30 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e1afa8b0ff41f84790fc35ca881bdfd.jpg c00e47b7d28bba74fd3c284d1715fa1b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dance and Gospel Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/27/1973 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/59778bd53765c639a7cbfae29c805dae.pdf 17e3241667fb0eec18a382f591929648 PDF Text Text ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I will continue to encourage departments to be considering what studies can appropriately and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I will continue to encourage departments to be considering what studies can appropriately and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of Black Studies Committee 04/27/1970 Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 04/27/70 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield Rosalind Plummer (Wood) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9d8263449234078a36d11d3b3dc220ce.pdf f7e9ce4248ee24ee4b7282b0f4a29132 PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Services for mentally ill remain inadequate Creator An entity primarily responsible for making the resource Peter A. Brigham Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/28/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/67c3c901516a8d3081c451c3f1016a15.jpg 3544c144ed9f807e7cecb6d1a8ce76a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Some Black Demands Rebuffed by College Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/28/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/696899b252c565b6821c2cbb288e3437.pdf 77bf65771f251bfeaa5385f2e0ccd503 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Instruction Committee 04/29/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Instruction Committee] Date A point or period of time associated with an event in the lifecycle of the resource 04/29/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies 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/3c55fbd01c8d2dd9d60b7dad05cb1ac6.jpg ec8ac3ad30d832fef91c3ee1313cd558 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to the College Community 04/29/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 04/29/1971 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/e9243e68732a01e1c10eb2b1dd064692.pdf c6267b64b431b04a36f712cd7c3c78cc PDF Text Text ����� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Class notes, 04/30/1969] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource 04/30/1969 Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e7cfbeb695835f8e2d026c19eb9a9779.pdf c464b888950498e437d16a126b13b805 PDF Text Text " SWARTHMORE COLLEGE Swarthmore , Pennsylvania 30 A pril 1971 To: From: Mark Breibart, Lew Cook, Bob Cross, Ning Robinson, Dave Smith, and Jerry W ood Frederic Pryor ~\ Concerning: Proposal for a hearing From the evidence sent by the "Citizens' Commission to I nvestigate the F. B. 1- " and taking into account the considerations . raised at the Special Committee's meeting on April 29, I would like to present a somewhat modified proposal for formal hearings. Our mandate, as I understand it, is to investigate all aspects of the privacy situation at Swarthmore; this includes not only the issues concerning F.B . I. survei llance bbtua l sbeother aspects of the problem. Although we must make some type of judgment about the alleged wrongdoings of Mrs. Fe!y, Mr. Peirsol, and Miss Webb, we have to make a number of other types of decisions as well. The types of- hearings that I propose below have a number of different functions . Before outlining my preliminary opinions about the three staff members implicated in the surveillance prob lem, I would like to discuss briefly the problem of "hearsay evidence . " I. The F . B. I. Papers A. Authenticity Certain documents submitted by the Citizens' Commission are of doubtful authenticity: I refer especially to the handwritten note s or the scribbled notes on some of the official documents. Other documents relate to instruc tions to the F . B.I. from the home office and are not d~­ rectly relevant to the alleged wrongdoings of the three staff members . There are, however, a series of documents, mostly on stationery enti tled "United States Government Memorandum" which appear authentic F . B. I . documents. , Two types of internal evidence support this authenticity: �2 f '· 1. One document to the F . B. I . from William Weidner, _.swa r thmore Chief of Police , details a conversation with Mr . Cratsley and Mr . Stanton which Mr . Cratsley has claimed to be ac curate . 2. Severa l document s .efer to ac t ions by Mis s Webb , which, as I unders tand he r s t atements to the Phoeni x, sh~, ha s admitted . 