29 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a594bd239a0a34c3d3132e94b07d4eb0.jpg a638847040ec0f62225f3ad73da8d8d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open letter from students, 03/14/1970] Creator An entity primarily responsible for making the resource Steve Hanson et al Date A point or period of time associated with an event in the lifecycle of the resource 03/14/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/519ecf6374b749bb3a22b45ef026326e.jpg 579f9e17cab9f89023742684461e3259 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open letter from Robert Cross 03/29/1971] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/29/1971 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/1f1223bbfac50ad70ba7f597c028de5e.pdf 6e2e4deef4b1ce51b1ab9f733f6c2d47 PDF Text Text SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � SWARTHMORE COLLEGE Swarthmore, Pe.nnsyl vania Office of the President 8 April 1971 To all msmbers of the College community: I had assumed that all of us recognized what constituted proper relations with those individuals and agencies, public and private, off-campus and on-campus, with whom members of the College community come in contact. It is unreasonable to assume that there ..fill be no contact; the College cannot try to be a secret society, and it wouldbe as impossible, as,~ it""w6uld be unwise to try, to enforce such an expectation. We cannot presume that members of the community will remain on all occasions silent about the college life they are a part of. The College needs to be in contact with the "outside world" on such diverse matters as the certification of student enrollment and achievement, the availability of fire and police protection, the visits of scholars from other institutions, and the presence' df neighbors and friends at social, cultural, educational, and athletic etents, etc'. But all of us must recognize that at times we have access to information about individuals and groups at the College because we are specially privileged to be members of the College community. We all have an obligation to be responsible and discreet about how we communicate this information. The recent publication of a spate of documents allegedly stolen from the FBI suggests the possibility that some individuals have gone beyond the limits of reasonable cooperation, by supplying information which is especially privileged - private to individuals or the College. For the past week, I have been investigating every allegation that has been published, 'phoned in, or shown to me or my associates that implied that persons in this community - students, faculty, members of the staff - have given out information that was confidential. I have refrained from acting on the basis of anonymous information, and I have avoided, and will continue to avoid, any use of surreptitious ini'ormants, eavesdropping, or any other kind of one-sided surveillance. I donlt believe that a college can remain a college and indulge in such activities. I have not yet found any conclusive evidence that any lnember of the College community has been guilty of wrong-doing in this respect. Yet I feel obliged to make perfectly clear to all members of this community that they must exercise intelligent restraint in divulging information, except that required by law or by college policy and practice, to any individuals, public or private, outside the community. Not to heed this injunction is to put in jeopardy one's right to further participation in the community. Where doubt exists about the propriety of communicating information (however obtained) about the community to individuals or agencies outside the community, the individual should consult in advance with an appropriate officer of the College. I may add that I have made vigorous representations to public authorities federal, state, and local - protesting alleged invasions of the proper autonomies of the College community. Our major recourse must be, however, to the self-discipline exercised by each of us. �I am also deslgnating -a- comm~~t~e~ made up of faculty, students and-members of the administration, to advise me:= IncXuded~re__~. Mark Breibart; Mr. Lewis Cook; Mr. Frederick Pryor; Miss Dorothy Robinson; Mr. 1)a-Viu -Smith-;Mr. Jerome Wood. Its major responsibilities will be two-fold: to cope with the present situation, alleviating in every way possible harm unjustly done to the reputation of those given notoriety in the documents. Secondly, I hope it will help formulate guidelines that will be as explicit as possible about safeguarding of confidential information. I must make two points explicit. This