28 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/28717149463a478301b4f0447812e336.jpg 71b51f3592ab1f2b863f3b5daf3384ee 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 Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dizzy Gillespie visits Swarthmore Creator An entity primarily responsible for making the resource Swarthmore College Halcyon 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 1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b6e2dc63e2f009933d07defb074e73fc.jpg 5cffbce6d684332b25826afbe99c67d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource jpg Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/26bd98e1e92d277b6aaef4aed6c905e1.jpg 9c5d47b932f83adcebb36b7433b2efaa 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 Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource JPG Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e2ab6e8482309ca7bfb1885d3b23620c.jpg 2cfff9d6507e745b5eeb1cb25d726af5 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 Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Halcyon 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 1969 Format The file format, physical medium, or dimensions of the resource JPG Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f62b5c48f6e872590f31fbff14508d65.jpg f20900beee0b846a790b10d97f4eae56 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 Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource JPG Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1b9cff87c7aea2fe1b0168cde453ca25.jpg 591169dbcbc49b56dae2f38f32e5831f 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 Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Halcyon 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 1969 Format The file format, physical medium, or dimensions of the resource JPG Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/be0029871d9a47582829642ac4e14375.jpg 6d001585ac1e5ed60135a4daa83c9424 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 Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell and Clinton Etheridge Creator An entity primarily responsible for making the resource Halcyon 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 1969 Format The file format, physical medium, or dimensions of the resource JPG Clinton Etheridge Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/23af5f23b400169eb360fb46b7604449.jpg d4ccdc3e78f0564d00274bc0f4592a28 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 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell, Clinton Etheridge, George Harrison, Aundrea White Kelley, and Michael Smith with Dean Barr Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in Aundrea White (Kelley) Clinton Etheridge Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0aaf70587fb10ed4f34c8d3636eb08f4.jpg 9c82b8a238b58419ec056d3b0ec6d9b5 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 Dr. Courtney C. Smith, 52, Dies; Was President of Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8ca8b90cc6612b4796fbdf745e52b73d.pdf 94e1e8a4df56c0a8d2e854a94ad0a700 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 Dr. King's voice heard by 200 Media marchers Creator An entity primarily responsible for making the resource Ray Didinger Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/05/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3774089a217c08802c0409c4bc1fb4fc.jpg e76b53074cfe27b207c84090ad23ba8a 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 Dr. Smith Dies in Swarthmore College Office Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eb3345f2d706c6c1f502463df14e7a0e.jpg 24ad8012431d61f33b66a9f9e63b9aee 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 Dr. Smith's Death Casts a Pall Over Swarthmore Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Tom Fox Publisher An entity responsible for making the resource available Philadelphia Daily News 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 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/09e09eb0a1ee0bf4a5152d1bc88a76a9.pdf cd26dd21270dd5317a82af33b155f469 PDF Text Text "--,-, - ,- " ~ .---;-- - ---- - - t";.' , __ .., ~'varthmDre College Sw'arthmore , Pennsylvania , ' , 29 April 1969 " , Draft; Rep0rt .:of the 80int COlmnittee on Crisis Pri.nciples . and Procedures "Academic institutions exist for the :· transmission of knmdedge, the pUl'suit of truth, the development of students, and the general \-Tell-being of society." So begins the Joint statement on Rights and Freedoms of students draHn up by represei:rt'at1~ves of th.e American Association of University Professors, the National Student Association, the Association of American Colleges) and other groupse From this statement of purpose the Statement moves on to emphasize the indispensability of fr'ec inqniry .a.'1d f".cee e:h.1'ression, 'of f'reedom to teach and freedom to learn, and to point out that the "responsibility to seCure and to respect general conditions conducive toft these freedor:1s Iris shared by all members of the academic community." vlith regard to the development of respon$ible student conduct, the Joint,. Statement observes that "'hile disciplinary proceedings should play a secondary role to example, gtddance, and admonition, "educational institu- , tions have a duty and the corollary' disciplinary pO'\'lel~S to protect their . educational purpose through the setting of standards of scholarship and of conduct • • • ano. tlrtough the regUlation of the use of institutional facilities." For the exceptional cases in '-1hich example oDd admonition prove insufficient and discip1:tnary proceedings are' called for, the Statement sets up various criteria for p:cocedur al fair play: the institution should make its behavioral expectations clear; the nature of the judicial system and the disciplinary responsibilities of institutional officials should be public kl10'Nledge; proceedings should not. be arbitrary; the right " of appeal should be safeguat'ded; pending judicial action lithe status of a student should not be altered • • • ,except for reasons relating to his physical or emotional safety and vTell-being, or for reasons relating to the safety and well-being of students" fae1J~lty, or university property." This vicu of the purpose of academic ' inst:t-Gutions, this attitude to\'Tard stUdent rights, and a deep concern 'for the· futUl'<1 of S~vartllmore College have underlain the ,'rork of this committee in formulating procedures and substantive principles for application in the event of futu.:ce crisis ~ In any discussion of the's~- matters, the ' first thing that must be 's aid is that freedom of speech, freedom of dissept, freedom to petition for redre ss of grievances and to clemonstrate or picket peacefully and nonobstructively must be maintained. ~'hesecond is to insist Jehat the life of the institution not be disrupted nor the rights of its members infringed upon by force or violence~ VTith the first of these st.atements all, it may . be presumed, \-d.ll agree. Those "Tho would qUoesti9n the second should be ' • avTare that it derives from the need to protect both the rights of individual members of the community and the future of the Coll'cge as an educational institution. These needs are closely connected. Membership in any college Ol~ university, vThetheras