3 . The F . B. I . conf irmed tha t documents relating to Jacky Reuss had been stolen and several of the documents , whose accuracy was attested by Jacky Reuss , turned up. B. The Hearsay Rule According to my dictionary, the hearsay rule excludes certain out-of-court statements, oral or written, which are offered as evidence . Further, certain types of evidence that are obtained illegally are not admissible . Although these procedures may be necessary in situations where the court has life-or- death powers over an individual, these guidelines are too strict in situations where authentic documents are used to determine whether or not a person should be moved from one position in the college to another . II . The Necessity for Formality As far as I know, the College has never held a hearing in which outside evidence was introduced to influence personne l decisions . I see any hearing that we might hold as an imporpant precedent and, therefore, believe that such a hearing should be conducted with care. In any hearing in which wrongdoing is alleged, I believe that an adversary proceeding is the fairest method of operation. That is, I would like to hear the reasons Mrs . Feiy or her lawyer give me for rejecting the authenticity of the F.B.I . documents. And I would like to hear the strongest possible countercase. I would further like to have notes taken so that there are no possibilities for misunderstandings. Any more informal procedure is not going to protec t the accused in a s effective a manner . �3 A formal proceeoing also protects the committee from any accusati9n of playing a kangaroo court. Finally , a formal hearing is a concrete action that would satisfy most complaints that the administration has tried to sweep the whole surveillance issue under the rug. We can also announce that recommendations were made to President Cross who theh, at an "appropriate time, can announce his actions. If a record of the proceedings is made, then if any of the three accused desire that the proceedings be made public, a document can be released. III. The Case of Mrs. Feiy A. Charges 1. In the document entitled "United States Memor- andum 3/13/70", Mrs . Feiy is alleged to have given the F.B.I. the following information about Dan Bennett: a. Bennett was criticized by the administration for inviting speakers uncleared by the College; b. Bennett was criticized by the administration for holding unapproved open discussions about controversal issues; c . Bennett is a radical; d. Bennett has not made any long distance calls to specified people or places in the last month, according to her charge slips. Clearly, only the last piece of information is based on privileged information . The other bits of information could have been gleaned in any number of ways, either legally or otherwise, and I do not feel the re is much we can do about it. 2. Mrs. Feiy has listened in to at least one fe1ephone conversation and made comments to the two people who were talking . �4 " B. Linkage between the Two Charges . - Both eharges relate to the issue of privacy and, therefore, seem to fall under the purview of our committee (at least in so far as I understand the mandate of our group, although others have disputed this). Both are, I further believe, grounds for removing Mrs. Feiy from her' present position; both may be, although I doubt it, grounds for firing her. Although the second charge could be a matter of concern only between the Personnel Office and Mrs. Feiy, the person raising the complaint did not choose to report the matter until the surveillance issue arose. Although Mrs. Feiy's alleged connections with the F.B . I. and her listening in on a conversation several years ago are unrelated in one sense, they contain elements of a consistent pattern of behavior by Mrs. Feiy and deserve, therefore, to be considered together . Further, separate action by the administration on the part of the second charge would prejudice the proceedings of our committee . .:- C. Proposal for a Hearing Any hearing of these charges will probably be quite short, especially since it is likely that she will deny everything. We should request the F.B.I. to send a representative who undoubtedly will not show up. Mrs. Feiy's counsel will undoubtedly cross-examine the two individuals testifying on the second charge and then we will have to come to a decision on whether or not to recommend any action to Bob Cross (who, I presume, will not attend the hearings so that he will not be on both the jury and the administrative bench). Mrs. Feiy should, of course, beinfonned of the charges in advance plus some indication of the evidence with regard to both charges. She should be informed that her refusal to show is equivalent to a nolo contendere plea and that, if she chooses to show up, she can be accompanied by a lawyer or other type of counsel. I think it further advisable to tell her that the maximum penalty would be her transfer to anocher job in the College at the same pay; this may induce her to be more cooperative (although we shouldn't hold our breaths). �5 " IV . The Case of Miss \"ebb A. 