group "nIl not constitute a court, but rather a committee or commission - a kind of collective ombudsman for the College community. Second, I must reserve the responsibility and obligation for action which would be called for, or be implicit, in the recommendations of this committee. Robert D. Cross � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Robert Cross, 04/08/1971] Description An account of the resource Black Students: African American/Black Studies 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 04/08/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dd16eafbf15b3504ce85f71c9d5632ba.jpg 98e0f7a09c510d737f96cad871a15d86 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 [Memo re SASS-Faculty liaison committee discussions 01/27/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Linwood Urban et al Date A point or period of time associated with an event in the lifecycle of the resource 01/27/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f932f110f2e0d0755d860957eee01d6.jpg cdae21f5237eecbab6616809e55ac107 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 [Memo from faculty members of the Black Studies Curriculum Committee 03/10/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Asmarom Legesse et al Date A point or period of time associated with an event in the lifecycle of the resource 03/10/1969 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b9e8fb81343c21064111056e9bb26ce1.pdf 6fc0671a4f4347013536219c59201a64 PDF Text Text 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of American Civil Liberties Union concerning Corporation and Government Recruiters on the College Campus Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource American Civil Liberties Union Date A point or period of time associated with an event in the lifecycle of the resource 10/08/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7594604688c60a5955102b195605d0a0.pdf 9c8458fd698f580c25da16b250cff4b8 PDF Text Text SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Swarthmore AAUP 10/21/1968 re hiring next president] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore College AAUP Date A point or period of time associated with an event in the lifecycle of the resource 10/21/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e119c1595cc49fd9baa254c38fb61423.jpg 791cdf6ae21360921318a87cceca3864 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter to faculty from 6 faculty members, 01/03/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Monroe Beardsley et al Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/11be0132aef7f624af872c88e02b5f98.jpg 26e8f49a74511c480215c5c00d69a177 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter to faculty and administration from 6 faculty members] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Dean Peabody et al Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c2dca5591029d39ee1f1f689dd3be7e7.jpg 8d2f445772dc6a96c3b0bbf7b91f2bf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Student Council to faculty, 03/05/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 03/05/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f570752182d84aef1e3a65f2e2ecf6bf.jpg ec499eab68719ef3241351f5aee4df80 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from SASS to staff, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f426a28cb85cbd72056e1c521dfb7df9.jpg 568b77a1c4f98fe0391fb1d938243657 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from SASS to administration and faculty, 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d30c3842f34777f4ce5519d0c51b316c.jpg 361b003aa102f748b31bde7cb64b548b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Carl Barus to Faculty 02/17/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Carl Barus Date A point or period of time associated with an event in the lifecycle of the resource 02/17/1969 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f570883c23083a22fb79c71d4232e3d7.jpg 988fd8a25329fd357ad861ca1f086fcc 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 Friday's Agenda Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/10/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6a39cfc01f471e16ec6b239026870f67.pdf 951f8be9bed90652519c40c5568abe3d PDF Text Text SvTD.rth.morb Coll ege Slvar t~nor8 , Pa . , January 11, 1969 ' " At a meeting of students and faculty in Clothier Hernori8.1 on Saturd8.y afternoon at 2:15 p.m., Dr " Helen North, Professor of Classics and Secreta rY"" of, the Agenda 'CoITC:litt ee for the f acult:' , re ad the follovling complete listing pf motions the f a culty has passed since J anu8:c,Y .9: . ' . I t I ! Tlle Ji'aculty , in the midst of acting on the probl ems of black admissions ' and a black ci).rricuiurn, Jinds itself f a ced Hith a resort: to force and a r efusal to make use of rational procedures. The faculty deplores the us e of force ' and plans to c ontinue the orde.1.'ly consid'ar&tion of the problems to v!hich it Has eddressing itself "lhen the Adin:issions Office ,-!as occupied. It invites all members of the College . cor::Hl,:u nity to 1.