student , facult.y ' mcmbcT, or administ):'ator, is a voluntary ad;, and disord.eris dIscouraGing to volunteers. Disorder also brines about the threat of intervention by outs:i.cle forces "'hich may result in restriction of the mo~t basic of academic freedoms) the freedom to teach and to learn. �-2/ ,. To ensure that the concerns of its members receive a thorough hearing and to facilitate constructive action, Si'TartJUl1.0re mU.st demonstrate a high . degree of institut~onal flexibility, adapte.bility, and receptivity. If, notwithstanding, protest, dissent, or the eA~ression of grievance threaten to become disruptive, the College, while continuing to seek a remedy for all remediable concerns, must rely on three levels of restraint. The first of these is ~erson~l, residing in the commitment of the individual to the ",elfare of thQ, community of \-lhich .he has chosen to become . and to remain a member • . To the extent that all members of the community, understanding the tendency of forcible acts to cause a rising cycle of unreason, reject the tactics of physical disruption, this level of restraint is strengthened. . At the second level, should personal restraints give ",ay, the College's duty and responsibility to protect its members and its educational purpose "Till require the employment of internal disciplinary procedures to minimize . and control di~order. The third level, all else failing, involves the employment of the sanctions of society at large, through resol't to the civil courts (as through the injunctive process), or '\)~timately to the police. The undesirability of this last solution needs no emphasis here. The disciplinary process' provides a buffer bet'\veen the comrrN~ity and the outer world vThose value to both institution and individual can hardly be questioned. But it should be noted that this protective function is vulnerable . to attack both from within and from iVithout. Ne'VT regulations with regard to federal scholarship moneys and the numerous punitive proposals before state legislatures suggest the readiness of public authority to assume '-That have previou.sly been purely institutional responsibilities. As for the individual, it should be pointed out that there is already a good deal of la,{ on the books. Penalties exist for disturbing public assemblies, including lectures ($200 and/or tht'ee months); for unauthorized entrance and occupation of buildings ($500 and/or one year); for assault and battery (in aggravated cases up to $2,000 and five years); and for a variety of related offenses (riot, rout, affray, property damage, disorderly conduct, etc.). As can be seen, some of these pen~ties are severe. co~lege 1 Ii 1 i I I I I Against the possibility that the first or personal level of restraint is breached, a fel'T principles are in order • . The College "has the duty, and the corollary disciplinary pOiTer, to protect its educational purpose." ----== Since "all members of the academic comm unity" -- students, faculty, administration, board, alunmi -- share in the responsibility for its Helfare, all have some obligation to 'support its purpose, or at least to refrain from disruption of its processes and from infringing on the rights of others. Hembers of the college comm unity '\-Tho forcibly obstruct the orderly conduct of college affairs, or '\-Tho forcibly interfere \-lith the rights of others 1&\,1fully present upon college gl~ounds, or who i'Tilfullydamage college property render themselves liable to disciplinary action. Hhere such obstruction, interference or damage is of major dimensions Ol~ significant duration, or ",here it involves violence, the responsible individuals are liable to temporarY ' or permanent separation from the college. �/ '. I / I ~ ' / The disciplinary pOifer referred to above rests ultimately vlith the Board of Managers. More j,mmediately" it is ve's ted in the P".cesident) vThois. charged by the Board ,.,.ith ' chie[ responsibility for the operations of the College. But this is a pOiver of last .resort, "Thlch in practice and py. long usage ha$ ' been delegated in most cases 'of student discipline to the several committees of the College~ju~icial system o . J •.• It is important to maintain, and indeed to strengthen, the effectiveness of these committees. In all but the most exceptional cases, therefore, or _ in those in l-Thich the student prefers to vT~tive a hearing, violations of stan' dards of conduct should be referred to the appropriate committee and no act affecting the status of me~ber of th~ commUIlity should be tal..:en until his ,case has been heard and decided. In' emergency, hOi-Tever, vThere the safety and vTell-being of members of the college community or the security of college property or the continuity of college operations is threatened, administrative officers may take action to exclude an individual from the College. In any such case, hOl- ever, the ind·ividual so excluded shall have the right of T appeal to the College Judicial ,Committee, lfhich will hear the case and advise the lTesident. a ~ividuals The experience of other institutions suggests the possibility that inmay seek to ob~truct the couxse of orderly due process, as by refusal to respond to summonses from administrati~e officers or to appear before the judicial cOlnmittees. Since the existence of orderly and accepted procedv..res is essential to justice, and hence to the ,y-ell..;being of the college cOlllIDunity, such action (unless excused by sickness or comparable emergency) shol~ld result in suspension from the ' Collegee As to the path to be follOl'led in case of crisis, it seems impl'acticable to lay d01'1l1 deta:t1ed guidelines in advance. As a general principle, it is important that the focus be kept steadily on the issues, vlhatever the distractions of rhetoric or behavior. The rejection of Ullacceptable Dleans should - not automatically prejudice the ends that are sought c ,Beyond this, a fevT procedural ,suggestions may be j.n order: unhelpful visitors should be identified and their departure from the campus requested; every effort should be made to protect the educational process by cont:i.).ming normal meetings of classes and laboratories; lines of communication should be kept open and Ullcluttered; speed of action may be necessary to prevent obfuscation of the issues or polarization of the cOm1T(tUlity. Finally, if things come to a test , of strength, it should al'l.;ays be remembered that the most impressive concomitant of peifer is restraint II There seems little need to go beyond these general statements and spell out detailed restrictions on behavior. The College should not legislate teditlll1c The efforts of some institutions to bureaucratize protest by requiring advance filing of detailed plans and fl1e de:;;ignation of marshals responsible for order, or by setting up advisory procedures to pronounce "That is or is npt acceptable, or by creating special judicial systems to bypass those a11:"eady in existence, seem inappropriate to a small college like S1-larthmore. t-7hat is appropriate, given the presence of a generation of undergraduates much concerned with institutional processes, is a consistent and continuing effort to maximize coo!)eration bet1-Teen all parts of , the College. Hhere �-4stwlents can malce