'Charges 1 . Addordingto the guide line s t ha t Court ney Smith gav e t o members of the admin is tration in November 1965 (which a r e in the F . B.I. fi l es) , Miss Webb was cert ainly' in her ,rights to gi ve the F . B. I. a list of ca tes about when students enrolled or qui t the College. 2. According to the document entitled "United States Memorandum 11/19/70; , Mlss Webb gave the F.B.I. a number of items on Jacky Reuss which were within the guidelines set out by Courtney Smith. She also, however, told them that Miss Reuss had asked her for her tran~cript to be sent to the University of W isconsin, which exceeded the guidelines. 3. There is also the possibility that Miss W ebb sent the F.B.I. an alphabetized list of black students, although it is not clear from the documents sent by the Citizens' Commission who actually compiled the list. B. Proposal for a Hearing The guidelines set out by Courtney Smith were sufficiently loose and the actions taken by Miss Webb seem sufficiently unimportant that I see little reason at r the present time for making any formal charges against her . Although she is outspoken enough to implicate herself on a number of other charges (e . g . giving transcripts to unauthorized individuals), I have some reluctance for trying to encourage her to hang herself . tVhat our hearing would concern is her ability to live with a set of future guidelines that would prevent he r from giving any transcript information to the F .B.I . without a subpoena. If she feels that she could not in good faith subscribe to such guidelines, then she should be transferred to ano ther office indt h e College. �"., . OUr hearings on Miss Webb ,should not, therefore, be ..f:iifl.C.iplinary but rather exploratory; and it should be made clear to her before that she is accused of no wrongdoing. These hearings, therefore, should be in the nature of information gathering. V. The Case of A. Charges 1. According to the document entitled "United States Memorandum 3/13/70", Mr. Peirsol furnished the F.B.I . with information concerning how long Dan Bennett had taught here, his previous place of employment, the fact that Mrs. Bennett is unemployed, information about Bennett's two children (sic); and data about Bennett's two-toned blue VW with license plate 5V0245. The fact that some of the information is public and other is quite wrong suggests that Peirsol did not consult official files but rather relied on his own inept sleuthing. B. Proposal for a Hearing Although I believe Peirsol was incredibly indiscreet and incompetent, I believe that he was within his rights as a private citizen to give out such information. (However, I could be argued out of this position.) It seems doubtful that the committee could, on the basis of this evidence, do much more than give Peirsol a reprimand. I would like, however, a short investigatory hearing in which the committee could learn more of what Peirsol actually does, so that we might be able to draw up better guidelines for privacy . Therefore, I recommend that he be requested to attend a hearing on this matter and, further, that he be informed that no disciplinary action will be taken against him. V. Final Comments I apologize for the length of this memo., but I feel that the committee should make its decisions about whetherdor Mr~ Peirsol �,. 7 not.~ to- hold hearings and the form of these hearings as soon as possible. Outlining my arguments in detail in advance ,will, I hope, speed up our deliberations. I look forward to your ideas at our meeting on Tuesday afternoon. � " SWARTHMORE COLLEGE Swarthmore , Pennsylvania 30 A pril 1971 To: From: Mark Breibart, Lew Cook, Bob Cross, Ning Robinson, Dave Smith, and Jerry W ood Frederic Pryor ~\ Concerning: Proposal for a hearing From the evidence sent by the "Citizens' Commission to I nvestigate the F. B. 1- " and taking into account the considerations . raised at the Special Committee's meeting on April 29, I would like to present a somewhat modified proposal for formal hearings. Our mandate, as I understand it, is to investigate all aspects of the privacy situation at Swarthmore; this includes not only the issues concerning F.B . I. survei llance bbtua l sbeother aspects of the problem. Although we must make some type of judgment about the alleged wrongdoings