet. Whatever the label, all are members of the Master Race in a society in which the legitimllt~d belief in the inferiority of Blacks is deeply ingrained, and pervasive. Every white is not to blame for a racist America, but every white is in some degree responsible. , Thus to combat Smith an~ r~~BiS of Swarthmore Colle£A7 ~lle liberal Quaker school has a r8sponsible racism pn~ uqvance racial equality. We hope that Prosident Dwarthmore College will not turn their backs on the greater this century. "", SASS proceeds with a clear conscience, can Swarthmore College?' ~ The Swarthmore Afro-Ame rical1 Students' Society � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Condensed History of the Swarthmore-SASS Admissions Dispute Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [Swarthmore Afro-American Students' Society] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF Black admissions Clinton Etheridge Don Mizell Frederick Hargadon SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/852ab38b2ab01dcd1ed056fbb3dd449f.jpg 6a342a16874f67d279917a43fe74d3bb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Appeal, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a1fee45e896251e74127a02309103b10.jpg 64667fca74037a6b95fb09bb9bff8232 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Announcement of Moderates' Meeting, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Bob Goodman Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body