31 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e70a6ef7948332841e1adbe8acbb41af.pdf 1540f5d7f82c00df5cda2ab83214e1c3 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 The Swarthmorean Description An account of the resource Articles that originally appeared in the Swarthmore Borough newspaper, <em>The Swarthmorean</em>, during the events of 1969. 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 Offers $100,000 for Black Studies Creator An entity primarily responsible for making the resource The Swarthmorean Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1970 Format The file format, physical medium, or dimensions of the resource .pdf Black Cultural Center Black Studies post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7d3a1cd41c71eba5bc35cbf727cea1ee.pdf d006aaae15d2a1306917d89f7d145b47 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 Fellowship aide to quit post 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 05/09/1969 Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4f68040374da8da00a433bdab5be7830.jpg ff602e01a6187788b9850fa1c32c0188 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 Cline, Woodland To Take Posts In Black Admissions, Counseling 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 05/10/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4bfef1a6a314ac3aff40c8feffbf47ce.pdf cf3d51628e9bf3ccb0bb751b9a53dc92 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 Reforms Flounder Amid Disinterest, Cumbersome Bureaucratic Procedures Creator An entity primarily responsible for making the resource Phoenix Chris Edley 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 05/10/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3b49a83ce4186b2e909183c5734a5985.pdf d265680f1e68bcfd14b6e519afa4caeb 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Violence Results in Police Alert Date A point or period of time associated with an event in the lifecycle of the resource 05/11/1968 Description An account of the resource Daily Intelligencer Journal Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/891d83d9bc5dff645aee9f282dbc98cd.jpg 58b807eb666e2a11806c286feee5f144 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 Henry Fiersol, 05/11/1971] 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 05/11/1971 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/532b98a147dda2575cfa66f05553b839.jpg 9e9969b8f26b09ce46a4913b13f78ed8 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 Judy Feiy, 05/11/1971] 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 05/11/1971 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/196270bc1e1d01d85aa0dafa47fd4ba9.jpg 4cfd1adf6781fa9102a10cc3583881b0 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 Marjorie Webb, 05/11/1971] 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 05/11/1971 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/94297988e35a744e4803be3087f19d38.pdf 88c48a06f3de8223f0d0712ab651f794 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Bail Reduction is Sought in Jordan Case Creator An entity primarily responsible for making the resource Lancaster New Era Date A point or period of time associated with an event in the lifecycle of the resource 05/13/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f226b3f2e8cab2bd1543d66ee9126c6d.pdf 39adf6d8bad8c332b3287cacf051dbdc 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Jordan Bail Terms Criticized Creator An entity primarily responsible for making the resource Lancaster New Era Date A point or period of time associated with an event in the lifecycle of the resource 05/13/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bafcdd19e86d99a5202250b4b49a0756.pdf 50938dfd52dac794f35a78535d19ed61 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Jordan Freed After Posting Reduced Bail Creator An entity primarily responsible for making the resource Lancaster New Era Date A point or period of time associated with an event in the lifecycle of the resource 05/14/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/70b47df4434b3cbc499c7578f2530fe0.pdf 946744015dc6f0072bd58cde6531b998 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement Regarding Sam Jordan by President Keith Spalding Creator An entity primarily responsible for making the resource Keith Spalding Date A point or period of time associated with an event in the lifecycle of the resource 05/14/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ab8898eb27a010a497572838fa80b081.jpg 13345f8d1a98687b53cdf586bb306145 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 Admissions Decrease Slightly; Class Includes 34-34 Blacks 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 05/15/1970 Format The file format, physical medium, or dimensions of the resource jpg Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fc25adc6c8509ef4a964d5f4e3a1e8a4.jpg 27ed2d84acbf65f27aeb77fc398fd771 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 UB Renovates Summer Session: Program Joins Class, Counseling 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 05/15/1970 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/05a0d09384e8ba11d90c2155f63b1995.jpg 53bae475b2f8bce8efc84c373657fce6 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 [Memo re Black Studies Committee, 17 May 1968] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 05/17/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield President's Office Sam Shepard http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0fbf04804130ca90bb4558768470f3a0.pdf 6ec681fe507b40ae427db47ce8b41673 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 SASS Budget 1971-1972 Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 05/17/1971 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9363b806296723780296e0d746c3fe12.jpg 0c461d0d63f95f78fefa51f8adc51daa 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 [Memo re Black Studies Committee, 18 May 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Chuck Gilbert Date A point or period of time associated with an event in the lifecycle of the resource 05/18/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d98459576b1d0513b8eed9df9e0eea15.pdf d2e6bf075fe1bd6a2d7349e2026066fa PDF Text Text ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � ~-/'i(;J ," Announcement of Program in Black Studies Swarthmore College Beginning in the fall of 1969 students who have been accepted as majors in certain departments may also concentrate in Black Studies. Students 'tvl.shing to concentrate in this area must see Professor Pierson of the Economics department before Registration Day, 1 1ay 19. He will be assisted in advising students by Don M izell. This announcement describes the concentration in its present form and possible future structure. General Description The purpose of the concentration is to give students the opportunity to develop a deeper and broader understanding of the experiences, culture and goals of