-Jork t mJard tneresolution of the present crisis . Pu.rsuant to a proposal. from the student. meeting in Clothier on. the S!Jme evening , the faculty views formation of the fJe cOlr:mittees ( c or'l::littee . on selection of a black counselor and committee to advise on problems connected "lith adnlission of black students) favorably and reCOmf!!3Tlds that Pre~'io1...... v ·c;,,, .J. v . me"" !. "lith ' "1--- ,,,, ' O'l rJ'fl+ ~-I-h ~")1j"~O)-J~" -'la+C ):.). ".... " '~L'lldC»lt 0.... '·"('oup'· + 0 "Jor k au'" t'r. o ... -oJ _ '-.." 1 1. ":J '--, . o.ot-ails cO;1c e_!.~n ing the rnake-u.p of tb.e cornlilittecs, the IV11ct:i.ons o~f tb.e . commi ttees , the method. of selecting, and other relevant topics . ~_ I ! " t--I.lI ... ~.\, U . ... _ • - U .i l...... l.4 0 U .. ....... V ~ J..J......, \ \ Toe exam:i.nation schedule viill start on Jamwry 22 i nstead of JaHuary 20~ I· , '1 " . " 1 and an adjuS'G8Cl e:nl.ffi SC1l8du1 <3 '.-JL.J.. " 'De lSSUeQ af; soon as pOS3J. D~.e . If,l-'t is Ul1Qe.rs t6oj t h3.t de2-dl~Lnes associated vJi.t11 the sclledule 1,\Till be aCijus'ced dGC ordi?gl.y. ) 1.. • The Facl)lty voted to eIflpoVier ? resicient Smith to invite S'Ha~,thn ore black students outside of SASS to the' Faculty Hoeting tor::.Ol'YO\~, January 10, if the:t~· " 'lis 11 it" T118.t ttL-C .f6.cl).lt ~y &cl'J}Jt tll<=: age:nda as 'oresented 'by f a culty merrr-bers of' tl18 Couitd 1 on :2c1uc6.tional Pol:Lcy and c ontinue \'JOrldng ,vi th this agenda and othel' iterGs c onnected '-,l ith it in cont inuous s e ssion mltil itle have dis pO;Jed of a ll of ' them. The Coll ege rec ogn izes that i t is necessary -to maintain a viablo 'bJ.Dck stuclent. corn.nrunj.ty , Rea.li z ing that sD.ch e. cOJ:11nllDit~? ul t'i mately de~pe~1ds on tho d ec ision 0:"· the students both to enroll and to continue thei:c eclucc"-!:,ion e.t Sl"m.rth:iH)T8 , th" College Hill f:;t.d.ve -Go enroll 8. miniu";um of 25 blac~ st"Udellts in e a ch fresflfl:{ n class~ It is hopsd t~nat t hi.s nlu"!lbsr c an be incre aseu to 35 after a .t{t.:c ce -2!e.s..r period . Th&t tho C011ege vigor ous ly extend i ts recruitment of the be st, bl a d~ seconoc,ry scheol [).'S.dUCl, t8~; a.nd c ont:Lnue to encour ag e Swar t hn ore black students to assist ,i n this l-)r occss. TfL'1 t the Co:i.l ege should set ai, its goal the ... I ... I nlu,,'oe~' (aPDroy·'L:11 ·0·t,(,,] v 10) ~~ ~~ll_(,d ·" i"c;. 1:.: .. wi. \ ~_ ~ L .." '- _-cJ • - . ~_\"::: _ !V_ year 1969 -70. �dn ~ h a' t he Col l ege t ake immediat e st eps to r e cruit a nd appoint subject to revi0't'j by SASS a black counselor availab' e to all D black students for the purpose of providing confil en= ti'l ~dyice and guidanceo It is to be understood that thi f counselor shall not be responsible to the Deans for provid ng them with any confider' tial g privileged informationo Ao Without specifying the position within the faculty 0 ': administration 1 t e Committee believes the College ought to lave Negro adults \"rj thin the College community \on. th whom the Neg'o students could consult on a wide variety of matters whi(~h usually come under the l:eading of "counselling".;) Whate'ller the position of such persons , to\'lever ~ they ought to stand in '" he sam e relation to all students as they do with Negro students~ although the latter would urdoubtedly find them useful in unique wcys " � SvTD.rth.morb Coll ege Slvar t~nor8 , Pa . , January 11, 1969 ' " At a meeting of students and faculty in Clothier Hernori8.1 on Saturd8.y afternoon at 2:15 p.m., Dr " Helen North, Professor of Classics and Secreta rY"" of, the Agenda 'CoITC:litt ee for the f acult:' , re ad the follovling complete listing pf motions the f a culty has passed since J anu8:c,Y .9: . ' . I t I ! Tlle Ji'aculty , in the midst of acting on the probl ems of black admissions ' and a black ci).rricuiurn, Jinds itself f a ced Hith a resort: to force and a r efusal to make use of rational procedures. The faculty deplores the us e of force ' and plans to c ontinue the orde.1.'ly consid'ar&tion of the problems to v!hich it Has eddressing itself "lhen the Adin:issions Office ,-!as occupied. It invites all members of the College . cor::Hl,:u nity to 1.