useful contributions, their participation should be encouraged; where concerns exist, a prompt and sympathetic hearing must be guaranteed. If it is important that these conditions exist, it . is ·.. equaUy' important that their existence be kno~m. There fs- already undergraduate participation in institutional affairs: students are members of nine faculty standing commi ttees and of the . Council on Educational Policy. There are also many channels for the communication of concerns: members of the administration from the President on dOlm, members of the Student Council, department and cOnrnU,ttee chairmen, faculty and student members of committees, individual members of the faculty are available for discussion of matters of vrhich they have cognizance • . y~t ignorance of hOi'l the College vTOrks appears surprisingly ·vlidespread. It is possible that some of the tensions now manifest are due as much to this ignorance as to imperfection of the exi.sting mechanisms. In dealing with this problem the recent publicat.ion of information on the "decision-making process" should prove helpful, as should forthcoming information on questions of procedure and the impending study of' college governance. Clearly, hOi'lever ,one-time publication of this kind of material is not enough. In a period in Vlhich these matters are of "ddespread interest, such information . should be made available annually, as is information .on Shah:espeare and Introductory Physics. A student handbook, issued every fall, ' "TOuld provide an obvious vehicle for this purpose. In the preparation of such a handbook, and in broader i'lays of contributing to understanding, a good deal of responsibility will appropriately fall upon the studenJe members of the various committees, upon the Student Council, and upon the editors of The Pho.enix. It has been noted above that care must be taken not to confuse means with ends, or actions "rith the issues that underly them. As a final method of averting or of solving-crises, the College should establish a referral procedure for the except:i,.onal cases in vlhich ~. serious concern held by a substantial number of individua.ls cannot be resolved through normal channels. Such cases could be assigned to the Council on Educational Policy, a small body of elected faculty members and student.s enjoying ready access to the highest levels of the administration. By its composition, size, and position in the structUl'e of the College, the Council appeal'S vTell-fitted to act speedily and effectively, v7hile maintaining contact vlith all sectors of the community. As circ'lUllstances might ",arrant , it could undertake the functions of fact-finding, of negotiation, or of mediation, a~d after considering the question at issue ",ould refer it vlith recop.llr e ndations to the appropriate quarter. The point to emphasize in all of this is that the best way to deal ",ith trouble is not to have any: prevention is better than cure. To this en<i-it is essential that all constituencies concentrate their best efforts on the furtherru1ce of the College's basic aims and avoid excessive preoccupation "7ith incidentals. The transmission of knmlledge, the pursuit of truth, the development of students, and the welfare of society are the central matters; other aspects of institutional life should be judged by their contribution to these ends. If all members of the College can Hork together for these goals, and if institutJonal responsibility is matched by individual restraint, the future of Slwrthm.ore "Till be secure. John J. Creighton Michael P. Greemlald '70 Stephen G. Lax Susan B. Snyder Gilmore stott Richard B. Hillis Bertrand R. Yourgrau '70 PeterN. Zimmermann l 69 Jrunes A. Field, Jr. �/ A MINORITY OPINION OF THE DRAFT REPORT OF THE COr>1MITTEE ON CRISIS .RRIN~I.?LES AND PROCEl)URES / - - _._-- - - _ .__._ - ---_. - _._ .__ . I l-1hile l'Fe agree "'i~h the or:gani ~a.tions ane!.: procedures set up at least in emb:yo- (here ·\"e. refer particularly to the- (:ommittee described on page eight,whicb -=-:.:-;·-:,,:.:::-· we see as the IIlost, substantial-- and i'lOrthVlhile contribution of this report) ,we . strong dis'agreement "lith the--report's -motivating pr inciples and the corres. -;.,. .._-hav€-_ ponding emphasis they have generated. Our views of ",hat crisis represents and __t4~ ....Pri.q~.i:ti,es _involved in _dealing .l'lith _ them are summed up in the follm'1ing: A college is a cOnlmunity of scholars ",hich exists for "the transmission of knm'rledge, the pursuit of truth, the development of students and the general i'rellbeing of society." The proper ftmctioning' of the college depends upon the s atisfaction of its membership that the institution is .a mechanism that as fully as --cpossible incorporates and reflects the community's interpretations of its ends. -.A.-college cannot successfully realize its purpose if a significant proportion of 1tsmembership is dissatisfied "lith the institutional means, and if this dissatisfaction gives rise to violations of behavioral expectations. When a legitimate institution is assured, then the college membership has faith in it to implement comm unity ends; and furthermol'e,this membership takes on the obligation to observe behavioral standards, to rely upon official channels to responsibly determine policy -- and if not, to submit to appropriate procedures. The integrity of the comm unity can only -be pl'e~erved 1-Then its institution speaks with the ' voice of the members of the conmmnity. Such an institution is the best safeguard against the use of extra-institutional procedures, by virtually guaranteeing their unnecessity. ··--:-------..rllls- is-1:;he- Tlist- cris f s- pl':i.ncipl e, 'and- it is directly involved with the activities of the Govern ance Task For ce. The legitimacy of the ins t:t.tution of -S''larthmore College-- the question of ",hethel' it adequately represents involved parties -- should be the first concern of any discussion of crises and their resolution. Although it is not the domain of the "Crisis Principles" committee, governance is crucial to the questions and ansI'Ters of crisis. The first principle in regard to the resolution of crisis is the prevention of crisis; and prevention hinges on a legitimate institution. Given the above, a crisis represents the follmdng: first the inability of the institution to resolve a crucial issue to the satisfact.ion of involved - ", --"'"" Parties; and second, the violation of the institution's ~xpectations of social conduct. The first aspect of crisis give:::.. rise to a concern with disputeresolution, "lith arbitration, negotiation, etc. The second gives rise to a con~ . cern "lith disciplinary and judiciary procedures. fTe feel that the importance of the specia,l conJIlli ttee to deal with issues (the governance study shotLld tell us whether or not the C.E.P. is the appropriate committee for such a jo~) has been understated. To us, that corrilluttee and ~he pr inciple that motivated its suggested creation, are most emphatic necessities tm'Tards the satisfactory resolution of any crisis. Adjudicatory processes should _arise, from the complaint of a party in some ''lay upset by the violation of behavioral expectations :Hhich crises ene;ender, and it is in the hands of the College Judici ary Comnuttee to determine 1-lhether or not the infraction was jus tified in vie,'l of mitigating circumstances. But the crucial concern is Hith issue-resolution and we fail to see sufficient energy devoted to this area in the dra~G report. Barry Yourgrau '70 Mike Greemrald ',"{O �CONCUIillING OPINION OF PETER M. ZINlvlERNANN / I _ Although I concur "lith the main body of the report of .the Joint Committee- ',!.