black people, especially those in Africa and the Americas. In keeping with this purpose the program is designed to help students use this understanding, within the framework of Swartrunore's high academic standards, to deal with actual racial problems in this country and abroad. Such an understanding may be gained not only through courses offered in the traditional manner of lectures and seminars, but also through individual reading and through participation in the experiences of the black community outside of Swarthmore. Accordingly, students in this concentration will be given considerably more flexibility than in the more traditional disciplines. Course offerings and field work openings vall vary frequently. Faculty appointments will rotate often and course content and presentation will change. It will therefore be necessary for students to 'tvork very closely with the chairman of th~ concentration program and the chairman of their major department in planning their programs for each semester. In the interest of making a return to the black community for research materials and other resources it contributes to the program, it is understood that information gathered as part of the program will be made available to the forum for such material in Philadelphia as well as to other outside groups. Students concentrating in Black Studies who want an exception from the general regulations specified below should address their requests to the chairman of the program. �2. S£eci:ic Features " Students majoring in any subject bearing on Black Studies will be perm~tted ,to concentrate in this area as an aspect of the work in their ma:jo:f'. .At present, the subjects falling in this category are Art History, EConomics, English, History, l1usic t Political Science, and Sociology-Anthropology. However, it is highly possible that students seeking careers in such fields as urban planning through an engineering major or in health planning or research in diseases co~~on to black people through a biology major will seek a Black Studies concentration through their ~espective _ departments. 5 semester courses in the program as well as fulfill the requirements of his major. The courses selected should accord with the following pattern of distribution: To concentrate in Black Studies, a student must take at least (1) All students in the concentration must take either a basic course in black history or in black consciousness, or both. It is recommended that students in the program seek to study some area which explains the values and philosophies of the black movement; attendance at programs sponsored by SASS for the college is advised. (2) As one of their 5 courses in Black Studies, students must take a course involving work off-campus '-lhich would be directly concerned with black problems, in accordance with criteria recently adopted by the faculty for such vlork in other areas. The 't-lork of students concentrating in Black Studies will be revie't-Ted and evaluated when completed by whatever means. such as a comprehensive or a thesis, considered appropriate by the chain.lan of the progra...'1l. Course Offerings As already noted, courses in Black Studies will vary in particular semesters but the principal offerings which ldll be generally available are listed below (for precise titles and descriptions of courses, see department statements in the Catalogue). Economics Social Economics Economics of the Black Community English Black Literature HistorY Af1 ican History Topics in African Hist~ry Afro-l~erican History Topics in Afro-American History 1 Fall semester Spring semester Spring semester Fall semester Fall semester Spring semester �3. PhiloSQPhy Black Philosophical Thought - .~ Spring- semester Fall semester Spring semester Political Science Politics of Africa Politics of the Urban Ghetto Religion Negro Contributions to Religious Thought ' i ' Black Theology Sociology-Anthropology African Nodernization Race and Ethnic Relations in the United States Fall semester Spring semester Fall semester Spring semester Future Possibilities Careful attention If.Lll have to be given to strengthening the lrork in such areas as black community politics, A fro-American and African m usic and art, Latin-American black societies and AfroA merican literature. Special emphasis will need to be given to developing field \'Jork arrangements vn th various community groups and organizations such as the Independent Urban Educational Program, Heri tage House, ~{ells Springs ECUl'llenical Council, black churches, black social groups and the like. Close liaison .-rill also have to be maintained -Hith other colleges and universities to coordinate offerings, share staff members and promote inter-institutional activities. Similarly, it will be necessary to experiment with different teaching methods such as utilizing black student-course leaders to assist 't-lhite instructors in courses within the concentration. Encouragement .-rill also need to be given students to find field .rork opportunities, including the option of ''lorking wi thin the white COtilmunity as it relates to the black community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Announcement of Program in Black Studies Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/914315b5179ba5437806daf96340f10f.pdf 0d722cacb446816fe22d58ba59059f10 PDF Text Text m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. 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' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � m~-n ' ~~1 ' 1 '- ': ..': \ fA/~r [ \\ r~ I" fl ;' l ~ 11' t~ ; .· !. ' ::)';~':;"$~l{~'~f~IT:,\"\;;Mt~ \1/','::~:).:.; ;,'{':« '·.'<~:\ <'~';:>i~>; !\"i '"_nL~~.~:p . ,ry.,. 4 S;t~~~ ·:;,::. ·;" :YS~~y>':~~·. ":" .. ::"',:.:' ~1!.~h~::/:I:::" '. , '. ::~.; '.;\ :1).' <~';'.':':·,};i!J:j':::~0J.fJ~l:;);~,':::~ ,.:<1. . ,.;.' i' '(I' .'\# "' ~ ' ';'' '. '~' i:~-:' - '"' ':-"A~'':'' _' ~.~-;;--..,;-.;..:.,!-;~ ~ :"-~ 't.,"'i" . ..'..... ~.... ~ ..... < . : .~~ ,,~~ ' l ' ~ '" ,- • :~ " - ,1,-.' ... t. : : : ~ . ~;.. ~ ',J ,'~ ~ ;:. "-, . ' ~. ~r.: ,. ' _,"' . f . ,J ':\~ :;., 'o'f :f,;JJA: i'''~ ~ ~,>Q;A,J(· '. 't:,' . , . ',',' '."" '. . ":, ~ . " , - '" ;':Y\' . , © 1969 Dow JO/les & Compo, .' ~ " :J;'l:VO]f,CL:X:XI:rI NO~58 C;:t,:'7.. ~:,' Cool ' : .... 1 EAST~,~ EDITION '." . . :::'<;'-;:<" ::.;:;\<,v.·.· ..~; ,''1\:[OrDAY, · ~~_ " ~ '" ' ,' 'I ,' . :-', "J t. ' ,' ·r ~.1 ,,: \:. 'c ." Colleo-es - ·"'i ''···<: '::;:',.:;.0';, :~/C e , ,'Tvvo' Libei'al'Sel1o'ois' ",.':-: ';' j "", • - ' "-( " .3 :. /' . ~ t· • ~'t'" , -: ~..: <:. . . \' J, ' . ', ' . • - . ~ • ;.'.~ r....::~' . 1 \. " ','¥ •..; ' t, .. '. ' :<I,,~;tt;;;;::.;,~ '>,);:\~;\i:' : : ' ': i'~(i: .';',..:;..;X):~<i ;:;; :;<i;:,; . ~':~'~~;' (Jl'ef~i'i1;S '~ " ... ,: :: , • "r , ~,: JD~gid~··'C~1~p~~: T~n~10i1 {:;~'W~~' w~: ~\i;}'i1{~·T·i~6"{ibl~· ,>; Bi:ariaeis" '~: ' ~ S\\rarthirl Ol~e ',' ; ; Say _.... _ . 