-Jork t mJard tneresolution of the present crisis . Pu.rsuant to a proposal. from the student. meeting in Clothier on. the S!Jme evening , the faculty views formation of the fJe cOlr:mittees ( c or'l::littee . on selection of a black counselor and committee to advise on problems connected "lith adnlission of black students) favorably and reCOmf!!3Tlds that Pre~'io1...... v ·c;,,, .J. v . me"" !. "lith ' "1--- ,,,, ' O'l rJ'fl+ ~-I-h ~")1j"~O)-J~" -'la+C ):.). ".... " '~L'lldC»lt 0.... '·"('oup'· + 0 "Jor k au'" t'r. o ... -oJ _ '-.." 1 1. ":J '--, . o.ot-ails cO;1c e_!.~n ing the rnake-u.p of tb.e cornlilittecs, the IV11ct:i.ons o~f tb.e . commi ttees , the method. of selecting, and other relevant topics . ~_ I ! " t--I.lI ... ~.\, U . ... _ • - U .i l...... l.4 0 U .. ....... V ~ J..J......, \ \ Toe exam:i.nation schedule viill start on Jamwry 22 i nstead of JaHuary 20~ I· , '1 " . " 1 and an adjuS'G8Cl e:nl.ffi SC1l8du1 <3 '.-JL.J.. " 'De lSSUeQ af; soon as pOS3J. D~.e . If,l-'t is Ul1Qe.rs t6oj t h3.t de2-dl~Lnes associated vJi.t11 the sclledule 1,\Till be aCijus'ced dGC ordi?gl.y. ) 1.. • The Facl)lty voted to eIflpoVier ? resicient Smith to invite S'Ha~,thn ore black students outside of SASS to the' Faculty Hoeting tor::.Ol'YO\~, January 10, if the:t~· " 'lis 11 it" T118.t ttL-C .f6.cl).lt ~y &cl'J}Jt tll<=: age:nda as 'oresented 'by f a culty merrr-bers of' tl18 Couitd 1 on :2c1uc6.tional Pol:Lcy and c ontinue \'JOrldng ,vi th this agenda and othel' iterGs c onnected '-,l ith it in cont inuous s e ssion mltil itle have dis pO;Jed of a ll of ' them. The Coll ege rec ogn izes that i t is necessary -to maintain a viablo 'bJ.Dck stuclent. corn.nrunj.ty , Rea.li z ing that sD.ch e. cOJ:11nllDit~? ul t'i mately de~pe~1ds on tho d ec ision 0:"· the students both to enroll and to continue thei:c eclucc"-!:,ion e.t Sl"m.rth:iH)T8 , th" College Hill f:;t.d.ve -Go enroll 8. miniu";um of 25 blac~ st"Udellts in e a ch fresflfl:{ n class~ It is hopsd t~nat t hi.s nlu"!lbsr c an be incre aseu to 35 after a .t{t.:c ce -2!e.s..r period . Th&t tho C011ege vigor ous ly extend i ts recruitment of the be st, bl a d~ seconoc,ry scheol [).'S.dUCl, t8~; a.nd c ont:Lnue to encour ag e Swar t hn ore black students to assist ,i n this l-)r occss. TfL'1 t the Co:i.l ege should set ai, its goal the ... I ... I nlu,,'oe~' (aPDroy·'L:11 ·0·t,(,,] v 10) ~~ ~~ll_(,d ·" i"c;. 1:.: .. wi. \ ~_ ~ L .." '- _-cJ • - . ~_\"::: _ !V_ year 1969 -70. �dn ~ h a' t he Col l ege t ake immediat e st eps to r e cruit a nd appoint subject to revi0't'j by SASS a black counselor availab' e to all D black students for the purpose of providing confil en= ti'l ~dyice and guidanceo It is to be understood that thi f counselor shall not be responsible to the Deans for provid ng them with any confider' tial g privileged informationo Ao Without specifying the position within the faculty 0 ': administration 1 t e Committee believes the College ought to lave Negro adults \"rj thin the College community \on. th whom the Neg'o students could consult on a wide variety of matters whi(~h usually come under the l:eading of "counselling".;) Whate'ller the position of such persons , to\'lever ~ they ought to stand in '" he sam e relation to all students as they do with Negro students~ although the latter would urdoubtedly find them useful in unique wcys " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty motions, 01/11/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/df45917b97696757857e64abb982072d.jpg 380c939436542d2215d5fe42bd8bbd1e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty motion, 01/11/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/29b790c35296eda3c5603fef87eecc35.pdf 7de2c939248ddde2bc76d4d948a7582c PDF Text Text Swarthmore College Swarthmore Pennsylvania 12 January 1969 . '" Faculty meeting _ morning .... 12 Jamuary 1969 The faculty contin~ed its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the col leg e enter into negotiations with institutions at present conducting summer enric,hme nt o,r ,XRXHl&::.b: reinforceme nt programs for entering freshmen, so that students accepted by Swarthmo£e for the . academic year 19691970 who need this preparation may attend such a program., 2) ' It resolved that the college recruit,\encourage the enrolme nt of, black students from community and junior colleg es, and ~emain open to black transfer students from four l'liJ D j year colleges. Financial aid will be available to such students Hhere appropriate. 