-- - on Crisis Principles, I \'lant to stress some basic premises w'hich did not receive ,adequate , attention,in the report. The Corom:i.ttee has put great emphaf~is -=-::-=~ : -=- :- - -.- ,on -ll-hat ' I ' ",ould call the organic approach, the approach which cpnsiders para"::'-'':'" ' ", mount "the ±nst'i tt,ltional purposes of the college, IT "the responsibility of the institution to protect its educational purpose" by 'setting standards of curriculum and conduct, the commitment of the individual to the institution ",hich he has chosen to enter. MY belief is that even such non-controversial statements as these can be extremely dangerous as premises. They could very easily be the foundation of a conservative, establismnent-oriented law and order stand, which it is not the de~ire of this committee to take.. Nevertheless, to state that when the total consensus shOl<JS signs of caving in, " • • • all members of the acade~ic community share in the responsibility for its welfare, all have some obligation to support its purpose, or at least refrain from disruption of its processes, IT ---I repes,t, to state this is to imply that the institution exists over and above its individual members. I disagree strongly with this approach, and prefer lThat is sometimes called lithe radical indi, vidualist" premise. A society does not exist over and above its members ', All ' social rights and duties derive from the basic natural right of every individual to be free from interference by others, as long ashe equally is not , interfering ",ith a.nother co By interference here, vTe v.sually mean. force and violence, and this ,.Jill do for our 'p urposes, aJ,though the definition can be expanded to other areas (genel'ally vlith less agreement). The -principle of ' natural individual right and the principle of justice - like situations treated alike - from ",hich Vie derive due process and fair trial - these are the p:i'inciples that ",e should stress as ultimate. Hith these premises, I then derive the fol101'ling preamble: The Sw'artbmore community faces the classic questions of social life: governing of men, their rights and duties against and to each other • the . It is true that a college differs from a pm'e soc:i.ety. Faculty and administration naturally have a more permanent and long.,term interest in the institution viewed as comprised of members over a number of years, vrhile students are concerned "dth the here and nOl" . Moreover, ' certain aspects of the college require the expertise of competent faculty and administration; students then for certain purposes come to college ' voluntarily, to be guided e It ",ould be ridiculous to overlook the fact that students come to college primarily to learn, and not to dictate to others. Nevertheless, it ",ould also he ridiculous to think that there are not other principles ",hich, as they apply to all societies, also apply to the university. In a nation ,.;here al,l students vTho \oJish advancement must go to college) it "lOuld be ludicrous indeed that they should be required to abdicate all claims of directing their 011n lives simply b.e cause others are more competent as regards certain matters of curriculum and administration. In varying aspects of student life, from social life on dOi'l11 to the tedium of administration, the students have varying degrees of competence. Insofar as everything that occurs at the college affect:? students, almost everything indeed in :i,mmediate terms, the students have an 'interest in all aspects of the college) though their degree of capacity for governing diffel' ent aspects may vary. Vlith regard to the immediacy of the collegets impact on students, fle must give due consideration to the principle of government based on the �· -2,.- l / consent of the governed. In ail academic community i·,hich idealizes the indep0ndent-thinking individual, a variant of the tx-aditional natural-right philosophy ' of the ,constitution (free speech, assoc.iation, etc.), the students - must_be .. active in determining policies which affect their lives • ..... '; The detail..s bf college governance are not at issue here. What is at issue is the use of force or violence to effect changes in the university • .Although at S,.;rarthmore, most assume that violence ,,;ill never be used, the experience of other universities compels us at least to consider the possibilit.y.. -The belief that certain subjective;Ly chosen ends (ivhatever they may be) justifies use of force or violence is equivalent to a rejection of the rule of lmT; it is an invitat~pn to anal~chy. Either you have Iml or no lmv. If there is no lmv, there are no protected rights _ If there is no l;m'T, anything goes. From the point of view of ' the individual, there is no telling who is going to gain and who is going to be victimized. Lack of la~T is a serious matter. Any risk of its consequences is prima facie unjustified, The only sufficient reason for use of force or vIolence for political ends is evidence (never precise, to be sUl'e) that the government is desperately corrupt or incapable of progressive change peacefully. These are not charges "Thich can be made lightly. In any society composed of numerous individuals, . there i·,ill rarely be anyone perfectly satisfied, and usually be some vlho are greatly dissatisfied, since it i·, ould be fortuitous if all interests coincided • . Force or violence can only- be justified to cure a .desperately pathological . system. I am unconvinced that Si-rarthmore is a pe:Ghologically deaadent system. I believe it has shO\'111 itself capable of responding to demand for increased access to politics by its members. Progress can be made w 'ithin the system; and i(not all members of the society are satisfied totally, the amount of their dissatisfaction mos t likely could be recluced only at the expense of another Even assum :i.ng some glaring deficiencies of the college, S'farthmore has shO'\'111 the vlill to im.p rove its governance; surely, the patience required for change is a small price to pay in comparison ylith the loss of rights implied by' resort . to force~ Noreover, in such a small community, all members' lives are diverted by resorts to force; the issues are thus more crucial e G The rule of layT carries a moral force of its O'\ID, the protection of the natural right of each individual not to be interfered vlith" most emphatically by force or violence. Rule of 1m·, binds all - students, faculty, and administration. It implies freedom to speak, march, dem onstrate, or sit-in, ",her ever no force, direct obstruction, or violence is involved. It implies due process of laYT. No one is to be disciplined arbitrarily. The judiciary system of the college has predominant pOi-Tel', with the President as check and balance. The President also must have J;lo\'ler be cause of the overlapping or possible confusion bet,ve en college 1m., and criminal levT. This obviously is a delicate matter, balancing the disgusting prospect of police or prison ,'lith the somm'Th at less disturbing but still present fact of the college 's vulnerability and lade of experience as a disciplinary agent. The college's very "TeaJm~ss as an agent of laHenforcement, stelluning from its consensual, f amily atmosphere and from its n at~re as a cOlmnunity of scholars, should not be used as an e asy target for those "1ho seek to underllline it. Special care in respecting the rights of other members of the college is needed. Othcnlise, the surviv.al of the academic community as such may literally be in question. � "--,-, - ,- " ~ .