4.', ,\. I , ./ ! E ._'", ' ." ' - ' ",i " , -. ... ,' .. .. .! ..: , " . i '~ '" , ', , ;7;,~ Close 'R anks After · CrISIS : .~ •• ,' "' Wei;e ' .O\r'erduc·';', t .' ,, " .ll...- ' , : ~ • ,, :,... ,"J ~ ; • • -. ;'·~~~;~fii~~i~~~~f~KJ.n:~' :, ' ~.;:; Stall 'Reporter ofl 'rUE 'wALL STREET JOURNAL \' : .• - f .'-. ' '. . . . _ ,. . " , .... ·:>: .WALTHAM. Mass.-Pro{essor Robert Man· !, :ners' pet project has been torpedoed: .But he ;.',.1~~.'\ really angcy. . ., . ', .•~. " .:" , '. . : <:" Mr, MaJmers. a Brandeis University anthro. " .~poloilst. had .for years been trying to. enlist '.. . support' for, an expe.rlmental course ' called ";. : ;. ~·Ideology . and .. Action in ' the Black ComnlU~ .' :~nity." Students' were to design the course coni';'.' ! pI~tely, :, ' ,.' ..~: ~,~ '. j' :~:' , •. ' :< ",:, ';f'·:<.i:'" , LEt":"r!',; . ;:-O, ;;·:';"Lastyear, he fimi.lly got students to particl., . "' 5PB:te, BU,t t~el'\ turmoil came to·Br?-ndeis. Black, " . studel1ts seized the u..Tilversity·s communication ~: :i cent,er ' in '. a ' dispute witl1 the admirlistraUon.' ~.. Later.,:they decided to . boycott any course on ' ~ ; black problems conducted by a white man-' .;: '; Jik~ M~. Manners. The course c,ollapsed . .· .- '. : : .,. ,:i:;<Buf,the professor insists he isn·t irrItated. "' , uSure,'I'm .disappolnted," says Mr. Mannets. · : - who sports ·il. snappy goatee. '''But these tactics ' . :do geUhings dOlle." . . •. ~ . '~ . _. ' " .. ; 7, " \ :i That klnd'- o!amtud~ ' to;""ard c'l'lInp~s !er~ . nH~lit Isn't at unusual at this small liberal college; where a: startling number 'of faculty .members. admInistration officials and students believe that · turmoil has produce1 unexpected ".' . " . ~. diyldends. . . . .. .. . :Bitterness in' the West .. ' . . -, - j '.·-EIsewh&e, it hasn't been thus. Clashes at ' such big 'schools as San Francisco State and the University of California at 'Berkeley have bitterly" fragmented stUdents, faculty and 'al. · umni. The BrllJldeis crisis seems to have unl. , lied .these groups behind ' the, school de'spite sOI?e . professorial bickering, A case in point: In a post'crisis drive Brandcis alumni in a few "'weeks ' ·over·pJ"cdged a lund-raising goal of · . $100.000 set for all 1969. The school estimates " that .a dditlonal contributions may double that · amourit. ,..... . _ '; " '. .' .: ~ The bla~k students· revolt manifestly mobl. Ilzed s: great deal of white support. "The effect of the ,selzure was Inqea.sed r ecognition of the legitimacy of ..black dem ands," says Eric Yof. '. fie, preSident of the stuclc nt-c"ounclI. But at the • { . fl ame tim e. he a:~sc l'ts, ·.'Brandels:wflsn't r adl. callzed-students. wanted to prcs.e rve the unt: ·verslty," '." . . .• , ' , ,u'~i. i :~'~:;)·'C!rc. the . us t'll1:dny ' ~rf~I~:;; ·t~rdte~~o~s Durlng' the 'l M" ~ I. , P ~ ~-.;__ ' '" " ) \ ",, . \, . I. all, , . ./ _ _ ' __ •. . de. .. , _ _ _ _ _ ,~_ __ �.i:::>· {Ing. But, c':;-:" 'D urlng t11e l1·dny crisis: ;lprOfessors . de· , :. 'plorcd the' use of coercion In ' an academIc set· ':.>~;:';' ~ollce)j.e . mports...ntly, thr.y relus'ed to 'aSk that . ed. With'. student proddIng', they .~,r:.· aIt;o . ~ppr ved forml).lion ·. ot . n Atro· ~mel'Ican a :' c :' Studles:..eepal"!m.e nt and speeded othel' conces· '· :;~~ . ',sions;';'Admlnlstrators : say these . concessions c.-i , . had .be·e n: In ·: th~,-,~:o.rks•. but . wer~ J?l9 re tha~!J- . yea dlsta t._ .~',' ;C.,: :.- ,.:, '...'.::.:.>,: ..'.::. OJ. , .,."'.,;';'. :::;.; ' ·..:·AuthoHties trace- fhe ' rclatlve'l)r" ' benl~ri re· ' of ' agitation at Brandeis' to me'slngular . ·nattlI:e ·o(the small school, where long·standing I : i"iberal 'procilvities 'gIve demonstrators ' a built· ::J' Inadvimtagc. At the same time; they say: the ."' mamigea.bIc"slze· of thEl unlv'e rslty (2,100 under· ;.' . gradua tes.- 75% of whom are Jewish). enables ,.' :, th'e to~al ~ommunity to be Intensely invo~ved .. " for . a :,:!,l~ort perl?d of, time ~? settle conflicts, . I 'z Thus . disputes . take on the aura. ' of.. family . .)quabbles rather . than . confrontations . between I •f , •. . :.;: " 'suits i ~:~~~:)~!;:,:o~::r ~ bI~~~~;.;~. ; ; / ·~· :~~7~X-:\f./;~~::~. ~;:., .~;; I 'Another small 'school ' where· 'differences '. 8e~m :to . have been·' resolv.ed with the same un· . ,~:: .." usual go'od \Villis Swarthmore College, Swarth· :.. more; Pa:, with 1,030 stude'nts, There, black ';,:i students extracted concessions after seizing the \.;"':i.adniinistraUon offices In ··January, . : Faculty ", : members met In alrriostcontlnl1.ous session for : . -/ t~ree '.. days;· and finally .agreed to raise Negro 'f:"I ·enroliPlent. They 'also agreed to accept a num= :'i ,.ber of ."rlsk" black"students who wouldn't ordl; . 11i~i1yqualify for admission. " . .:' ,. / , .'. ~{ ·'Black ... · students . made : gains ' Inside ' the .. :1powe( .structure," says Robert Savage, an as· .' t<,s lstant professor of biology. "We'll now have to .. ' -;, !>e ' <:orisl~erably aware of the sensitivities of ..: ;, . blacks in our decision· making." ,<~\;.: BUt thciugh the two schools have avoided the ' .". ':'~!o!ence ' that has torn larger institutions; they :>.; hil.vMi'(, emerged altogether unscathed. And ;.;": there Is 'concern for the ·futur·e. Tensions con· . ".;'-:Unu{itt both canlpuses: E arlier this month 125 ,;"" / ~hit~ .students ,s taged a ·s it·in at BrandElis to .:. ....= protes~ aUegedslowness In ' Implementing black '. : . . d.emands: Many Brandeis professors who ea·r · ' :... :' lIcr .backed Negro proposals now say they will ' . .reslst provocative tactics in the future. ~ , \....~ : . An unexpected tragedy affected all the par . .' .. ticlpants' attitudes during the Swarthmore ne· '. " gotiations," Courtney Smith, the school's highly ' ... 'regarded president of 15 years, died of a heart attaek in the midst of thc crisis. Some signs' of . ~'backlash" appeared among alumni. .one dis· . · ~urbed ' graduate wrote 'to a local newspape r ·'. that the president's death was a "black l:YTIch· : " )ng." Others threatened to end their support of , ; the ' school on grounds that It had "coddled" {,militants. ... ' :' .. ... ' ... _ . . . ,:::. " '1 \.'-i\ . .: .. '. :;: ,:.1 ... . __ __ . \ ..... ' . · . . ' Contributions .Booming .' . ' . . . · ." ,: ~But administrators now say III willis ebbing .... Swarthmore. Younger faculty membcrs say .' .t 'crlsls has ' spurred long· overdue reforms. · . . Alurnni . donations , are running a?out $18,700 '.' " ahead . of last year. "We're gettmg . suppo~, , . 'Jrom people we haven't heard from in years, ' says .J oseph Shane, vice president f?r alu~ni affairs: "They want to show us .the y re b~hm~ ··the school." . " . ' " ' . IV .. .' · ·· t · B . The continuing alumni. support se s ran- · '(1 Is . and Swarthmore off from ?thcr schools. t~at have exp'e rienced turmoil. A surv~y of .a bout 20 schools conducted by th.e COllncll f~r - finanCial Aid to Education fo)lowmg outbreaks . . , of violence ea r l'ler tl1'1~ yea'!' found that alumnit . ~ . 1 · giving ·g enera\ly . was . running behmd . as, year's levels. '. \ . . . . Many Brandeis alumni, in. contrast, believe 'thc school 'didn't go.far enough toward making · .. ! to the discontented studcnts. They . concess ons h larshlp · have pledged to raise money for a sc 0 to honor the late black radical Malcolm X . . . Both BrandeiS and Swarthmore are not~d : for high academic standards as well as liberal· . r.... ~~ ~..... ~ Please Tum to Page .29, Colulnn 1 . ' ; \::.,,':; . ..:."" I, " ./ �;W;~~-C66rcotfe"'~~'~'~rf\\/o'Efbefaf" S'ch'O'ol~'.'F ,~ 1 r,~ !.~~~~d~;~~,~~!¥~~~:Wf:~~~'~~:r~h::rr7 f ' ;:.:,\t~}<~}>',:! ! Contbmed Fr~ ·:p~ge On6 ::~'~.:;':,,' \ - created v.'o~!d evap?:at~ iIthe sam~ tCtlc..\~a~ ', ":}" " -ism. At ~randels, rpore than four fifths of the used again. , ':, ' ._,- ., ' ,'-, ;- v> . " " .;. . '. ''':;''' ' mille , graduates arid three _fi,fths of the women . '. At both schools ,there. are signs of tif!enlng t go "on' to: 'g iaduate school. Brandeis has room resistance among professors, with' moderates .~;' :;{{ ~oro'Jiy one 'Of every six applicants seeking ad- less 'inclined to tolerate disruptive mQves in the ~,"~ :O!.·'~:inisslo'n. 'Swa,rthmor~, 'foUnded 105 years ago ,by future; , For a few days forces ·repre.seritillg the " ~ -:; ;+;~ ihe SocletY ,of Friends, has a long tradition of outsideworId' marchedin;'and '1t vias all very : .. /: .': academic, excellence as well as social concern. edUCating," says AI~x Weingr.od, chairman of :·,'i-k',·.. ·.,B y th~ liberal standa~d~ ' of Brand'els ' and Brandeis' anthropolog~ ·department. "But a ":.;" ... Swarthmore, tho provocative moves .of black school, lik.e our~ can't stand these, crises fo.r '. " - < ,>;" "." ' \ . ;:: 'studehts'!'whilc upsettlrig to 'mimy-weren't very If;mg.'' ;· ::~~c~nsldered espeeially .r ash. Indeed, some"white " Tire Brandeis faculty is said to be split be· t.>?. ·~tudents 4efend the militancy. "Black stu4e.~t!j ,tween "dove.s'~ urging additiona! concessions to ;·:· ·fiJdld absol)ltely no damag:e to the admiss!on~ ol- Negro students and "~V?ks~" ' urginga st~onger ;.:;:.!'!Jl~e-theyknOw that des~ructivenes~ isn't ,thesta:ndby the adnii~ll!tration."J>eqple have be~ ;'~"" SwarthJnoreway,,, says 'a stUdent at the Penn- come hostile , and 'stisplcious :, 'foward ' each :'... ' ·, ~ylvanla. 'schoo1. A pretty coed remarks; ·"The other," observes' a profe'ssor. oli-affiance lant,::';. '.\>lac~/I, ~V~ vacuumed t!le .office, fioor .before, guag!,!s. , ' :: ~. , : t ~ ; ,.' / ,._ . ;::;.:{» ;;.; ) : .', '~ .l eavmg and ,left ~e place c].e,~er,~a"n the~ , ). ,At .~warthmore. some '!aculty, ~<l adrnlrUs. ;: '.': : ~!y took it .ov~r. " . . " t~ ~. ';' J . i ~ .J .~,/g ' tralion 'officials fear that agitation has eroded ~~_~: ,/ " John ~raxtonl preslden~ of the, Swarth~or,e the school's Quaker tradiUon . of resolving con." .,_:_ .. student councll, makes a 1m e distmction. The, fJicts calmly through, discussion ... "We ·used to ,(" ,.::.:~ \ '. b1.~~~~ .W!~d force, but It was a very nonvi~lent , thlrik we could talk our \vay 'throuo-h ' any,. crl. ": ,; <. ~~ of fOf,ce,"he s. :ys. Mr. Braxtonsays he n?w sis, !~ " says ' usan ~obbs, dean . q'f ,~e college. a S ~:!;;, ~derst~ds w,h at the · charge of ,' white "Now we realize -ive've failed." - / .•",';-:'j:\: " . ..I:>;,....raclsm ;, means-t~~t Negroe,s are star~d at But some Y0t¥lger faculty melnbers ' say the ,' r .J;~<fJ:1 the co,lege eate~el1a .an~ frequently asked to historical' concern with "consensus" made the . .;·.i'··· 8how theIr 1dentiflcation cards py. 1:ampus se- <l ' fui t ' iI '1' . ' Ii t th ', ,:t'''':'cufity gu'iirds. . . : /" ,.;',y : .:~ ~ ;,' ., ~ ,~ .';Ij -; '-".: .a m s ra on,' s ow·~ovmg ~n w a . ey con· " l:~::::.!~{: A~ af~Brandels:' Sy..artil~~~~ ·si~d~il;~- ' stiji.; ,slder~d -to ~Jt ,neede~ r.efo~ms. !-ot~g ,often was .i;·" ,ported black demands without becoming alien. eschew.e~ ~t.faculty meetings, on grounds that /~ ,; aled . from the college authorities. Studehts it was dlVlSlVe, . andm~y .declslons r~su1ted ;;>t pralse the administration's decision 'nono' use from vag~e: agreements, the yo~g men say . .!.:'-.: force, but 'they also say that ' a closely '~nit aca: "In pr?,cbce this meant the admimstration and ,,~;{demiccoinmunlty gene'r ates reasonableness. the older faculty dominated th~ campust " ..~ "Before anything started, I was opposed to' di. grumble;; one young man. .- . . ' ,:. ",;" ., ' rect action -on a campus like Swarthmore's,'~ . '~You're going to see more groups 011 cam· ,- says a junior in political science. "But 'a!ter~ pus' asserting ' themselves,'~ ~Isfaculty . mem~ , wa:rds I saw that black demands were justified: bel' says. He notes the formation ot a group · . The takeover was valid it for no other. reason called the Bli\ck ·rnterest Committee to re . than that it got results." , .. ' . , - :'. ~ i . ' ',; SElnt Neg'ro' 'shidc'nts' cultural interests. n \ ~'. ~ But tl1e ' same stUdent quickly... cautlO!1,[l, s!u~ent representatives elected by their fellq\1 · "Now there's a feeling that the blacks have students are going to participate In the choi c ~ · . ~ had ' their' inning, and- , . sympathy theY'ye ,of a new Swarthmore president.CU::==IllII£;.:oo"-" "the " . , , - ,. .. ..... .... ... -:: .•.. . >' .. . >:': ';, . ~ ~. " '. ~". . ',- � 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 Two Liberal Schools Decide Campus Turmoil was Worth the Trouble Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Elliot Carlson Publisher An entity responsible for making the resource available The Wall Street Journal Date A point or period of time associated with an event in the lifecycle of the resource 05/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0957f5e48137cbe3a996fa0b50166b88.pdf 78f2b3f24343b06b2c990550d8233237 PDF Text Text La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus. .-.....-, .... ... ..-- ........ ,.... --.,.... .... ............ ... ,.... ..._ . 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""" -..J .... .. ,..,. ,." .... , .... ,_,',"' """'-_.. , ~ , _'" , .. ... _ -. ~ ..... ' ... _ ' , ... w" _ _•_ w... '" "'''' .. , . . . . . . . ....., , ~ " . Do• _ _ .. _10. ... _ -~- -""""""" ......... ~ ... -... .... ,.,. ""'" ....., -~-, ~-~, ", " .... ." - Requiem for �Then . uddenly the college president was d~ad, and l unlighl black. and whiles ""t silently in mourning In Ihe cold -. --_-. ........ ...... .... ... "'" .... . -_......... _ ...... ,~ .. ,,, .......... = •..,. '"!OUOOrr + .... . , ............ ""'" -. I .... "'"...,,, -. ..,.... ...,. ... -.... _......... _ ... .. _.... ...,...." r_ ...... _ ....... , ... ~---" '• • ' , , WB _'" .... ............." ....... ....... -.---........ ........ . .... .. ..... ... ............... -__ ......-....... .... .. __ ..... _..,,--. - . . ......... ....... -"".......................... -,......._......... .......... """ -............. . _. .. _ .... .. ............... . -......._- . --.. . ---_......_......_-, .... _. . . . 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", --- -,,,........ . ... -'.... .............. ....... . . _ _w.. . ...-_ ... . . -_...... ._-... . ........ ...... _ -................ ..... _-_..... ... ......... _"'--- ........ ..... ._. -. ----_ ...... ........ - ................. ...... ......... __ ... _........ ..... ........ _... ....... . ... "'-_. - ......................-_. ................. , ...-._..... ... ". ..._ ........_-""...... .... - ._",,_ ..... ...... .... ..... ................. - _d. __' ....... . ..,.. _ ..... . .. ..... ...... -,. _ -.. ......-"' ....... _ .. - ..... _ -- .. ,-_._'. ..... ..... - .....,..... _.- ...... ...'.*-<---._ ----_........ ---. ...... .. . . ..............._................. .... _ _ """"","'---. - .... _' .. _..... _... _- ..._ -, . _, _ ....... ""_,~ "---"'_...... .... ..... ............ --"." ....."1 _ _ , . " ,,.,, - ..... ............_......... ..... -,,,--- -_..........,_.... ..... ...... ........... '.. _-=-. ..--.................... . ... .. ..... ... ._ ... - - ...,.,.,.-- """"""_,-,_ . .... ...... ......... 0I0<0n,_ COLLEGE RF.Q U IE~·1 ~., ..... , .. -,,-..., "'- ...... . J,,',,_ _'a ... .... _ _ ... """"" " ,'"'" " ,., ' , ""... , _ _ 01 ..... ' .......... "d4'~ 0.- • ..., .. .. _ - - ' -, "'"',w.. _ _......, .... .h........' .......... _ ~-- . ........ .. " . p .' . 01 .... ,.... ,,,, ... "",••.... , ....."""-- .. _ ,..., _..,- ...... ....'· - ,. .-.. -.""''' ' -01 ..... ,a '-'"'.............. ....... '"_ ,.., ......... WM _ ..... "'"........... _ ' - ,.... . , '_ _"""""'"' .....,.,-.-,.. ........ •,"" (,,',.... d __" ... . ... ........ ... ,.,. .... ... ..... -"""@',. , ......... ... _ .. ....... . - . ... , _ _ 01" ......... ...... ..... 1_ _ ... . ",_."" 1', .. ..... _,' "'-"' ",. ,. ',,'.~ "C ' ' " ... ", ... .... .. ,~' ~", ' ""'~ ~I ia .... Oir<'. woO· 00 ' .... ..... _ ; "" woo .... ;,. "'" ___ _ S d£.-.6de""". 'The othn you who ...t-.. you on .... <>ea .... Tho. voice widW> .ho. you c:t.n do n. Solf-cn6de""" is the 1"'"' doubt""mo.er . W..... your child "o.odia piano, Ito< ;. .bo nO>rturing, "y" ........... ........ " t.,.- ~.a>I- .WM'_ .... """"'"'- _ "."". '" ....... ,,,, .. .. · ..... _ P, """'" w. _ _. ".. _ -..,..,.., . . . - _ ..... c-__ .~ r-ling-b.n!ding up_his b.s< friend: his own .. I(<on· Piano otudy io de"",~ng. It', an uphill bonk between the notu of music: ."d .Ito< ........,;......... .,.. .Ito< pon of the otoden•• " """.oom< ,his oo...d•. Of <GW'OO be'll wiD. It jUJt taka p>1l<'i«. And, .. ,Ito< ....... ~, hi> .. If~.oll grow . PW.o .....:Iy io ~rding. Not oDly boa .... 01 the <njoymHl' your child .oU F' out 01 m<Hic, but boa .... of ,be •• .,.., i"'povwt' ben.m.: poU<. «"",.n'''''; ..... "'....."''''''' otId .. If<<>nfid.n.c •• Sooncthing ~lo<. t<>o: oomlll .. udies by edua.<o<o haY< showD ,ha, • year'. ",...;..J •...uning an increut • duld'. IQ by .. much ~den<"'. __ _ .. . . - _ .. , ', n. -"' .. ........ w ,...... _ ..... , , "". ~ .' _ -'~o..n ___..." .. _ -"''--''-,-, " _ .......... """""' _ '"""" _ ~'" ".; .,.. -~ ......., ",... -.,._, ' " .. 0'. .-. .- .,.. .... , "'" " 'W . ....... ,' • , """" \00 .... ,,_ _ •• " co, ....... _........ _ ... bo ""'" "' ' h,"," _ ,"", ... <......... w.~ ~ - ' , ., ..... QoOko<" , -. " .. tOo . . . . . . . . - . _ , .. ....... h , . . . . . . . ... ,,,. "" ~'"-'".,' " , , .. - . . , ~.­ , "',,-, "-' ""'" "" " ,wn_ .. ___ 0/, . ... _ _ C _"~ , ~"" . beli<w ..., nW:< .be 6_ piaD" iD .he world. no. mn.ol quolity ......... from oubtkto bnUion" but oIwoY' beautiful. no. action io inst.an. and ~'" to ",ho.. _ - if ~ q.nm! Gf it. It will oloo last • ~fcti ....... and ""'" IOCD< • _y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans; .. 10 poinu. If fOur child ;. hdw«n .....p 01 } and 12, F' him ...1Ud on piano. ~ hope you'll ct- a Baldwin. ~ '1'. '0 • .......... .-' ....... ~- .......... -""' .... < ' , ," , . . . . . ." .-, A ............ " ,....... ~,,".."'''- - ; . "'_." . _ .... w'" . ,-;,. "'" -" _"' '''"' -"" = ,.. _ .... - . . . . ~... ' I eI ' _ ... '1' ..... ......... , you au> ""'" a now BaId.on-';"" ... beb. you buy. y ..... from now your ,hild "'D' Iot._ will thotIl< you, __ COt ' 4' 0.; ......... ... .".",. .... ...... ."" " . t , ," 4 ,",to """ '" -..,. Baldwin .. �COLLEGE _,. r'~ "" ~ WM REQ L' ! E~ I -, _.............. .,-_............ ....._".................................. _....--......... ........ - .. -.. ..... - ,,_..... -............ ................ ........... ....... M....,...... ........ _-- ... ___ ... _.......................... .... .. .. _ _.. ....... . . . . _ - . , .... _ ,. . . . . . - . ........ _ _ ... ,__ ',_.... •,"'_c ____ ,_ .. ", .. _no. .....c _ _ .... ..... ---------------"-=-;=;;~~~~; __ ""'" _.... . . .. ·'..... ...... .. ~""'" , g., .. ,,"' .... .. ' ,. ........ _ _ ... ~- w.. , ... ,"""' .... _ " • •• ' .... '_ ............ _', _ " . . _ ..._ _ .... _ ~ "" """" . - . , Do. _ . Qooob'o. _ ''''_,''_', _q-*....... "'..... .... ....... U.> , '~." _.......,--- ..... ............ -. ... ................ --. _ ..................... ..... . ,- .--_....... --......._.......... .... ..................... _- .................. ...... ..... .................. . ,- __ .... _ __ . _......... ......... ... .... _ _.........................--... _.... _- . _>Ml .... ...... _ .. ..-'...... _. __ _ ....."""'- ................ _ "'" ___ - _........... "'. -. . . . . _.h..- -. ................. ... . .. .. . . . . . . . . . -'-"-...-'.-_ - ..- - _. ,._'----- ...... - ......"''- .. ... ................... ..... ""_... _ ........ ... - ... ........--.__- --.....-- .. .... . .."J._ ..... . _. ............... •.. -_. ....... ..... ....." .........._ , _ . . , _ " " '. . . . . .. 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Jo, l ' c......,. _ ',..., ....... ......... - . "' ......... "h _ II.'''.''............ ...... " ' ,, ,,,,.,~ """'" "',-"'. .... _ .. 'sO<'" "" .......... ......... . _ ,,,,, " " ............. _Do.-n....... ___ .. _ ... _ _ Qvo'- ....... - . 0 _ " , .... "". . . . . . _ .. _ ........... _' _ .•• _ .... __ ',_ .... ....... ,,_"" .. _ _ ~ ........ R _ . . . . . . . . W . . . . - , . . .. . . - _ ......... , _ . . . . . . . . . . . . .. _ _ "_ -0" , - •• ~ ...... " _ . _ 10 • _ . _ .....- ....... -,_., .... ""' ... = ......... ,... •..-""'" ................ '" , _ , .... .....,..., .... ..-~............. _ , _..... .... " , ....... ...',., , _ ' ... " .................. ., .......... .,""'" '" , " " """' .... _ """ ~ "- Jell-O - ------------------------ " , """ . . . . W . . . . . " " ' . . .. . . . . " ,""'. ' ,'~ "'''' ..... ..........M _ _ l ."" . .... •• ""'...., ,. ......... "'_'M"" (\<00' _ " '~ . . . - . . . . . . . "" '" ,." YOlive taken inyoUl' life. TRY NEW.CREAMIERjEU,O PUDOING& PIEFIUING . .. AND SMCXlTH THINGS OUT ". �Do you have a "split personality''? ..... _ w . .... ... ......... .."',............, -_ ........................ ......... ...,. ..... ."" "". .__ ......... _w ..... ................ ....-. ... __ ... ........ .......,.._ """""".' -........ -.........- _ _ ........... ......... '" ... "'" .... --.. ..... --...-" ""'. _ .. . ... .... ........ _-_. -- ..... _ - -_ ......- .... -_ """"--....... --,,.,. .. '"...... """"'" ......_,,"'...... --" ..--..., ... ".. ....... _-. _----. ...... . ...--- -". -.......... -- "'" -"""' .................. ........ _... - . .... ............_.-...- ....- . ... ...... _ ............. ...... - ..... -....... ..... "'". ..--' . . ...... ._...""'...................-.",.,.. ----.-........ ........"',_................... ..,. -- ....... __-'" .... .... " - . -"'-_ ....., .. . ...."' .........- ..........'"', ...... _._.......""_' . ............ '" "'"" _............. "" .... _""' _ ...... - "" ... ............... . .. "'_-' ....- .... _- .... -_ ............ -,....... --., __ .... .......... -........ . "' ....... ._- .... "",'-",.," .........- ..... . _ .. .....,_._... -""" . """""" _ ..... ...... -., ... "" ",,-,--, -- .................... 1 "'"_ "".... ...._, .. -- ' ....... ............ _ __.' ..... .... COLLEGE I{EQ U I~: 1\1 , -,... " 0 '" . .w ... .. ___ ...... _ , _ _ ...... w .. ... ' .- _..u.o , ,", n " , ... 66.. ,_ "' . .""" p" ",. "' _ 'n . . "'" " " ... _ _ _ 0.<, ... "' .... --.. ..- '" ~ ~'" ,::, ,-"",..-",_ , "" -~ -.. w ..... "'-' ........ ...-. To ....... . . " ,. -.. . ...... w_ ' ",-,', .."..,. " " . ... , ....... , ' , . .... ~w .. ,.. ~ ",,',"''-' -', ~ .. ~, , _ . _ _ 01 " .... ,-. , - . C -_ _ ."' _ _ ........... "' ~ ~ ...... ""'00'-, ~ ,.,.. " ,. --. ~ . ,- M l,,," . ,. , -,~ ~1~'_ -"" _ , _' '", ., ., . .... ,--c o , . . . -, ,",,,,,,,,,,,,, •• , h ' ", ,-~ " ,,'" _ "" ... a _ o d _ . ' ............ ... , ..... ~ -..... _ ,-, .... . ' .. .. ... ' ~ ,.,.. , ...... .......... .... ..... _-...d -, ., -. , "". ". ~,., "" ~-.,. " ", """' ., .""'" .................... -...... -- -- _ ...... ,= ...... "" ' - -~- _.1. u ,._. ___."" _.· -_.,--. , .~. - . _ . _ _ n .. . _ _ • •_ • �._ .. , _ -~~~~~~;.;.. ...........- _... _ .. .......... .......... '" _. . . ".... . ... . . - -,-, .......... ............._............ --........ __ ..... .w_._............, _ _............ ......... .. .- ... . . . . ... ..................... . ....... --. -, .......... ... --. _ __ - .-- ...... ...... . . -" ....... 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"........ .. ............. ........ ............... . .... ... _ .... .........-_ ....... -_w_,"_. . ..._ _ __ . ._.......... .."_ ....... . - -................. . ........ ................ _---... ",... .... ........ .... .......... ..... _ ........... __......................... . .... _....... ................... _ --- ...... -""", .... "'-----_... ,,-..._..... ... .. ........... ....... _................--........ . .-_ . . .. -..... ................_...... .. ......... _........... _ .....,,-".... .... COLLEG~ ~ REQUlF.M i;~~~ _ < - """ ." ,. '" " " - ... ....... _ _'"' . .-4''' ...-W. rom_ _ .. '""'-e ,,, ........... .. "'''' "'~" ....-., '" _ ~ .... ,,,,, _ ~ of ... , .. , ''0 • ..".., "" , .. ""'-~-'" _"" .-4 ,... ___ " ...... , •• , ......... _ -'" , <A'" _ ,,,",,~,,~, -., .... _ "" , "'-'"'"-- .... ,...... ... «>00._"0, _ , ..... .... .......... .' ...... ..... __ ,............ .................... z " . . ..... w .. """'C.......... __ Co ' " ..... '" _ . - . '"',..... • ... 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"""""'" -... ...... ~ , r .. . . . " ' . _ ... .... 100- ...... , ' ' ' _ ..... ~ ...... ...... ~' 'T' , ........ 0 _~ " . . . . . . . . . . .. . . - - ...... .... " ~,,,, ~- ~ ~ ~ ","",e , ., . . . . . . . . _ '~ ""'- ".".,.,W"', .. "'" ..... "" "' """ "" ~ ", ............. ....... " riO ............. _ b ' O .,. _ __ ..... """ , . : . - 0 . -. .............. W M~ '''''' '' ..... ... """" '"" ..... . . . .... ... ~ , w~""'" ... _ ~ . . . ._ " ' - ' _ ..., .""~"' ..... " _ " m _ _ _ _ ... 00, ", .• ... '" " ... , ' ......- W~ .... _ _ ....... ... c ... _ ......... __ , ...................... ........ _ .... ........... " '" 1 "'"', , " " '. . _ w; .... .".,.."-_ ~10 .".. ~. '- , ,...." . . . , ....... , '" """" ..... _ __ '" , - . ; . . ... , . " d" ""j ... , ..... " ' ' " ' ' - _ - .. ,."'_. c-...,. _" w,," .... _,' , . . '" _ _ ., ' 0'--..,,,, ....... _ . . . ...'__ .. c...... ... _ _ ......... _ ..... - - .. >;, ......................... "..... 00_. ........... " ........ .......... "' . " •.. .... '"""'- _ """'n · ••• .... _ ... _, W_ .. . . _ _ 'w.. . ,-" "' , hl'.-:' . ........ _ "'. .. ... .• '''" w _ . ""_'00' , .--.... _ .-4 ....... "' .... .... ,, '"_ .... " " """','s"''''' , ',' 'Vve have lost .,' ........... ,' , ....... .... "'~ -~"' something precious' ......, ........,......... w_ "'_..,· Or -... ....... ' .. ... "" -blo<. """""' ... ... , .• _--< .... ..... . _ _ " 0' ... "' ,, ... ......... ~w _ . .... ~ _ .. _ 'J ,.,...., ..,..... , " , ""' .- ..... ...-"' 0' • "" 01 _ . _ .. "",', ~......,.,.,. ~ _ .... .... _n..<oc- ...... .... _ _ . . . . . . . . _ ... """" ........_ . . . . . . of ....................... . ~ ........ ....,.. w .. ~ __ " - .... _ ..... .. ' e • • _ .. _ ... IV.' IL " ,~ ""- -,.~.- C_ _ _ ....... ....... ... ......... N_ , M ..... ~ " .... _ , _r~ WH " ' . . . . w .. -~- ....--..., _ , . . . . . .~ . _ ~ . . ; _, . M __ ,,"00"_"'" ...,""'" ...... ' , ,,., 0..0 _ _ _• _ _ ... r .. _ ....... ' - _ ... _ _ w... _ ',""'" ! ! ... w .. _ . """ - . , ...... .. ... ~.,_,,,,,, ,,,o... "'.~ . ...' .-. ~. ,' .. ' _ _ _ . . . . W ..... ... _."."" ,.- ,.", ,,,-"-' .... "._...' .• , ,R ,'''' -.. "" __ ' R_ .. 00 I •• .... ,...... .... - � La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus. .-.....-, .... ... ..-- ........ ,.... --.,.... .... ............ ... ,.... ..._ . "' "" ".,... ......,---... -..-......... ,... .... ...._ , l1 w.. .. _ ......... ~",.. _.__..._ .......... .__ ... - ..... -_... ... .................... . -,......... ................. . ........_, __ ---::::.." ..... ..... --,"' ...... __ .......... ---........'---... .... -. ""......._.' . ..... -...... . ...... by PAUL GOOD ....... .......... ..... .. _ ... .,..._of' ~ -~,­ ~ ..... .... ' ... ,,,<0 _ d .... " , ,,'''<of " "'" ,,', , ,, ' _ .. , a; o=, . " " _ . . . . . ." ~ . <' ...... ~ .... <-o. ........ " c._,.... " "". .................... ' <,,'", ~ ........ "" ... ..- "' -._"'-w&.,_"'.• ' "' ' ........ ... " ... .... "0"' - . '" " ............ ""', d. ..-. _.... ..... ............... .......... .... . .. -,...... _............. _...... .... ....... ... --- ...... ...... .... . _._......... ...,--""' ..... ... . _. ................. . . ...... .......... ..... ---...... _... ... _ ...... _.... ........ ............_- ..... ... . --." . _, ", . ~, . ,," ........ """ -..J .... .. ,..,. ,." .... , .... ,_,',"' """'-_.. , ~ , _'" , .. ... _ -. ~ ..... ' ... _ ' , ... w" _ _•_ w... '" "'''' .. , . . . . . . . ....., , ~ " . Do• _ _ .. _10. ... _ -~- -""""""" ......... ~ ... -... .... ,.,. ""'" ....., -~-, ~-~, ", " .... ." - Requiem for �Then . uddenly the college president was d~ad, and l unlighl black. and whiles ""t silently in mourning In Ihe cold -. --_-. ........ ...... .... ... "'" .... . -_......... _ ...... ,~ .. ,,, .......... = •..,. '"!OUOOrr + .... . , ............ ""'" -. I .... "'"...,,, -. ..,.... ...,. ... -.... _......... _ ... .. _.... ...,...." r_ ...... _ ....... , ... ~---" '• • ' , , WB _'" .... ............." ....... ....... -.---........ ........ . .... .. ..... ... ............... -__ ......-....... .... .. __ ..... _..,,--. - . . ......... ....... -"".......................... -,......._......... .......... """ -............. . _. .. _ .... .. ............... . -......._- . --.. . ---_......_......_-, .... _. . . . Courtney Smith ... -. _,... ..... ... "d, , ...... ........... ....... " ',............... .... ........ -....... . .... ..." , -... .. ... """ ... , J, . . . . <01- -, ~ - . - y . .... -~.- .• ,. - - . . - . . ;. ~.+<' -....-._..... _ .,......, .... r>r. __ - ....... ~ ",,' """. .... .... , "- _ .. , _ ........... -d . . K "",,", •• >I "" .... , _ _ __ _ "-",_.,-' ..... ,'.m, .. " .o>'! , ,r ~_ _ .,,," • I '" >I, ".,. ..... ........ ... _ ..." ""' , 0, " ,.' "."' ' .... -~.... ... .... _--.., "", , ,.... -..... .... '" ' "",",', , .-~ _"''' I , , _ ..... ... p •••• ". _ ""_ ., ...,"-, .. , . , _ ......... , _ _ ~. V . ... ..- ..... w•• • , ",,,,_,,_'''' -... -, ...... "Tho _ ,n. ... .. ..,."" ,.-.,-........ ......... -. .., _,,,",'-"'.. Do. .... ,. Q> • ... . - < , •. < C. , , (~ "' •• d _ ."'''''_ """' •• " ' ,_', . �-_...._..._ --- ........._-..... _ ..... ... ....... -- --- .. .............. . . ....... _ ..... . , _.............. .. _."--- ......... _6 ._ --- ..... .. . . -".. --_........... ..... _-.........................-...... ----... . -- ..... ............ - ._, . --""'-....... ... --... --,-...-"' ' -_ -, ..... ....._--"' _...... . _...... . ...... - ........ ........... ... ........--_ _ _.....-. - ... .... .. _ _ .............. ... - ......_-. ....... ... _ -'- - ....-.... .... ........... ... .... ... ........... ..... _ ._--_ ....... .......... ..... .... - -.. - ..... -' . ..... . . . ........... . ....... ..... --. ................ -... ................ -....... _... _.......... - --"'_ ...... ................ .. -. .._..... ,,-_ .... ... - - ' .... . ' _. """'-__ . _ . . . . . ...... . _...... .. ...... ............... _,,_ .... " . "ut _ _ bot " " COLLEGE. RE.QUIEM :: "MAO --------_____________________________________ ""'. "'" .... ...., w .. _ ""' ........... ,- ,,_ ... ..... ... _ , .. , d . ... _ ..,. '~" """'"" C -............. """ _"'_ ' _C ~ _TIono ....... · ' ,. ...... ,,'c , ,, _',_ " ::, ,,, ... ~_ -~ ~ ~ , ' h." , ; d' fl." •• "'" __ ..... __ w.. .....'"_ '"",. , n'• .......... _ ....... _ ... -. ....... --~ ...,.~ ...."... ... ., " " "" ~- . ... - . " "",..... .''''''."." ', ; ''''~ .,.., •• +... . .... .. ", . , - , ............ _ _ M ..... n.... ",,......,_ .. ", • , , ..-'" ...... '" '-""'- ....... ,.+ " , . ...,...... '- ....,. ..... ,~ ... " 'm........ _"'_ ... ........ ~ ,., ~~ .... ........ .... .. .. ......... _. , 0' .. __ ......... _ _ ...n , ''01, ...",. ... , . ,,, , d ..... ... ..._ Ori .... , ....- , .», ... ,_ , " ~ , , . . .... " ~ ". .... . "-w. _ • , ............. c- ... ........... _ ... cww ""'" eo-. "'" " .,,.. , ___ q..o... ' ...... .. ... ' , , ....... ~ ~ __ • t . . .......... 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I. ........ -~-- "' ...... ~.--,,, d, " .... _ """""."......" ... - _ _. ,.......... .. " " . . . . . . . . 0;0,,, ...... • ....,'" .... ... - ....... <'-' ~ ... _" """"" _ ~ ... .. L . "'"'n"'_,"" " ... ..... ,.' ... c-o_ "'" . _ -~ ." , . .. . ... v.. ... _~ ..._0-". .... -... . .. .' '. . . . ..... '""' ................. -,-- ............ ...... "" .... """"" .... .... I", Nt ..... . -_...... .. • c- "' _ "'"'""~ _-.. --.......... ........'-.. _-'" _ """_ ... ................,.... """ . ...,.... '"" "'""'" .. _ ~~wr.. ..... ~. , " ' " _ ......... ...,. '" . rJ, , w.. ,.",. .. ...,. ......... _.~ ......., ... co' w .. " ~ ...... ' ... , ., .......... -.. .... ~ c, '" _ _ .....a' , '- "'''''', " - -~ --- ~" , - �_... --"................. _ ... ..... 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'" ..... .............. --"..... ......... .. - ----_._' . .... ....... ....... _ .. _........ ... ......-.- ... ... .- .. _. -_, ,_._- ... ... _ . ............... - . _...... -- ..--................. --. .... _ . - ......................... -... ,-_.............._-"" -_. _.... ..... .., _ - .........-..... -- ... -................ -. ...... _...................._--. .. . . .. ._-,. - ..... .. ..... ., -_. COLLEGE REQUIEM , , .... _ ......... _ 00>0 ............ " . " ; ~ ... ....." _ _ Dr,_,, • 0" c.-. .... ,....., . .h ''''- -, .~"'..... . . ~" _ .... M . . . ... " ' -,...."" ,., ", ", _ _ _ """" C '" ~- .... .... ... . -......,-.. -... '"' W ... ,. , .0'....- ._ .... ' ~ ~.-- ' ~ ...... ..............~ ... ~ ... ............... ~ · " d~, " ""' , "",,'''' _ ~ '" ",,' , ,..., C_ "" ..... .. ~ ,"",.," ..... _ "'~ •• , . ' , _ . .. 0• • <00 ' ...... . ... " . O N . __ .. ...." «.oI . . . . . " ... W~ _m--. ...... _ r_ _. .. _. "" . .. ,....." 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", --- -,,,........ . ... -'.... .............. ....... . . _ _w.. . ...-_ ... . . -_...... ._-... . ........ ...... _ -................ ..... _-_..... ... ......... _"'--- ........ ..... ._. -. ----_ ...... ........ - ................. ...... ......... __ ... _........ ..... ........ _... ....... . ... "'-_. - ......................-_. ................. , ...-._..... ... ". ..._ ........_-""...... .... - ._",,_ ..... ...... .... ..... ................. - _d. __' ....... . ..,.. _ ..... . .. ..... ...... -,. _ -.. ......-"' ....... _ .. - ..... _ -- .. ,-_._'. ..... ..... - .....,..... _.- ...... ...'.*-<---._ ----_........ ---. ...... .. . . ..............._................. .... _ _ """"","'---. - .... _' .. _..... _... _- ..._ -, . _, _ ....... ""_,~ "---"'_...... .... ..... ............ --"." ....."1 _ _ , . " ,,.,, - ..... ............_......... ..... -,,,--- -_..........,_.... ..... ...... ........... '.. _-=-. ..--.................... . ... .. ..... ... ._ ... - - ...,.,.,.-- """"""_,-,_ . .... ...... ......... 0I0<0n,_ COLLEGE RF.Q U IE~·1 ~., ..... , .. -,,-..., "'- ...... . J,,',,_ _'a ... .... _ _ ... """"" " ,'"'" " ,., ' , ""... , _ _ 01 ..... ' .......... "d4'~ 0.- • ..., .. .. _ - - ' -, "'"',w.. _ _......, .... .h........' .......... _ ~-- . ........ .. " . p .' . 01 .... ,.... ,,,, ... "",••.... , ....."""-- .. _ ,..., _..,- ...... ....'· - ,. .-.. -.""''' ' -01 ..... ,a '-'"'.............. ....... '"_ ,.., ......... WM _ ..... "'"........... _ ' - ,.... . , '_ _"""""'"' .....,.,-.-,.. ........ •,"" (,,',.... d __" ... . ... ........ ... ,.,. .... ... ..... -"""@',. , ......... ... _ .. ....... . - . ... , _ _ 01" ......... ...... ..... 1_ _ ... . ",_."" 1', .. ..... _,' "'-"' ",. ,. ',,'.~ "C ' ' " ... ", ... .... .. ,~' ~", ' ""'~ ~I ia .... Oir<'. woO· 00 ' .... ..... _ ; "" woo .... ;,. "'" ___ _ S d£.-.6de""". 'The othn you who ...t-.. you on .... <>ea .... Tho. voice widW> .ho. you c:t.n do n. Solf-cn6de""" is the 1"'"' doubt""mo.er . W..... your child "o.odia piano, Ito< ;. .bo nO>rturing, "y" ........... ........ " t.,.- ~.a>I- .WM'_ .... """"'"'- _ "."". '" ....... ,,,, .. .. · ..... _ P, """'" w. _ _. ".. _ -..,..,.., . . . - _ ..... c-__ .~ r-ling-b.n!ding up_his b.s< friend: his own .. I(<on· Piano otudy io de"",~ng. It', an uphill bonk between the notu of music: ."d .Ito< ........,;......... .,.. .Ito< pon of the otoden•• " """.oom< ,his oo...d•. Of <GW'OO be'll wiD. It jUJt taka p>1l<'i«. And, .. ,Ito< ....... ~, hi> .. If~.oll grow . PW.o .....:Iy io ~rding. Not oDly boa .... 01 the <njoymHl' your child .oU F' out 01 m<Hic, but boa .... of ,be •• .,.., i"'povwt' ben.m.: poU<. «"",.n'''''; ..... "'....."''''''' otId .. If<<>nfid.n.c •• Sooncthing ~lo<. t<>o: oomlll .. udies by edua.<o<o haY< showD ,ha, • year'. ",...;..J •...uning an increut • duld'. IQ by .. much ~den<"'. __ _ .. . . - _ .. , ', n. -"' .. ........ w ,...... _ ..... , , "". ~ .' _ -'~o..n ___..." .. _ -"''--''-,-, " _ .......... """""' _ '"""" _ ~'" ".; .,.. -~ ......., ",... -.,._, ' " .. 0'. .-. .- .,.. .... , "'" " 'W . ....... ,' • , """" \00 .... ,,_ _ •• " co, ....... _........ _ ... bo ""'" "' ' h,"," _ ,"", ... <......... w.~ ~ - ' , ., ..... QoOko<" , -. " .. tOo . . . . . . . . - . _ , .. ....... h , . . . . . . . ... ,,,. "" ~'"-'".,' " , , .. - . . , ~.­ , "',,-, "-' ""'" "" " ,wn_ .. ___ 0/, . ... _ _ C _"~ , ~"" . beli<w ..., nW:< .be 6_ piaD" iD .he world. no. mn.ol quolity ......... from oubtkto bnUion" but oIwoY' beautiful. no. action io inst.an. and ~'" to ",ho.. _ - if ~ q.nm! Gf it. It will oloo last • ~fcti ....... and ""'" IOCD< • _y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans; .. 10 poinu. If fOur child ;. hdw«n .....p 01 } and 12, F' him ...1Ud on piano. ~ hope you'll ct- a Baldwin. ~ '1'. '0 • .......... .-' ....... ~- .......... -""' .... < ' , ," , . . . . . ." .-, A ............ " ,....... ~,,".."'''- - ; . "'_." . _ .... w'" . ,-;,. "'" -" _"' '''"' -"" = ,.. _ .... - . . . . ~... ' I eI ' _ ... '1' ..... ......... , you au> ""'" a now BaId.on-';"" ... beb. you buy. y ..... from now your ,hild "'D' Iot._ will thotIl< you, __ COt ' 4' 0.; ......... ... .".",. .... ...... ."" " . t , ," 4 ,",to """ '" -..,. Baldwin .. �COLLEGE _,. r'~ "" ~ WM REQ L' ! E~ I -, _.............. .,-_............ ....._".................................. _....--......... ........ - .. -.. ..... - ,,_..... -............ ................ ........... ....... M....,...... ........ _-- ... ___ ... _.......................... .... .. .. _ _.. ....... . . . . _ - . , .... _ ,. . . . . . - . ........ _ _ ... ,__ ',_.... •,"'_c ____ ,_ .. ", .. _no. .....c _ _ .... ..... ---------------"-=-;=;;~~~~; __ ""'" _.... . . .. ·'..... ...... .. ~""'" , g., .. ,,"' .... .. ' ,. ........ _ _ ... ~- w.. , ... ,"""' .... _ " • •• ' .... '_ ............ _', _ " . . _ ..._ _ .... _ ~ "" """" . - . , Do. _ . Qooob'o. _ ''''_,''_', _q-*....... "'..... .... ....... U.> , '~." _.......,--- ..... ............ -. ... ................ --. _ ..................... ..... . ,- .--_....... --......._.......... .... ..................... _- .................. ...... ..... .................. . ,- __ .... _ __ . _......... ......... ... .... _ _.........................--... _.... _- . _>Ml .... ...... _ .. ..-'...... _. __ _ ....."""'- ................ _ "'" ___ - _........... "'. -. . . . . _.h..- -. ................. ... . .. .. . . . . . . . . . -'-"-...-'.-_ - ..- - _. ,._'----- ...... - ......"''- .. ... ................... ..... ""_... _ ........ ... - ... ........--.__- --.....-- .. .... . .."J._ ..... . _. ............... •.. -_. ....... ..... ....." .........._ , _ . . , _ " " '. . . . . .. 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Jo, l ' c......,. _ ',..., ....... ......... - . "' ......... "h _ II.'''.''............ ...... " ' ,, ,,,,.,~ """'" "',-"'. .... _ .. 'sO<'" "" .......... ......... . _ ,,,,, " " ............. _Do.-n....... ___ .. _ ... _ _ Qvo'- ....... - . 0 _ " , .... "". . . . . . _ .. _ ........... _' _ .•• _ .... __ ',_ .... ....... ,,_"" .. _ _ ~ ........ R _ . . . . . . . . W . . . . - , . . .. . . - _ ......... , _ . . . . . . . . . . . . .. _ _ "_ -0" , - •• ~ ...... " _ . _ 10 • _ . _ .....- ....... -,_., .... ""' ... = ......... ,... •..-""'" ................ '" , _ , .... .....,..., .... ..-~............. _ , _..... .... " , ....... ...',., , _ ' ... " .................. ., .......... .,""'" '" , " " """' .... _ """ ~ "- Jell-O - ------------------------ " , """ . . . . W . . . . . " " ' . . .. . . . . " ,""'. ' ,'~ "'''' ..... ..........M _ _ l ."" . .... •• ""'...., ,. ......... "'_'M"" (\<00' _ " '~ . . . - . . . . . . . "" '" ,." YOlive taken inyoUl' life. TRY NEW.CREAMIERjEU,O PUDOING& PIEFIUING . .. AND SMCXlTH THINGS OUT ". �Do you have a "split personality''? ..... _ w . .... ... ......... .."',............, -_ ........................ ......... ...,. ..... ."" "". .__ ......... _w ..... ................ ....-. ... __ ... ........ .......,.._ """""".' -........ -.........- _ _ ........... ......... '" ... "'" .... --.. ..... --...-" ""'. _ .. . ... .... ........ _-_. -- ..... _ - -_ ......- .... -_ """"--....... --,,.,. .. '"...... """"'" ......_,,"'...... --" ..--..., ... ".. ....... _-. _----. ...... . ...--- -". -.......... -- "'" -"""' .................. ........ _... - . .... ............_.-...- ....- . ... ...... _ ............. ...... - ..... -....... ..... "'". ..--' . . ...... ._...""'...................-.",.,.. ----.-........ ........"',_................... ..,. -- ....... __-'" .... .... " - . -"'-_ ....., .. . ...."' .........- ..........'"', ...... _._.......""_' . ............ '" "'"" _............. 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' - _ ... _ _ w... _ ',""'" ! ! ... w .. _ . """ - . , ...... .. ... ~.,_,,,,,, ,,,o... "'.~ . ...' .-. ~. ,' .. ' _ _ _ . . . . W ..... ... _."."" ,.- ,.", ,,,-"-' .... "._...' .• , ,R ,'''' -.. "" __ ' R_ .. 00 I •• .... ,...... .... - � 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 Narratives of Black Student Protest at Swarthmore College Description An account of the resource A set of accounts detailing the events of 1969. 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 Requiem for Courtney Smith Creator An entity primarily responsible for making the resource Paul Good Date A point or period of time associated with an event in the lifecycle of the resource 05/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Clinton Etheridge Courtney Smith's death Diane Batts (Morrow) Frederick Hargadon President's Office SASS Student Body