of Mrs. Fe!y, Mr. Peirsol, and Miss Webb, we have to make a number of other types of decisions as well. The types of- hearings that I propose below have a number of different functions . Before outlining my preliminary opinions about the three staff members implicated in the surveillance prob lem, I would like to discuss briefly the problem of "hearsay evidence . " I. The F . B. I. Papers A. Authenticity Certain documents submitted by the Citizens' Commission are of doubtful authenticity: I refer especially to the handwritten note s or the scribbled notes on some of the official documents. Other documents relate to instruc tions to the F . B.I. from the home office and are not d~­ rectly relevant to the alleged wrongdoings of the three staff members . There are, however, a series of documents, mostly on stationery enti tled "United States Government Memorandum" which appear authentic F . B. I . documents. , Two types of internal evidence support this authenticity: �2 f '· 1. One document to the F . B. I . from William Weidner, _.swa r thmore Chief of Police , details a conversation with Mr . Cratsley and Mr . Stanton which Mr . Cratsley has claimed to be ac curate . 2. Severa l document s .efer to ac t ions by Mis s Webb , which, as I unders tand he r s t atements to the Phoeni x, sh~, ha s admitted . 3 . The F . B. I . conf irmed tha t documents relating to Jacky Reuss had been stolen and several of the documents , whose accuracy was attested by Jacky Reuss , turned up. B. The Hearsay Rule According to my dictionary, the hearsay rule excludes certain out-of-court statements, oral or written, which are offered as evidence . Further, certain types of evidence that are obtained illegally are not admissible . Although these procedures may be necessary in situations where the court has life-or- death powers over an individual, these guidelines are too strict in situations where authentic documents are used to determine whether or not a person should be moved from one position in the college to another . II . The Necessity for Formality As far as I know, the College has never held a hearing in which outside evidence was introduced to influence personne l decisions . I see any hearing that we might hold as an imporpant precedent and, therefore, believe that such a hearing should be conducted with care. In any hearing in which wrongdoing is alleged, I believe that an adversary proceeding is the fairest method of operation. That is, I would like to hear the reasons Mrs . Feiy or her lawyer give me for rejecting the authenticity of the F.B.I . documents. And I would like to hear the strongest possible countercase. I would further like to have notes taken so that there are no possibilities for misunderstandings. Any more informal procedure is not going to protec t the accused in a s effective a manner . �3 A formal proceeoing also protects the committee from any accusati9n of playing a kangaroo court. Finally , a formal hearing is a concrete action that would satisfy most complaints that the administration has tried to sweep the whole surveillance issue under the rug. We can also announce that recommendations were made to President Cross who theh, at an "appropriate time, can announce his actions. If a record of the proceedings is made, then if any of the three accused desire that the proceedings be made public, a document can be released. III. The Case of Mrs. Feiy A. Charges 1. In the document entitled "United States Memor- andum 3/13/70", Mrs . Feiy is alleged to have given the F.B.I. the following information about Dan Bennett: a. Bennett was criticized by the administration for inviting speakers uncleared by the College; b. Bennett was criticized by the administration for holding unapproved open discussions about controversal issues; c . Bennett is a radical; d. Bennett has not made any long distance calls to specified people or places in the last month, according to her charge slips. Clearly, only the last piece of information is based on privileged information . The other bits of information could have been gleaned in any number of ways, either legally or otherwise, and I do not feel the re is much we can do about it. 2. Mrs. Feiy has listened in to at least one fe1ephone conversation and made comments to the two people who were talking . �4 " B. Linkage between the Two Charges . - Both eharges relate to the issue of privacy and, therefore, seem to fall under the purview of our committee (at least in so far as I understand the mandate of our group, although others have disputed this). Both are, I further believe, grounds for removing Mrs. Feiy from her' present position; both may be, although I doubt it, grounds for firing her. Although the second