---;-- - ---- - - t";.' , __ .., ~'varthmDre College Sw'arthmore , Pennsylvania , ' , 29 April 1969 " , Draft; Rep0rt .:of the 80int COlmnittee on Crisis Pri.nciples . and Procedures "Academic institutions exist for the :· transmission of knmdedge, the pUl'suit of truth, the development of students, and the general \-Tell-being of society." So begins the Joint statement on Rights and Freedoms of students draHn up by represei:rt'at1~ves of th.e American Association of University Professors, the National Student Association, the Association of American Colleges) and other groupse From this statement of purpose the Statement moves on to emphasize the indispensability of fr'ec inqniry .a.'1d f".cee e:h.1'ression, 'of f'reedom to teach and freedom to learn, and to point out that the "responsibility to seCure and to respect general conditions conducive toft these freedor:1s Iris shared by all members of the academic community." vlith regard to the development of respon$ible student conduct, the Joint,. Statement observes that "'hile disciplinary proceedings should play a secondary role to example, gtddance, and admonition, "educational institu- , tions have a duty and the corollary' disciplinary pO'\'lel~S to protect their . educational purpose through the setting of standards of scholarship and of conduct • • • ano. tlrtough the regUlation of the use of institutional facilities." For the exceptional cases in '-1hich example oDd admonition prove insufficient and discip1:tnary proceedings are' called for, the Statement sets up various criteria for p:cocedur al fair play: the institution should make its behavioral expectations clear; the nature of the judicial system and the disciplinary responsibilities of institutional officials should be public kl10'Nledge; proceedings should not. be arbitrary; the right " of appeal should be safeguat'ded; pending judicial action lithe status of a student should not be altered • • • ,except for reasons relating to his physical or emotional safety and vTell-being, or for reasons relating to the safety and well-being of students" fae1J~lty, or university property." This vicu of the purpose of academic ' inst:t-Gutions, this attitude to\'Tard stUdent rights, and a deep concern 'for the· futUl'<1 of S~vartllmore College have underlain the ,'rork of this committee in formulating procedures and substantive principles for application in the event of futu.:ce crisis ~ In any discussion of the's~- matters, the ' first thing that must be 's aid is that freedom of speech, freedom of dissept, freedom to petition for redre ss of grievances and to clemonstrate or picket peacefully and nonobstructively must be maintained. ~'hesecond is to insist Jehat the life of the institution not be disrupted nor the rights of its members infringed upon by force or violence~ VTith the first of these st.atements all, it may . be presumed, \-d.ll agree. Those "Tho would qUoesti9n the second should be ' • avTare that it derives from the need to protect both the rights of individual members of the community and the future of the Coll'cge as an educational institution. These needs are closely connected. Membership in any college Ol~ university, vThetheras student , facult.y ' mcmbcT, or administ):'ator, is a voluntary ad;, and disord.eris dIscouraGing to volunteers. Disorder also brines about the threat of intervention by outs:i.cle forces "'hich may result in restriction of the mo~t basic of academic freedoms) the freedom to teach and to learn. �-2/ ,. To ensure that the concerns of its members receive a thorough hearing and to facilitate constructive action, Si'TartJUl1.0re mU.st demonstrate a high . degree of institut~onal flexibility, adapte.bility, and receptivity. If, notwithstanding, protest, dissent, or the eA~ression of grievance threaten to become disruptive, the College, while continuing to seek a remedy for all remediable concerns, must rely on three levels of restraint. The first of these is ~erson~l, residing in the commitment of the individual to the ",elfare of thQ, community of \-lhich .he has chosen to become . and to remain a member • . To the extent that all members of the community, understanding the tendency of forcible acts to cause a rising cycle of unreason, reject the tactics of physical disruption, this level of restraint is strengthened. . At the second level, should personal restraints give ",ay, the College's duty and responsibility to protect its members and its educational purpose "Till require the employment of internal disciplinary procedures to minimize . and control di~order. The third level, all else failing, involves the employment of the sanctions of society at large, through resol't to the civil courts (as through the injunctive process), or '\)~timately to the police. The undesirability of this last solution needs no emphasis here. The disciplinary process' provides a buffer bet'\veen the comrrN~ity and the outer world vThose value to both institution and individual can hardly be questioned. But it should be noted that this protective function is vulnerable . to attack both from within and from iVithout. Ne'VT regulations with regard to federal scholarship moneys and the numerous punitive proposals before state legislatures suggest the readiness of public authority to assume '-That have previou.sly been purely institutional responsibilities. As for the individual, it should be pointed out that there is already a good deal of la,{ on the books. Penalties exist for disturbing public assemblies, including lectures ($200 and/or tht'ee months); for unauthorized entrance and occupation of buildings ($500 and/or one year); for assault and battery (in aggravated cases up to $2,000 and five years); and for a variety of related offenses (riot, rout, affray, property damage, disorderly conduct, etc.). As can be seen, some of these pen~ties are severe. co~lege 1 Ii 1 i I I I I Against the possibility that the first or personal level of restraint is breached, a fel'T principles are in order • . The College "has the duty, and the corollary disciplinary pOiTer, to protect its educational purpose." ----== Since "all members of the academic comm unity" -- students, faculty, administration, board, alunmi -- share in the responsibility for its Helfare, all have some obligation to 'support its purpose, or at least to refrain from disruption of its processes and from infringing on the rights of others. Hembers of the college comm unity '\-Tho forcibly obstruct the orderly conduct of college affairs, or '\-Tho forcibly interfere \-lith the rights of others 1&\,1fully present upon college gl~ounds, or who i'Tilfullydamage college property render themselves liable to disciplinary action. Hhere such obstruction, interference or damage is of major dimensions Ol~ significant duration, or ",here it involves violence, the responsible individuals are liable to temporarY ' or permanent separation from the college. �/ '. I / I ~ ' / The disciplinary pOifer referred to above rests ultimately vlith the Board of Managers. More j,mmediately" it is ve's ted in the P".cesident) vThois. charged by the Board ,.,.ith ' chie[ responsibility for the operations of the College. But this is a pOiver of last .resort, "Thlch in practice and py. long usage ha$ ' been delegated in most cases 'of student discipline to the several committees of the College~ju~icial system o . J •.