28 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e29fae47def643312c351725ac527f9.jpg 91b28d2e522fd53a0c31717f45648889 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource FBI Files Reveal Investigation Of LS, Black Student Activists Creator An entity primarily responsible for making the resource Phoenix Martha Shirk Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/09/1971 Format The file format, physical medium, or dimensions of the resource jpg FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a29663d7cd6a72bd50c85118bd8b0f0d.pdf 53943370eaa0863ae9b7a4c01ae0001a 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 Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource King memorial program set Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/10/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/120a4902b026aac7a199793d9fc3af4e.jpg 3ad8e08f6c904286368a08f6ea50d5e0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Retains Risk Admissions, Commences Wise Report Debate Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/10/1970 Format The file format, physical medium, or dimensions of the resource jpg Black admissions President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/506fb3b38103dd277c8be33be1d5c3d0.pdf 93de70e80112a11341b1b4047f4223c6 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Correspondence between SASS and Robert Cross, 04/10/1970.pdf Description An account of the resource Box 1, Miscellaneous correspondence Creator An entity primarily responsible for making the resource Robert Cross Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 04/10/1970 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0334dee9361968790cc3e737fde6db37.pdf 20abbe44d52196d55713f4c437a0f453 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from SASS to Quesenbery, 04/11/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 04/11/1970 Format The file format, physical medium, or dimensions of the resource PDF Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f87291a886fa50f3a7cbc8217baaf989.jpg 75efad4ca9beb3485644d8a525f39df5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters to the Editor: New Libes Opens Creator An entity primarily responsible for making the resource Phoenix SASS Library Committee Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Cultural Center SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d75ad056031b8da476225e68978db060.jpg 03675d5a5046170aa45ab09253a12b50 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Challenge Creator An entity primarily responsible for making the resource William Dorsey Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/12/1968 Format The file format, physical medium, or dimensions of the resource JPG William Dorsey http://s3.amazonaws.com/sc-lib-ds-bl1969/original/778adcb9015f6ca3c374f619b59453c3.pdf 7aa997a6dc2ea89be14588947dd2b048 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 Don Pelz to Marjorie Edwards] Creator An entity primarily responsible for making the resource Don Pelz Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1942 Description An account of the resource Gift of Bernie Banet Format The file format, physical medium, or dimensions of the resource pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea0a5096c936ce8de0bd7d609dd96c52.pdf 1101b84d8c101f5145785fffc81c5779 PDF Text Text .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource I am Tired of the Tyranny of Spoiled Brats Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource K. Ross Toole Publisher An entity responsible for making the resource available U.S. News and World Report Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1970 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/21319c0b6a90b5b53762abda78860f71.pdf 610d382bcdf8332f27589032c790e45d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Conservatives Justify FBI Surveillance, Accuse Phoenix Editorial Policy of Bias Creator An entity primarily responsible for making the resource Phoenix William Gatens James Taylor Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1971 FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7c2bed19cbef96119cbef8a23abf0588.jpg 1f6e1118c5b8a4647eba8449079e65fd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to chairmen of departments 04/03/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1971 Format The file format, physical medium, or dimensions of the resource JPG FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bd0aa60710e24d84cd974e11d0c610f3.jpg 727289ab3ecaf07ab54244424370c959 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to the Phoenix 04/13/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1971 Format The file format, physical medium, or dimensions of the resource JPG FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4e5945b39f2be262978d339a87fddcb4.jpg 60b60ad6330fbe73ac262e8e281009a8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Studies Program Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1973 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dcf6778e920dfc91c4479fc57deaf2e6.pdf eefe2dfd3917abaf631730211b4caef1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Rockefeller Foundation Gives College $275,000 to Find, Aid Negro Applicants Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Format The file format, physical medium, or dimensions of the resource PDF Date A point or period of time associated with an event in the lifecycle of the resource 04/14/1964 Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a976abadb1d4332dba97c0ff91851180.pdf e6caf380f1cb4cedffd8e08ca5faa2b4 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 Media Fellowship House Description An account of the resource Correspondence, newspaper articles, promotional materials, and organizational reports from the Media Fellowship House relevant to the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Media Fellowship House 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 West Chester C of C starts job campaign Creator An entity primarily responsible for making the resource Charles A. Garrett West Suburban Sunday Bulletin Source A related resource from which the described resource is derived Media Fellowship House Date A point or period of time associated with an event in the lifecycle of the resource 04/14/1968 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/2b717ef2a8c9b7c2e1ad21f528c8e295.jpg 55278c29baa2cb882c5bb331ffde857d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Risk Student Report Ready; Blacks Fail to Participate Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/15/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Michael Fields post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1df0dda8d8a795936084fa650f3de4a3.pdf 8d1b33488aa34e691f3cb74f1bbd5f59 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 Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Health plan is hit by Fellowship aide Creator An entity primarily responsible for making the resource Harry Maitland Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/15/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5f2656c3c523ccc3dcd9157bd8e20d78.pdf 8fc9f9365e67bb997a76232ea2f7784c PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers 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 [Core readings for April 15, 1969 (Non-territorial nationalism)] Creator An entity primarily responsible for making the resource Black Philosophies of Liberation students Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource 04/15/1969 Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8dc516a1c2bb7f5d8e4ef07bfaa17e70.jpg 8cb3186e8abc7b4911a411304931a9d8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from W.D. Quesenbery to SASS, 04/15/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource W.D. Quesenbery Date A point or period of time associated with an event in the lifecycle of the resource 04/15/1970 Format The file format, physical medium, or dimensions of the resource JPG Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/70b0abeb2310cfcc06f6a91378f118e3.jpg ceb7dfe4a317b89663ab4e8431ca626d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Committee Investigates Surveillance; Haverford Receives Handwritten File Creator An entity primarily responsible for making the resource Phoenix Martha Shirk Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/16/1971 Format The file format, physical medium, or dimensions of the resource jpg FBI President's Office