charge could be a matter of concern only between the Personnel Office and Mrs. Feiy, the person raising the complaint did not choose to report the matter until the surveillance issue arose. Although Mrs. Feiy's alleged connections with the F.B . I. and her listening in on a conversation several years ago are unrelated in one sense, they contain elements of a consistent pattern of behavior by Mrs. Feiy and deserve, therefore, to be considered together . Further, separate action by the administration on the part of the second charge would prejudice the proceedings of our committee . .:- C. Proposal for a Hearing Any hearing of these charges will probably be quite short, especially since it is likely that she will deny everything. We should request the F.B.I. to send a representative who undoubtedly will not show up. Mrs. Feiy's counsel will undoubtedly cross-examine the two individuals testifying on the second charge and then we will have to come to a decision on whether or not to recommend any action to Bob Cross (who, I presume, will not attend the hearings so that he will not be on both the jury and the administrative bench). Mrs. Feiy should, of course, beinfonned of the charges in advance plus some indication of the evidence with regard to both charges. She should be informed that her refusal to show is equivalent to a nolo contendere plea and that, if she chooses to show up, she can be accompanied by a lawyer or other type of counsel. I think it further advisable to tell her that the maximum penalty would be her transfer to anocher job in the College at the same pay; this may induce her to be more cooperative (although we shouldn't hold our breaths). �5 " IV . The Case of Miss \"ebb A. 'Charges 1 . Addordingto the guide line s t ha t Court ney Smith gav e t o members of the admin is tration in November 1965 (which a r e in the F . B.I. fi l es) , Miss Webb was cert ainly' in her ,rights to gi ve the F . B. I. a list of ca tes about when students enrolled or qui t the College. 2. According to the document entitled "United States Memorandum 11/19/70; , Mlss Webb gave the F.B.I. a number of items on Jacky Reuss which were within the guidelines set out by Courtney Smith. She also, however, told them that Miss Reuss had asked her for her tran~cript to be sent to the University of W isconsin, which exceeded the guidelines. 3. There is also the possibility that Miss W ebb sent the F.B.I. an alphabetized list of black students, although it is not clear from the documents sent by the Citizens' Commission who actually compiled the list. B. Proposal for a Hearing The guidelines set out by Courtney Smith were sufficiently loose and the actions taken by Miss Webb seem sufficiently unimportant that I see little reason at r the present time for making any formal charges against her . Although she is outspoken enough to implicate herself on a number of other charges (e . g . giving transcripts to unauthorized individuals), I have some reluctance for trying to encourage her to hang herself . tVhat our hearing would concern is her ability to live with a set of future guidelines that would prevent he r from giving any transcript information to the F .B.I . without a subpoena. If she feels that she could not in good faith subscribe to such guidelines, then she should be transferred to ano ther office indt h e College. �"., . OUr hearings on Miss Webb ,should not, therefore, be ..f:iifl.C.iplinary but rather exploratory; and it should be made clear to her before that she is accused of no wrongdoing. These hearings, therefore, should be in the nature of information gathering. V. The Case of A. Charges 1. According to the document entitled "United States Memorandum 3/13/70", Mr. Peirsol furnished the F.B.I . with information concerning how long Dan Bennett had taught here, his previous place of employment, the fact that Mrs. Bennett is unemployed, information about Bennett's two children (sic); and data about Bennett's two-toned blue VW with license plate 5V0245. The fact that some of the information is public and other is quite wrong suggests that Peirsol did not consult official files but rather relied on his own inept sleuthing. B. Proposal for a Hearing Although I believe Peirsol was incredibly indiscreet and incompetent, I believe that he was within his rights as a private citizen to give out such information. (However, I could be argued out of this position.) It seems doubtful that the committee could, on the basis of this evidence, do much more than give Peirsol a reprimand. I would like, however, a short investigatory hearing in which the committee could learn more of what Peirsol actually does, so that we might be able to draw up better guidelines for privacy . Therefore, I recommend that he be requested to attend a hearing on this matter and, further, that he be informed that no disciplinary action will be taken against him. V. Final Comments I apologize for the length of this memo., but I feel that the committee should make its decisions about whetherdor Mr~ Peirsol �,. 