3) The faculty decided not to discuss the quest ion of holding classes at this time. [In so acting, it Has the sense of the meeting that the faculty Hould discuss this issue during its afternoon meeting today, Hhen it has a bett er idea of the gRM~X smount of work it can complete during this meeting.!] 4) It resolved that the college endeavor to enhance opportunities for all blac k students to attend college: that it should in consultation Hith the Ad Hoc Black Admissions Committee a) continue to support and maintain an uplvard bound program. b) consider the use of its facilities during the sum mer for the establishment of a program similar in nature to the ABC program. c) establish a commit tee of interested faculty and students to explore the possibility of establishing a one-evening-a-~veek seminar pro gram on the campus for able, socio- economically deprived 11th and/or 12th grade students from local seconda ry schools. d) continuelll: its participation in programs, eg, the K~t:h;;gRXX College Bound Corporation of Philade lphia, whose efforts ar e expended on behalf of increasing the number of secondary school graduates in the area that go on to college. e) · undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need furth er preparat ion, may attend such a school on a scholarship basis for one yea r prior to entering a college. Amplifica tion: 1) The action of the faculty this morning was addressed to the ~ubst an ce of demands or proposals in the two above-mentioned reports as follo ws: a) Reso lution l( above )pert ains to SASS dema nd b, pg . 1 of the 23 December 1968 set of demands. The t erm 'risk' wa s deleted because of its unfortunate connotations , and the words 'who need this preparation' were in serted so that it not be prejudged who might or mi ght not enter such a pro gram. b) Resolution 2(above)pertains a to SASSd eman d f, pg. 2, 23 Decembe r document. In changing the wording , th e faculty wi s hed to di s tingu ish b etween two year coll eges (co~munity colleges an d junior colleges ) and regular four year college s. I t wished also to avoid any connotation of raidin g th e latter, "'hile simult aneou s ly indica ting rec e ptivity to applications from studen t s of such schools . The faculty also wi s h e d not to a gg ravate th e br a in dr a in fr om bl ack fou r yea r colleg e s . Fina lly, the f acu lty wish es to point out that financial aid has a lway s been iwne diately available to entering stud ents from t~vo yea r coll eges , and also to those from four yea r college s ~vhen �.. 12 January 1969(morning) Faculty meeting no question of competing financially for entering students was involved. e) Resolution ~.{ab.ove)pertains SASS demand c, pg. 1, 23 December document, and Admissions Policy Committee report(of 30 December 1968), pg. 9, recommendations A,B,C,D. The intention of th e faculty in this resolution was to propose measures which address th e problems of black education in the broader society, without precluding other possible measures. The f~culty wishes to note that it has expanded SASS demands to cinclude shcolarship programs Hhich already exist, under the sponsorship of the private s~hools in ,question. 2) 1'1r. Leg esse is in cOTlli1lUnicat iorf' Hith SASS' in his R capacity of lia'son . ,~ I ! " I f f I » 3) The faculty has scheduled its next meeting for 3:30 this afternoon. The agenda for this meeting include s(this agenda is tenative): it) Admissions Policy Committee report proposals that there bd informal processes Hhereby the felt needs of black students can find expression and support, and that more programs b e arranged \vhich, while open to all, Hill be largely black in orientation. B) The funding of already resolved programs. C) The second(9 January 1969) NfxgR~gxMRm3NMsx set of SASS demands. .1 i Limvood Urban Jame s Wood Asmarom Legesse Steven Piker .i ,I t L ;I , j , r � Swarthmore College Swarthmore Pennsylvania 12 January 1969 . '" Faculty meeting _ morning .... 12 Jamuary 1969 The faculty contin~ed its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the col leg e enter into negotiations with institutions at present conducting summer enric,hme nt o,r ,XRXHl&::.b: reinforceme nt programs for entering freshmen, so that students accepted by Swarthmo£e for the . academic year 19691970 who need this preparation may attend such a program., 2) ' It resolved that the college recruit,\encourage the enrolme nt of, black students from community and junior colleg es, and ~emain open to black transfer students from four l'liJ D j year colleges. Financial aid will be available to such students Hhere appropriate. 