• It is important to maintain, and indeed to strengthen, the effectiveness of these committees. In all but the most exceptional cases, therefore, or _ in those in l-Thich the student prefers to vT~tive a hearing, violations of stan' dards of conduct should be referred to the appropriate committee and no act affecting the status of me~ber of th~ commUIlity should be tal..:en until his ,case has been heard and decided. In' emergency, hOi-Tever, vThere the safety and vTell-being of members of the college community or the security of college property or the continuity of college operations is threatened, administrative officers may take action to exclude an individual from the College. In any such case, hOl- ever, the ind·ividual so excluded shall have the right of T appeal to the College Judicial ,Committee, lfhich will hear the case and advise the lTesident. a ~ividuals The experience of other institutions suggests the possibility that inmay seek to ob~truct the couxse of orderly due process, as by refusal to respond to summonses from administrati~e officers or to appear before the judicial cOlnmittees. Since the existence of orderly and accepted procedv..res is essential to justice, and hence to the ,y-ell..;being of the college cOlllIDunity, such action (unless excused by sickness or comparable emergency) shol~ld result in suspension from the ' Collegee As to the path to be follOl'led in case of crisis, it seems impl'acticable to lay d01'1l1 deta:t1ed guidelines in advance. As a general principle, it is important that the focus be kept steadily on the issues, vlhatever the distractions of rhetoric or behavior. The rejection of Ullacceptable Dleans should - not automatically prejudice the ends that are sought c ,Beyond this, a fevT procedural ,suggestions may be j.n order: unhelpful visitors should be identified and their departure from the campus requested; every effort should be made to protect the educational process by cont:i.).ming normal meetings of classes and laboratories; lines of communication should be kept open and Ullcluttered; speed of action may be necessary to prevent obfuscation of the issues or polarization of the cOm1T(tUlity. Finally, if things come to a test , of strength, it should al'l.;ays be remembered that the most impressive concomitant of peifer is restraint II There seems little need to go beyond these general statements and spell out detailed restrictions on behavior. The College should not legislate teditlll1c The efforts of some institutions to bureaucratize protest by requiring advance filing of detailed plans and fl1e de:;;ignation of marshals responsible for order, or by setting up advisory procedures to pronounce "That is or is npt acceptable, or by creating special judicial systems to bypass those a11:"eady in existence, seem inappropriate to a small college like S1-larthmore. t-7hat is appropriate, given the presence of a generation of undergraduates much concerned with institutional processes, is a consistent and continuing effort to maximize coo!)eration bet1-Teen all parts of , the College. Hhere �-4stwlents can malce useful contributions, their participation should be encouraged; where concerns exist, a prompt and sympathetic hearing must be guaranteed. If it is important that these conditions exist, it . is ·.. equaUy' important that their existence be kno~m. There fs- already undergraduate participation in institutional affairs: students are members of nine faculty standing commi ttees and of the . Council on Educational Policy. There are also many channels for the communication of concerns: members of the administration from the President on dOlm, members of the Student Council, department and cOnrnU,ttee chairmen, faculty and student members of committees, individual members of the faculty are available for discussion of matters of vrhich they have cognizance • . y~t ignorance of hOi'l the College vTOrks appears surprisingly ·vlidespread. It is possible that some of the tensions now manifest are due as much to this ignorance as to imperfection of the exi.sting mechanisms. In dealing with this problem the recent publicat.ion of information on the "decision-making process" should prove helpful, as should forthcoming information on questions of procedure and the impending study of' college governance. Clearly, hOi'lever ,one-time publication of this kind of material is not enough. In a period in Vlhich these matters are of "ddespread interest, such information . should be made available annually, as is information .on Shah:espeare and Introductory Physics. A student handbook, issued every fall, ' "TOuld provide an obvious vehicle for this purpose. In the preparation of such a handbook, and in broader i'lays of contributing to understanding, a good deal of responsibility will appropriately fall upon the studenJe members of the various committees, upon the Student Council, and upon the editors of The Pho.enix. It has been noted above that care must be taken not to confuse means with ends, or actions "rith the issues that underly them. As a final method of averting or of solving-crises, the College should establish a referral procedure for the except:i,.onal cases in vlhich ~. serious concern held by a substantial number of individua.ls cannot be resolved through normal channels. Such cases could be assigned to the Council on Educational Policy, a small body of elected faculty members and student.s enjoying ready access to the highest levels of the administration. By its composition, size, and position in the structUl'e of the College, the Council appeal'S vTell-fitted to act speedily and effectively, v7hile maintaining contact vlith all sectors of the community. As circ'lUllstances might ",arrant , it could undertake the functions of fact-finding, of negotiation, or of mediation, a~d after considering the question at issue ",ould refer it vlith recop.llr e ndations to the appropriate quarter. The point to emphasize in all of this is that the best way to deal ",ith trouble is not to have any: prevention is better than cure. To this en<i-it is essential that all constituencies concentrate their best efforts on the furtherru1ce of the College's basic aims and avoid excessive preoccupation "7ith incidentals. The transmission of knmlledge, the pursuit of truth, the development of students, and the welfare of society are the central matters; other aspects of institutional life should be judged by their contribution to these ends. If all members of the College can Hork together for these goals, and if institutJonal responsibility is matched by individual restraint, the future of Slwrthm.ore "Till be secure. John J. Creighton Michael P. Greemlald '70 Stephen G. Lax Susan B. Snyder Gilmore stott Richard B. Hillis Bertrand R. Yourgrau '70 PeterN. Zimmermann l 69 Jrunes A. Field, Jr. �/ A MINORITY OPINION OF THE DRAFT REPORT OF THE COr>1MITTEE ON CRISIS .RRIN~I.?LES AND PROCEl)URES / - - _._-- - - _ .__._ - ---_. - _._ .__ . I l-1hile l'Fe agree "'i~h the or:gani ~a.tions ane!.: procedures set up at least in emb:yo- (here ·\"e. refer particularly to the- (:ommittee described on page eight,whicb -=-:.:-;·-:,,:.:::-· we see as the IIlost, substantial-- and i'lOrthVlhile contribution of this report) ,we . strong dis'agreement "lith the--report's -motivating pr inciples and the corres. -;.,. .._-hav€-_ ponding emphasis they have generated. Our views of ",hat crisis represents and __t4~ ....Pri.q~.i:ti,es _involved in _dealing .l'lith _ them are summed up in the follm'1ing: A college is a cOnlmunity of scholars ",hich exists for "the transmission of knm'rledge, the pursuit of truth, the development of students and the general i'rellbeing of society." The proper ftmctioning' of the college depends upon the s atisfaction of its membership that the institution is .a mechanism that as fully as --cpossible incorporates and reflects the community's interpretations of its ends. -.A.-college cannot successfully realize its purpose if a significant proportion of 1tsmembership is dissatisfied "lith the institutional means, and if this dissatisfaction gives rise to violations of behavioral expectations. When a legitimate institution is assured, then the college membership has faith in it to implement comm unity ends; and furthermol'e,this membership takes on the obligation to observe behavioral standards, to rely upon official channels to responsibly determine policy -- and if not, to submit to appropriate procedures. The integrity of the comm unity can only -be pl'e~erved 1-Then its institution speaks with the ' voice of the members of the conmmnity. Such an institution is the best safeguard against the use of extra-institutional procedures, by virtually guaranteeing their unnecessity. ··--:-------..rllls- is-1:;he- Tlist- cris f s- pl':i.ncipl e, 'and- it is directly involved with the activities of the Govern ance Task For ce. The legitimacy of the ins t:t.tution of -S''larthmore College-- the question of ",hethel' it adequately represents involved parties -- should be the first concern of any discussion of crises and their resolution. Although it is not the domain of the "Crisis Principles" committee, governance is crucial to the questions and ansI'Ters of crisis. The first principle in regard to the resolution of crisis is the prevention of crisis; and prevention hinges on a legitimate institution. Given the above, a crisis represents the follmdng: first the inability of the institution to resolve a crucial issue to the satisfact.ion of involved - ", --"'"" Parties; and second, the violation of the institution's ~xpectations of social conduct. The first aspect of crisis give:::.. rise to a concern with disputeresolution, "lith arbitration, negotiation, etc. The second gives rise to a con~ . cern "lith disciplinary and judiciary procedures. fTe feel that the importance of the specia,l conJIlli ttee to deal with issues (the governance study shotLld tell us whether or not the C.E.P. is the appropriate committee for such a jo~) has been understated. To us, that corrilluttee and ~he pr inciple that motivated its suggested creation, are most emphatic necessities tm'Tards the satisfactory resolution of any crisis. Adjudicatory processes should _arise, from the complaint of a party in some ''lay upset by the violation of behavioral expectations :Hhich crises ene;ender, and it is in the hands of the College Judici ary Comnuttee to determine 1-lhether or not the infraction was jus tified in vie,'l of mitigating circumstances. But the crucial concern is Hith issue-resolution and we fail to see sufficient energy devoted to this area in the dra~G report. Barry Yourgrau '70 Mike Greemrald ',"{O �CONCUIillING OPINION OF PETER M. ZINlvlERNANN / I _ Although I concur "lith the main body of the report of .the Joint Committee- ',!.-- - on Crisis Principles, I \'lant to stress some basic premises w'hich did not receive ,adequate , attention,in the report. The Corom:i.ttee has put great emphaf~is -=-::-=~ : -=- :- - -.- ,on -ll-hat ' I ' ",ould call the organic approach, the approach which cpnsiders para"::'-'':'" ' ", mount "the ±nst'i tt,ltional purposes of the college, IT "the responsibility of the institution to protect its educational purpose" by 'setting standards of curriculum and conduct, the commitment of the individual to the institution ",hich he has chosen to enter. MY belief is that even such non-controversial statements as these can be extremely dangerous as premises. They could very easily be the foundation of a conservative, establismnent-oriented law and order stand, which it is not the de~ire of this committee to take.. Nevertheless, to state that when the total consensus shOl<JS signs of caving in, " • • • all members of the acade~ic community share in the responsibility for its welfare, all have some obligation to support its purpose, or at least refrain from disruption of its processes, IT ---I repes,t, to state this is to imply that the institution exists over and above its individual members. I disagree strongly with this approach, and prefer lThat is sometimes called lithe radical indi, vidualist" premise. A society does not exist over and above its members ', All ' social rights and duties derive from the basic natural right of every individual to be free from interference by others, as long ashe equally is not , interfering ",ith a.nother co By interference here, vTe v.sually mean. force and violence, and this ,.Jill do for our 'p urposes, aJ,though the definition can be expanded to other areas (genel'ally vlith less agreement). The -principle of ' natural individual right and the principle of justice - like situations treated alike - from ",hich Vie derive due process and fair trial - these are the p:i'inciples that ",e should stress as ultimate. Hith these premises, I then derive the fol101'ling preamble: The Sw'artbmore community faces the classic questions of social life: governing of men, their rights and duties against and to each other • the . It is true that a college differs from a pm'e soc:i.ety. Faculty and administration naturally have a more permanent and long.,term interest in the institution viewed as comprised of members over a number of years, vrhile students are concerned "dth the here and nOl" . Moreover, ' certain aspects of the college require the expertise of competent faculty and administration; students then for certain purposes come to college ' voluntarily, to be guided e It ",ould be ridiculous to overlook the fact that students come to college primarily to learn, and not to dictate to others. Nevertheless, it ",ould also he ridiculous to think that there are not other principles ",hich, as they apply to all societies, also apply to the university. In a nation ,.;here al,l students vTho \oJish advancement must go to college) it "lOuld be ludicrous indeed that they should be required to abdicate all claims of directing their 011n lives simply b.e cause others are more competent as regards certain matters of curriculum and administration. In varying aspects of student life, from social life on dOi'l11 to the tedium of administration, the students have varying degrees of competence. Insofar as everything that occurs at the college affect:? students, almost everything indeed in :i,mmediate terms, the students have an 'interest in all aspects of the college) though their degree of capacity for governing diffel' ent aspects may vary. Vlith regard to the immediacy of the collegets impact on students, fle must give due consideration to the principle of government based on the �· -2,.- l / consent of the governed. In ail academic community i·,hich idealizes the indep0ndent-thinking individual, a variant of the tx-aditional natural-right philosophy ' of the ,constitution (free speech, assoc.iation, etc.), the students - must_be .. active in determining policies which affect their lives • ..... '; The detail..s bf college governance are not at issue here. What is at issue is the use of force or violence to effect changes in the university • .Although at S,.;rarthmore, most assume that violence ,,;ill never be used, the experience of other universities compels us at least to consider the possibilit.y.. -The belief that certain subjective;Ly chosen ends (ivhatever they may be) justifies use of force or violence is equivalent to a rejection of the rule of lmT; it is an invitat~pn to anal~chy. Either you have Iml or no lmv. If there is no lmv, there are no protected rights _ If there is no l;m'T, anything goes. From the point of view of ' the individual, there is no telling who is going to gain and who is going to be victimized. Lack of la~T is a serious matter. Any risk of its consequences is prima facie unjustified, The only sufficient reason for use of force or vIolence for political ends is evidence (never precise, to be sUl'e) that the government is desperately corrupt or incapable of progressive change peacefully. These are not charges "Thich can be made lightly. In any society composed of numerous individuals, . there i·,ill rarely be anyone perfectly satisfied, and usually be some vlho are greatly dissatisfied, since it i·, ould be fortuitous if all interests coincided • . Force or violence can only- be justified to cure a .desperately pathological . system. I am unconvinced that Si-rarthmore is a pe:Ghologically deaadent system. I believe it has shO\'111 itself capable of responding to demand for increased access to politics by its members. Progress can be made w 'ithin the system; and i(not all members of the society are satisfied totally, the amount of their dissatisfaction mos t likely could be recluced only at the expense of another Even assum :i.ng some glaring deficiencies of the college, S'farthmore has shO'\'111 the vlill to im.p rove its governance; surely, the patience required for change is a small price to pay in comparison ylith the loss of rights implied by' resort . to force~ Noreover, in such a small community, all members' lives are diverted by resorts to force; the issues are thus more crucial e G The rule of layT carries a moral force of its O'\ID, the protection of the natural right of each individual not to be interfered vlith" most emphatically by force or violence. Rule of 1m·, binds all - students, faculty, and administration. It implies freedom to speak, march, dem onstrate, or sit-in, ",her ever no force, direct obstruction, or violence is involved. It implies due process of laYT. No one is to be disciplined arbitrarily. The judiciary system of the college has predominant pOi-Tel', with the President as check and balance. The President also must have J;lo\'ler be cause of the overlapping or possible confusion bet,ve en college 1m., and criminal levT. This obviously is a delicate matter, balancing the disgusting prospect of police or prison ,'lith the somm'Th at less disturbing but still present fact of the college 's vulnerability and lade of experience as a disciplinary agent. The college's very "TeaJm~ss as an agent of laHenforcement, stelluning from its consensual, f amily atmosphere and from its n at~re as a cOlmnunity of scholars, should not be used as an e asy target for those "1ho seek to underllline it. Special care in respecting the rights of other members of the college is needed. Othcnlise, the surviv.al of the academic community as such may literally be in question. � 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 Draft Report of the Joint Committee on Crisis Principles and Procedures Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Joint Committee on Crisis Principles and Procedures Date A point or period of time associated with an event in the lifecycle of the resource 04/29/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/33850e213592db84a9b1b17fe4fbc1a2.jpg 55076a6fa9bb8d1b0ab3baa730cd3db9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Educators Must Make a Stand Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 02/19/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4fb5d649ae84ae2f8f7163927598175f.jpg 694240f66bd53b01716dc5527c34bbb3 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 Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Edwin Collins, director of the Swarthmore College Upward Bound program Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/88b1f085ced00ab9ba2b79b6f9db220e.jpg 386a590ecebe027b841f4714ba947bdf 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 Effigy Burned at College Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The Delaware County Daily Times 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 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/486a14f9cbcaffe37c0479f8626a610c.jpg a4c3a8a8953c77c5f367bdf90c3e83ca 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 Effort to Open Swarthmore Classes Fails Description An account of the resource Box 67, SASS 1968-1969 Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a498f8bc2f20413873e33e3af1795928.jpg 95a1073dc35672253a10f4ca574a74a2 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 Engulfed by Black Anger Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Publisher An entity responsible for making the resource available Time 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 Creator An entity primarily responsible for making the resource [none] 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bc5b276f7cbd3e903417d6d505dd299d.pdf 20885b5f630612ef74bcd7f24c91dbe8 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Episcopalian Warns Whites at Swarthmore Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin 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 PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5c86c4a2b034a6f7a811d431033a4f2d.jpg 1dd5da15a2826402d97fc3e10542c206 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 Etheridge Advocates Black Pride, Condemns Integrationist Ethic Creator An entity primarily responsible for making the resource Phoenix Clinton Etheridge 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 11/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Black Studies Clinton Etheridge SASS