7 not.~ to- hold hearings and the form of these hearings as soon as possible. Outlining my arguments in detail in advance ,will, I hope, speed up our deliberations. I look forward to your ideas at our meeting on Tuesday afternoon. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Frederic Pryor regarding Proposal for a hearing, 04/30/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource 04/30/1971 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/204110f060f3dde15540ac8ea56be601.pdf cc8566508371c1e2529397e7dd1ca397 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from the Black Studies Curriculum Committee to SASS, 05/01/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 05/01/1970 Format The file format, physical medium, or dimensions of the resource PDF Aundrea White (Kelley) Black Studies Clinton Etheridge Delmar Thompson Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/197fce8b2b2aac9f180b5d074a77b976.jpg 5cb571d6b716ed0516f13b7d64ac04ad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SC Budget Cuts Off Halcyon Funds, Reduces SASS Allocations by $200 Creator An entity primarily responsible for making the resource Phoenix Rich Slotkin Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/01/1973 Format The file format, physical medium, or dimensions of the resource jpg SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1cb6a4174c7dcd2e95f1b3acaad88890.pdf c32c803c902eba177c73176f58e20ac9 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE. PENNSYLVANIA 19081 " DEPARTMENT OF HISTORY (215) KI 4·7900 M 3, 1971 ay To: Members of the Pr~sident ' s Conunittee~ Surveilla.Ylce and Privacy at Swa rthmore: Mr . Cross, Mr. Pryor, Mr . Smith, Mr ~ Cook. Miss Robir.30n, and ~lIr. Breibart « \ From: Jerome H. VIood, Jr. ~~ Re: the holding of investigative heari.ngs It is my j udgement that investi~ative hearings involving the matter of F.B.I. surveillance, personal privacy, and the role of College personnel in these connections definitely should be held . Such hearings \';ill be useful (1) for the purpose of clari:f¥in.e; issues ar.d for obtaining what additional information may be forthcorrung, ind (2) for the purpose of exonerating or -- as the case may be -- ascri bing culpability to t hose members of staff wbo are alledged to have coooperated improperly with the F . B.1., or to have jnvaded the rights of personal privacy of members of the SWarthmore cOl1lIT'unity . Such hec.ring s would, moreover , demonstr&te to the community t hat. action is ol"! ing taken with r(~gard to this highly importcmt business . The pe r sons conduct ing the hearings should be the J.i~mbers of the presently constituted Presidential cornr;-;ittee , w5.th the exce pt ion of the President himself, who is excluded from participat.ion in that be may have to take appropriate administrative action at t he conlusion of the hearings . It s110uld be clear to all persons involved. in the hea rings -- and to the College community at large that at the conclusion . of the hear.ing s, the committee will submit a report to the President a s well iXS recommeiidatior~s for eithe r l'lUblic exoneration of the persons 811edged to have Hcted improperly or disciplinary action di,-'~cted at these sam~ pprsons. The committee, i n the course of conducting the hearings, should receive testimony from all three members of the Coll~ge staff alledge d to have cooperated improperly with, or furnisved information :1m concerning students and faculty members to, the F.B.I.: i.e., Mr. Peirsol, the chief of caf1pus se curity fo rce s, Mrs. Feiy, the chief College operator, and Miss W , senior s!"~reta ry in the Registrar 's ebb off ice. These indivjrl.uals may be told the general areas of ('u8stioning i1". acvance, ano sbould be advi.sed t hat they m - if tr. ~y s o desire -- have cOlmsel .ay pr~sent with them a t the hearings, inh tch ar e to h"'J con:iucted separately for each person. The Committee shoulrl also have College c ounsel present , f or i t s part. In addi.tion, the committee SllOUld invi te testimony fro-1. , tuoen:'s , or memh~rs of the College staff, who wish to testify concerning such damage to themselves as may have been done by the disclosure of information about them to the F.B.I~, or who have reason to believe that their rights of privacy have been violated by any or all of the College personnel to be interrogated. The committe e should have a nurr,ocr of questions prepared in advance, but not as a specification of "charges." At the initial stage of each hearing, the idea id that the persons under interrogation will have an opportunity to corn.ment on the F~B.I. documents, and to state their views as to what they would re gard as �Wood: To the Committee on Surveillance and Privacy - 2 t ' permissible and impermissible disclosure to, or cooperation with, the F .B . L or other agencies of Government by them in their capacities as College employees. (a) Mr. Pelrsol should discuss especially how he views his relationship with outside law enforcement agencies in his capacity as a College employee. (b) Mrs. Feiy should be asked about the circumstances under which she is alledged to have provided information concerning Professor Dan Bennett to the F .~'.I. She should also be confronted with such per~ons as May wish to testify concerning violatiovs of their rights to personal privacy by Mrs Ii Feiy . (c) It is m;y- opinion that Miss Webb's case is the most serious of the three, and that ste should be questioned very closely, especially concerning the circumstances under which she released information concerning Black students at Swart!"unore -- and she has admitted releasing such information -- during the so-called SASS "crisis" of 1969. I JI.yseli have a seri~s of quest.ions to vlhich I would like her response. It is my feeling, finally, t.hat the work of the committee in setting policy guidelines for the future should continue And be brour::ht to the speediest possible conclusion. At the sar .,,; t ime, however, I believe that any individual deemed by the committee (as a result of t he hearings) to have been guilty of imptJo~r actions be recommended for ce n sure, tr'3nsfer!''3l to c:.notherCollege post, or dismissal by the President. � SWARTHMORE COLLEGE SWARTHMORE. PENNSYLVANIA 19081 " DEPARTMENT OF HISTORY (215) KI 4·7900 M 3, 1971 ay To: Members of the Pr~sident ' s Conunittee~ Surveilla.Ylce and Privacy at Swa rthmore: Mr . Cross, Mr. Pryor, Mr . Smith, Mr ~ Cook. Miss Robir.30n, and ~lIr. Breibart « \ From: Jerome H. VIood, Jr. ~~ Re: the holding of investigative heari.ngs It is my j udgement that investi~ative hearings involving the matter of F.B.I. surveillance, personal privacy, and the role of College personnel in these connections definitely should be held . Such hearings \';ill be useful (1) for the purpose of clari:f¥in.e; issues ar.d for obtaining what additional information may be forthcorrung, ind (2) for the purpose of exonerating or -- as the case may be -- ascri bing culpability to t hose members of staff wbo are alledged to have coooperated improperly with the F . B.1., or to have jnvaded the rights of personal privacy of members of the SWarthmore cOl1lIT'unity . Such hec.ring s would, moreover , demonstr&te to the community t hat. action is ol"! ing taken with r(~gard to this highly importcmt business . The pe r sons conduct ing the hearings should be the J.i~mbers of the presently constituted Presidential cornr;-;ittee , w5.th the exce pt ion of the President himself, who is excluded from participat.ion in that be may have to take appropriate administrative action at t he conlusion of the hearings . It s110uld be clear to all persons involved. in the hea rings -- and to the College community at large that at the conclusion . of the hear.ing s, the committee will submit a report to the President a s well iXS recommeiidatior~s for eithe r l'lUblic exoneration of the persons 811edged to have Hcted improperly or disciplinary action di,-'~cted at these sam~ pprsons. The committee, i n the course of conducting the hearings, should receive testimony from all three members of the Coll~ge staff alledge d to have cooperated improperly with, or furnisved information :1m concerning students and faculty members to, the F.B.I.: i.e., Mr. Peirsol, the chief of caf1pus se curity fo rce s, Mrs. Feiy, the chief College operator, and Miss W , senior s!"~reta ry in the Registrar 's ebb off ice. These indivjrl.uals may be told the general areas of ('u8stioning i1". acvance, ano sbould be advi.sed t hat they m - if tr. ~y s o desire -- have cOlmsel .ay pr~sent with them a t the hearings, inh tch ar e to h"'J con:iucted separately for each person. The Committee shoulrl also have College c ounsel present , f or i t s part. In addi.tion, the committee SllOUld invi te testimony fro-1. , tuoen:'s , or memh~rs of the College staff, who wish to testify concerning such damage to themselves as may have been done by the disclosure of information about them to the F.B.I~, or who have reason to believe that their rights of privacy have been violated by any or all of the College personnel to be interrogated. The committe e should have a nurr,ocr of questions prepared in advance, but not as a specification of "charges." At the initial stage of each hearing, the idea id that the persons under interrogation will have an opportunity to corn.ment on the F~B.I. documents, and to state their views as to what they would re gard as �Wood: To the Committee on Surveillance and Privacy - 2 t ' permissible and impermissible disclosure to, or cooperation with, the F .B . L or other agencies of Government by them in their capacities as College employees. (a) Mr. Pelrsol should discuss especially how he views his relationship with outside law enforcement agencies in his capacity as a College employee. (b) Mrs. Feiy should be asked about the circumstances under which she is alledged to have provided information concerning Professor Dan Bennett to the F .~'.I. She should also be confronted with such per~ons as May wish to testify concerning violatiovs of their rights to personal privacy by Mrs Ii Feiy . (c) It is m;y- opinion that Miss Webb's case is the most serious of the three, and that ste should be questioned very closely, especially concerning the circumstances under which she released information concerning Black students at Swart!"unore -- and she has admitted releasing such information -- during the so-called SASS "crisis" of 1969. I JI.yseli have a seri~s of quest.ions to vlhich I would like her response. It is my feeling, finally, t.hat the work of the committee in setting policy guidelines for the future should continue And be brour::ht to the speediest possible conclusion. At the sar .,,; t ime, however, I believe that any individual deemed by the committee (as a result of t he hearings) to have been guilty of imptJo~r actions be recommended for ce n sure, tr'3nsfer!''3l to c:.notherCollege post, or dismissal by the President. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Jerome Wood regarding the holding of investigative hearings, 05/03/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Jerome Wood Date A point or period of time associated with an event in the lifecycle of the resource 05/03/1971 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a65f22b5d53f98426872a16cf636d0f1.jpg 63e7f479a29ecc488df25b67e0207ba1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CEP Reconsiders S.C.'s Policy Concerning Black Committee Representation Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/04/1971 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a39bcfce93781a6e9c570e9b13a7ce36.jpg 1248088d02ebd7544ca1b9ecf7c43e24 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cottingham Initiates Suit Against FBI; ACLU to Support Proposed Litigation Creator An entity primarily responsible for making the resource Peter Gould Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/04/1971 Format The file format, physical medium, or dimensions of the resource jpg Faculty FBI SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7fecd0df7066cd20ecec85f947aa3be6.jpg c433bdd264f6700ba916107e68750f27 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Admits 31 Black Frosh Hargadon Pleased With Results Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/06/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ff3892c331f0d7d7ea28b3104e986be0.jpg 34915bcd4ff5f02da103e0c1b28c27dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cooperative Progress Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/06/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e943ef7a1285f8e011da7b0bf1f3638e.pdf 8ae5be71a2db6d6e241f096cd775435d PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Class notes, 05/07/1969] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource 05/07/1969 Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ffeb1b9121cff395098b9ba2a1a4bfd1.pdf 563833d33a8cdf2ebd296041fcc81deb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cruse Postulates Methodology For Black Studies Curriculum Creator An entity primarily responsible for making the resource Phoenix JoAnn Jones Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 05/07/1971 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5300a52038a0880b09e0b172634d896c.pdf fb43cf698be6a559a7fbc3765729e57a PDF Text Text ������ ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 05/08/1969] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b16dfbcb1ecdf350dd33131a27be5c6b.pdf fe4ab190d735ac55e1c8f786ac22c238 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Correspondence between J. Gordon Lippincott and Joseph Shane regarding crisis principles, 05/08/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource J. Gordon Lippincott Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office