3) The faculty decided not to discuss the quest ion of holding classes at this time. [In so acting, it Has the sense of the meeting that the faculty Hould discuss this issue during its afternoon meeting today, Hhen it has a bett er idea of the gRM~X smount of work it can complete during this meeting.!] 4) It resolved that the college endeavor to enhance opportunities for all blac k students to attend college: that it should in consultation Hith the Ad Hoc Black Admissions Committee a) continue to support and maintain an uplvard bound program. b) consider the use of its facilities during the sum mer for the establishment of a program similar in nature to the ABC program. c) establish a commit tee of interested faculty and students to explore the possibility of establishing a one-evening-a-~veek seminar pro gram on the campus for able, socio- economically deprived 11th and/or 12th grade students from local seconda ry schools. d) continuelll: its participation in programs, eg, the K~t:h;;gRXX College Bound Corporation of Philade lphia, whose efforts ar e expended on behalf of increasing the number of secondary school graduates in the area that go on to college. e) · undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need furth er preparat ion, may attend such a school on a scholarship basis for one yea r prior to entering a college. Amplifica tion: 1) The action of the faculty this morning was addressed to the ~ubst an ce of demands or proposals in the two above-mentioned reports as follo ws: a) Reso lution l( above )pert ains to SASS dema nd b, pg . 1 of the 23 December 1968 set of demands. The t erm 'risk' wa s deleted because of its unfortunate connotations , and the words 'who need this preparation' were in serted so that it not be prejudged who might or mi ght not enter such a pro gram. b) Resolution 2(above)pertains a to SASSd eman d f, pg. 2, 23 Decembe r document. In changing the wording , th e faculty wi s hed to di s tingu ish b etween two year coll eges (co~munity colleges an d junior colleges ) and regular four year college s. I t wished also to avoid any connotation of raidin g th e latter, "'hile simult aneou s ly indica ting rec e ptivity to applications from studen t s of such schools . The faculty also wi s h e d not to a gg ravate th e br a in dr a in fr om bl ack fou r yea r colleg e s . Fina lly, the f acu lty wish es to point out that financial aid has a lway s been iwne diately available to entering stud ents from t~vo yea r coll eges , and also to those from four yea r college s ~vhen �.. 12 January 1969(morning) Faculty meeting no question of competing financially for entering students was involved. e) Resolution ~.{ab.ove)pertains SASS demand c, pg. 1, 23 December document, and Admissions Policy Committee report(of 30 December 1968), pg. 9, recommendations A,B,C,D. The intention of th e faculty in this resolution was to propose measures which address th e problems of black education in the broader society, without precluding other possible measures. The f~culty wishes to note that it has expanded SASS demands to cinclude shcolarship programs Hhich already exist, under the sponsorship of the private s~hools in ,question. 2) 1'1r. Leg esse is in cOTlli1lUnicat iorf' Hith SASS' in his R capacity of lia'son . ,~ I ! " I f f I » 3) The faculty has scheduled its next meeting for 3:30 this afternoon. The agenda for this meeting include s(this agenda is tenative): it) Admissions Policy Committee report proposals that there bd informal processes Hhereby the felt needs of black students can find expression and support, and that more programs b e arranged \vhich, while open to all, Hill be largely black in orientation. B) The funding of already resolved programs. C) The second(9 January 1969) NfxgR~gxMRm3NMsx set of SASS demands. .1 i Limvood Urban Jame s Wood Asmarom Legesse Steven Piker .i ,I t L ;I , j , r � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Faculty actions, 01/12/1969 (morning) with amplification] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Linwood Urban James Wood Asmarom Legesse Steven Piker Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty 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/fa0d28d560db6c799a176ccc036a5060.jpg 6275fa8ce11b23add2c1496355b510a0 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 Concerning SASS' Priorities Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d98459576b1d0513b8eed9df9e0eea15.pdf d2e6bf075fe1bd6a2d7349e2026066fa PDF Text Text ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Announcement of Program in Black Studies Description An account of the resource Black Students: African American/Black Studies 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 05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies