31 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/863b3a8e364e00c3d6978c2c366d8469.jpg 95bfc086d4d543ae91cad0f84963e1a4 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 Head of Swarthmore Backs Faculty Plan to Change Negro Policy Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Dominic Sama Publisher An entity responsible for making the resource available Philadelphia Inquirer Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1df0dda8d8a795936084fa650f3de4a3.pdf 8d1b33488aa34e691f3cb74f1bbd5f59 PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Health plan is hit by Fellowship aide Creator An entity primarily responsible for making the resource Harry Maitland Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/15/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6fbe2b120d7ec33fdfa3072e6174b58a.jpg c80099e37ddadb03c10804e17b4ef87a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Holly Robinson Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource jpg Holly Robinson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/496703f472dfe2a87a48e5d25eefdeaa.jpg bb191d77696de6f9ad8d33e51270a646 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 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 Holly Robinson and Aundrea White Kelley with unidentified student. Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in Aundrea White (Kelley) Holly Robinson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f8992a7eac14a895f9d5286b678165eb.jpg 1a0a2dc6a5f512e8a12ad2e1c491a9ef 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 How G-Men Win Their Letter on Campus Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Newsweek Date A point or period of time associated with an event in the lifecycle of the resource 04/26/1971 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/25e2988f02e46fbcedf57352d4e195b0.jpg 3791416916b85ba499d42ad22fe18eb6 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 How Not to Run a College Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The Chicago Tribune Date A point or period of time associated with an event in the lifecycle of the resource 11/20/1968 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea0a5096c936ce8de0bd7d609dd96c52.pdf 1101b84d8c101f5145785fffc81c5779 PDF Text Text .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � .1 / "I AM ED OF T~~E y A · OF S· · O~ E' R TS" '-7 T~ Its mistakes are fewer than my father's genera tion-or his fa ther's, or his. Its grea test mistake is no t Vie tn am; it is the abdication of its fil'st responsibili ty, its pusilla nimous capitula lion to its youth, and its sick preoccupation with the problems , the mind, psyche, the raison ctetre of the young. Since when have c hildre n ruled this country? By virtue of what right, by wha t accomplishmen t should thousands of teen-agel's, wet behind the ears and utterly witho ut the benefi t of having lived long enough to h ave either judgm ent or wisdom, become the sages of our time? The psychologists, the educators and preachers say the young are rebelling against our arch.1ic mores a nd morals, our materialistic appwach es to life, our failures in diplomacy, our terrible ineptitude in racial matters, o ur narrowness as paren ts, o ur blindness to the root ills of socitl t;ff~ e tv. Balderdash! l 1 'Society hangs together i, , by the stitching of many • threads. No 18-year-olcl is 1 I simply the product of his i I 18 years : He is the prodI. 1 uct of 3,000 yea rs of the developmen t of mankindan d througho ut tho se years, injuslice has existed and been fought; rules have gro wn outmoded and been changed ; doom has hung over men and been avoided; unjust wars h ave occurred; pai n has been the cost of progress-and man has persevered. K. Ross Toole· As a professor and the fathe r of seven, I have watched this new generation and concluded that most of them are .fine. A minodty are not-and the trouble is that minority threa tens to tyrannize the m ajority and take over. I dislike that minority; I am aghas t tha t the m a jority "takes" it and allows itself to be u sed. And I address mysel f to both the minority and th e majority. I speak partly as a historian, partly as a fa ther' and paJ·tly as one fed-up, middle-aged and angry m ember of th e so-called "Establishment"-which, by the way, is nothing bu t a euphemism for "society." Common courtesy and a regard for the opinions of others is not m erely a decoration on the pie crust of society-it is the heart of the pie. Too many "youngsters" a re egocentric boors . They will not listen ; they will only shout down. They will not discuss but, like <!-year-olds, they throw rocks and shout. Arroga nce is obnoxious; it is also d esh'uctive. Society has cl assically ostracized arrogance without the backin g of demonstrable accomplishment. vVh y, th en, do we tolerate arrogant slobs who occupy our homes, our administration buildings, our streets and parks-urinatin g on our h eliefs and defiling our premises? It is not the police we need-our generation and theirs-it is a n expression of our disgust and disU. S. NEWS & WORLD REPORT, April 13, 1970 I I , A Middle-Aged Professor Speai(s Out on Campus Rebels From a man who is "fed up with nonsense" comes a call for action by adults. As a college professor, K. Ross Toole is close to today's young people. He says "most of them are fine" but some are not-and "it's time to call a halt" to the destructive tyranny of a minority on college campuses. The following by K. Ross Too le, professor of history at the Univers ity of Monta na, first appeared in th e Billin gs, Mont., "Gazette," and since has bee n rep rinted in th e "Congres· s ional Record": t . I I 1 I am -49 yea rs old: It took me many years and considerable anguish to ge t where I am-which isn't much of anyplace except exurbia . I was nurtured in depression ; I lost four years to war; I am invested with swea t; I have h ad one coron ary; I am a "liberal,". sq uare and I am a professor. I am sick of the "younger generation," hippies, Yippjes, militants a nd nonsense. I am a professor of history a t the University of Montana, and I am supposed to have "liaison" with the young. 'W orse stili, I am father of seven ch ildren. They range in age from 7 to 23-and I am fed up with nonsense. I am tired of being blamed, maimed and contrite; I am tired of tolera nce and the reachi ng out (which is a lwa ys my fun c tion ) for understandin g. I am s. ck of the total irrationality of the campus i "rebel," whose bearded visage, d irty hair, body odor and "tactics" are childish but br utal, n aive but da ngerous, a nd the essence of arrogant t yra nny-the t yra nn y of spoiled brats . I am terribly dis turbed that I may be incubati ng more of the sam e. Our household is permissive, our approach to disciplin e is an apology an d a retrea t from standards-usually accom panied by a gift in cash or kind . It's time to call a halt; time to live in an adult world where we belong, and time to put these p eople in their places. We owe the "younger generation" what all "older generations" have owed younger generations-love, protection to a point, and respect when they deserve it. \ Ve do not owe them our souls, our privacy, our whol e lives-and above all, we do not owe them immunity from our mis takes, or their own. Eve ry generat ion makes mistakes, always has and always wilL We ha ve made our sh are. But my generation has made Am e rica the most affiuen t country on earth. It has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It h as publicly d eclared war on poverty and it has gone to the moon; it has d esegregated schools and a bolished polio; it has presided over the b egin ning of what is probably the greates t social an d economic revolution in m an's history. It has b egun th ese things, not fini shed them. It has declared itself, and committed itself, a nd taxed itself, and d amn near run itself into the ground ill th e cause of social justice a nd reform. \ .\ I 76 �1 t I dain. Yet we do more than permit it; we dignify it with introspective flagellation. Somehow it is our fault. Balderdash again! Sensitivity is not the property of the young, nor was it invented in 1950. The young of any genera tion have felt the same impulse to grow, to reach out, to touch stars, to live freely and to let the minds loose along unexplored corridors. Young men and young women have always stood on the same hill and felt the same vague sense of restraint that separated them from the ultimate experience- the sudden and complete expansion of the mind, the final fulfillme nt. It is one of the oldest, sweetest and most bitter experiences of mankind . Today's young people did not invent it; they do not own it. And what they seek to attain, all mankind has sought to 'attain throughout the ages . Shall we, therefore, approve the presum ed attainment of it through heroin, "speed," LSD and other drugs? And shall we, permissively, let them poison themselves simply because, as in most other respects, we feel vaguely guilty because we brought them into this world? Again, it is not police raids and tougher laws that we need; it is merely strength. The strength to explain, in our potty, middle-aged way, that what they seek, we sought; that it is somewhere but not here-and sure as hell not in drugs; that, in the meanwhile, they will cease and desist the poison game. And this we must explain early and hard-and then police it ourselves. Society, "the Establishment," is not a foreign thing we seek to impose on the young. "We know it is far from perfect. We did not make it; we have on ly sought to change it. The fact that we have only been minimally successful is the story of all generations-as it will be the story of the generation coming up. Yet we have worked a number of wonders. We have changed it. \ Ve are deeply concerned about our failures; we have not solved the racial problem but we have faced it; we are terribly worried about the degradation of our environment, about injustices, inequities, the military-industrial complex and bureaucracy. But we have attacked these things. vVe have, all our lives, taken arms against our sea of troubles-and fought effectively. But we also have fought with a rational knowledge of the strength of our adversary; and , above all, knowing that the war is one of attrition in which the "uncondition al surrender" of the forces of evil is not about to occur. \Ve win, if we win at all, slowly and painfully. That is the kind of war society has always fought-because man is what he is. I l t J ~! "I am a 'liberal,' square and a professor," says Mr. Toole. "I am sick of the 'younger ge neration,' hippies, Yippi es, militants. ... It's time to put these people in their places." "Too many 'youngsters ' are egocentric boors. They will not li sten; they will only shout down. They wi ll not discuss but, li ke 4-year-olds, they t hrow rocks and shout." "Why Do We Listen to Violent Tacticians?" Knowing this, why do we listen subserviently to the violent tacticians of the new generation? Either they have total victory by \ Vednesday next or burn down our carefully built barricades in adolescent pique; either they win now or flee off to a commune and quit; either they solve all problems this - week or join a wrecking crew of paranoids. Youth has always been characterized by impatient idealism. If it were not, there would be no change. But impa tient idealism does not extend to gUllS, fire bombs, riots, vicious arrogance, and in stant gratification. That is l1ot)dealislll; it is childish tyranny. The worst of it is that we (professors an d faculties in particular) in a paroxysm of self-abnegation and apology, go along, abdicate, apologize as if we had personally created the ills of the world-and thus lend ollrsel\'es to chaos . We are the led, not the leaders. And we are fools . As a professor I meet the activists and revolutionaries every day. They a re inexcusably ignorant. If you IVallt to (continued on next page) "Radicals can-because we let them-destroy our uliiversities, make a shambles of streets, insult our flag." " �. ~ ,. "'My ' generation," s~lYs Mr. Toole, "has made America the most affluent countr.' on earth. It has tackled a racial problem which no nation in "the history of mankind had dared to do. lt has gone to the moon, . . . and abolished polio." SPEAKING OUT ON CAMPUS REBELS [continu ed from preceding page] make a revolution, do you not study the ways to do it? Of course not! C h6 Guevara becomes their hero. H e fa iled; he died ill the jungles of Bolivia with an army of six. His every move was a miscalculation and a mistake . !VIao Tse-tung and Ho Chi Minh led revolutions based on a peasantry and an overwhelmingly ancient rura l economy. They are the pattern makers for the SDS [Students for a D emocratic Society] and the studen t militants. I have yet to talk to an "activist" who lms read Crane Brinton's "The An a tomy of Hevolution," or whV is fam ilia r with the works of Jefferson, Washington, Pail'le, Adams or even Marx or Engels. And I have yet to talk to a student militant who h as read nbo ut racism elsewhere and/or who understands, even primitively, the long and wondrous struggle of the NAACP [NCltional Associa tion for the Advancement of Colored People] and the geni us of ~lar tin Luther King-whose name they invariably take in vain . An old and scarred member of the wa rs of organized lab or in the U. S. in the 1930s recen tl y remarked · to me: "These 'r adicals' co uldn't organize well enough to produce a sensible platform, le t alone revolt their way out of a paper bag." But t hey can-beca use we let them-destroy our universities, make our parks untenable, make a sh ambles of our streets, and ins ult our flag. I assert that we are in tro uble with this younger generation not because we have failed our country; not because of affluence or stupidity, not because we are antediluvian, not because we are middle-class m a terialists, but simply because we have fai led to keep tha t generation in its place, an d we have failed to put them back there wh en they got out of it. \ Ve h ave the power; we do not have the will. vVe h ave the ri gh t; we h ave not exercised it. To the extent that we n ow rely on the police, Mace, the National Guard, tear gas, steel fences a nd a wringing of hands, we will fail. \ Vhat we n eed is a reappraisal of our own middle-class selves, our worth and our h a rd-won progress. \ Ve need to use disd ain, not Mace; we need to reassess a weapon we came b y the h ard way, by travail and labor: nrm authority as p are nts, teacher?, businessmen, workers :lI1d politicians. The vas t majority of our children fr om 1 to 20 a re nne kids. W e need to b ack this majority with authority and with the nrm conviction that we owe it to them and to ourselves. Enough of apology, eno ugh of analysis, enough of our abdi ca tion of responsibility, enough of the denial of our own maturity and good sense. . The bcst place to start is at home. But the most p rac tical and efi'ective p lace, ri ght now, is our campuses. This does not m ean a flood of angry edicts, a sudden clampdown, a "n ew" policy. It simply means that faculties should stop pla ying chi cken, that demonstrators sho uld be met not with police but with expulsions . The power to expel ( stran gely unused) has been the legitim ate recourse of universities since 1209. More importantly, it m eans that a t freshm an orientation, wha tever f01111 it takes, th e admin istration should set forth the grou nd rules- not bellige rentl y but forthrightly. A university is the microcosm of socie ty itself. It cannot function without rules ' fo r condud. It can not, as society canno t, legislate morals. It is d ealin g with young m en and women, 18 to 22. But it can, and must, promulgate rules. It cannot fUllction w ithout order-and, therefore, who disrupts order must leave. It can not permit studen ts to determine when, wha t and where t hey shall be taught. It cannot permit the occupation of its premises, in violation both of the law and its regulations, by "militants." There is room w ithin the unive rsity complex for b asic student participation, but there is no room for slobs, disruption a nd violence. The first ob ligation of the adm inistration is to lay down the rules early, clearly and positively, and to attach to this statement the penalty for viola tion . It is profoundly simple -and the failure to state it, in advance, is the salient failure of university administra tions in this age. Expulsion is a dreaded verdict. T he administr~ltioll me rely needs to make it clea r, quite dispassionately, that expulsion is the inevitable consequcnce of vio lation of the rules. Among the ruJes, even though it . seems gra tui tous, should b e these: 1 . Viole nce-armed or otherwise-the forceful occupation of build in gs, the intimidation b y covert or overt act of any studcn t or faculty member or administra tive p ersonnel, the occupation of any university property, field, park, building, lot or other place, shall be cause for expulsion. 2. The disruption of any class, directly or indirectly, by . voice or presence or the des truction of a ny university property, shall be cause for expulsion. Th is is n either !lew nor revolutionary. It is m erely the reassertion of an old, accepted and necessar y right of the administration of any such institution. And the faculty should be inform ed, firmly, of this reassertion, before trouble star ts. This does not constitute provocation. It is olle of the oldest r. gh ts and n ecess ities of the university comm unity. The faili ure of university admin istrators to use it is one of the mysteries of our pelmissive age-and th e blame must fall largely on fa culties, because they' ha ve consistently pressured administrators not to act. . How Courts Could Squelch Violence Suppose the students refuse to recognize . expulsion s-sui)pose they mal'ch , riot, strike. The police? No. The matter, by . prearrangement, publicly stated, should then pass to the courts. If buildings are occupied, the court enjoins the participatin g students. It h as the lawful power to declare them in contempt. If violence ensues, it is in viobtion of the court's order. Courts are not subjec t to fea rs, no t part of the action . And wha t militant will shout obscenities in court with contempt h angi ng over his head? Too simple? No t a t all. M erely an old process which we . seem to have forgotten. It is too direct for those who seek to employ F reudia n analysis, too positive for "acad emic senates" w ho long for philosophical debate, and too prosaic for those who seek orgastic self-condemn ation. This is a country full of d ecent, worried people like myself. It is also a country full of people fed up with nonsense. We need-those of us ove r 30: tax-ridden, harried, ·confused, weary and b ea t-up- to reassert our hard-woll prerogatives. It is our country, too. \Ve have fou gh t for it, bled for it, dream ed for it, and we love it. It is time to reclaim it. [END] U. S. NEWS & WO RLD REPORT, April 13, 1970 = 78 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource I am Tired of the Tyranny of Spoiled Brats Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource K. Ross Toole Publisher An entity responsible for making the resource available U.S. News and World Report Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1970 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0ed7383088bfc84222efd580e50f44f6.jpg bbda3249be806cd10461f8f252619a87 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 In Retrospect 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 01/29/1969 Format The file format, physical medium, or dimensions of the resource jpg 1969 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/33c98dbd804f580c786e190fb8eb66bf.jpg 67b485e5705f88ccfc55f4fbaa6f1be5 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 Inclusive Perspective 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 01/16/1970 Format The file format, physical medium, or dimensions of the resource jpg Black Cultural Center President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/386faaa6449f40cc2b03a7da7ba5eff9.jpg 2e74551e84d2d396d7f27e0f5872bbe9 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 Initial Report Re: Student Protest at Swarthmore College Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Swarthmore Police Department William Weidner Date A point or period of time associated with an event in the lifecycle of the resource 01/27/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/385b145d4e10300e56bb8444f19461bc.pdf 741fec56bbfd61e957831b1ba8f373ff PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Integration on the left (1920's - ?) [reading list] Creator An entity primarily responsible for making the resource Black Philosophies of Liberation students Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [03/05/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/921591fd7cac4a540dfd86a28ba613dd.pdf 1790e55c942ff050fc785156fca0a452 PDF Text Text From: Subcommittee on Procedures Inves~igation Subject: of the FBI Affair Recommendations: 1) That 'th;~e 'be a) one and possibly two meetings with each of the most Feiy; Pierso1; -Webb implicated individuals: the first meeting should be informal, off the record, and without any subsequent consequences for the individualsp b) if a second meeting--a hearing--is thought desirable, it should be de ~; it should not involve use of any information gathered in the first meeting; and it should be conducted by different individuals from those participating the the first discussion. Discussion: The major difficulty at present is the absence of relevant or competent evidence of wrongdoing specifically related to the FBI activities. Such evidence as we have presently is "hearsay." The fact that the evidence is in the form of dacam,epts does not change its character os "hearsay. II The FBI says t' e selE' Cl1 c.<f n ~ f1..(,U~ (withAscrawled commen~) that individuals were "sources", or made par.ticular information available. direct testimony. There is not (and since the FBI will not cooperate) cannot be any The FBI mandate to local agents to send in lists of sources (see Phoenix, April 23) suggests al!.sb that the term "source lt might have been int.rpreted broadly and loosely. The facts in this case, so far as they are known, are disconFUrthermore, nected and without context, subject to a variety of interpretati on. there seem to be little specific evidence of wrongdoing. Vlebb' s acts--at least s as reported in the Phoenix--would seem to be within her rights as a concerned citizen. The possible exception is her handling of transcripts, but so far nothing qppears to indicate any serious abuse of discretion or improper disclosure. Feiy's case ma, �be more serious. But so far as information gotten from the FB! goes, the wrongful act is not specified in the documents and is not even known--if, indeed, there is such an act. to the Dth~r complaints about eavesdropping are irrelevant and not material pres~ntSituation. ... W ith respect to Piersol, there seems to be no evidence ". There is not even an allegation - ", other than a description of him as a "source." of any act. A second major parties implicated. dif fi~~t.Y ~', is that of providing due process protections to the Absent FBI cooperation or a right to compulsory process, there is no way for these parties to cross-examine FBI agents and therefore no way for them to establish the truth with respect to the documents. innocence--in fact, they are foreclosed from doing so. They cannot prove their Under these circumstances, a hearing would lack in some measure either fairness or conclusivenesso At present, more extensive and accurate information would seem to be the most important need. Yet it would also seem unfair to ask the involved parties to disclose their activities fully and candidly where 1) they have no right to subpena or croseeexamine; and 2) where such disclosure might be the ground for censure, disciplinary action, transfer, or dismissal. W ith the above considerations in mind, we propose, therefore, a two-step procedure with thefirst step to be an informal, off-the-record discussion, as a preliminary to which the parties are to be told explicitly that them would result from this particular discussion. ~ consequences to reco~~end This group could further action but with that would cease to exist and would be bound not to make its information available as evidence in any second proceeding. As to procedure in the first discussion, we believe that it should be kept as informal as possible. Notes pertinent to future recommendations could be taken, The committee should functi9n as but no transcript or "minutes" "muld be kept. a group, without a chairman functioning as a "prosecutor" or "interrogator" in �any fashion. The individuals concerned could have counsel, but should not be encouraged to so so, inasmuch as no record will be kept or used and informality is essehtial. ' The" group should probably have a number of .:- que~tions prepared At in advance, :tmt not as part of a set agenda or specification of "CSharges". the first stage of" proceedings, emphasis should be upon 1) giving individuals an opportunity to explain and/or deny the implications of the FBI documents; 2) give their views as to what they would regard as permissible and impermissible disclosure to or cooperation ';hh the FIiI as college errrployee~llJ) what, if' ayVth1ng, the College should do to specify or in any way restrict or discretion. exp~nd the scope of theF 3) what formal regulations and informal understandings they see as controlling their activities in these matters; � From: Subcommittee on Procedures Inves~igation Subject: of the FBI Affair Recommendations: 1) That 'th;~e 'be a) one and possibly two meetings with each of the most Feiy; Pierso1; -Webb implicated individuals: the first meeting should be informal, off the record, and without any subsequent consequences for the individualsp b) if a second meeting--a hearing--is thought desirable, it should be de ~; it should not involve use of any information gathered in the first meeting; and it should be conducted by different individuals from those participating the the first discussion. Discussion: The major difficulty at present is the absence of relevant or competent evidence of wrongdoing specifically related to the FBI activities. Such evidence as we have presently is "hearsay." The fact that the evidence is in the form of dacam,epts does not change its character os "hearsay. II The FBI says t' e selE' Cl1 c.<f n ~ f1..(,U~ (withAscrawled commen~) that individuals were "sources", or made par.ticular information available. direct testimony. There is not (and since the FBI will not cooperate) cannot be any The FBI mandate to local agents to send in lists of sources (see Phoenix, April 23) suggests al!.sb that the term "source lt might have been int.rpreted broadly and loosely. The facts in this case, so far as they are known, are disconFUrthermore, nected and without context, subject to a variety of interpretati on. there seem to be little specific evidence of wrongdoing. Vlebb' s acts--at least s as reported in the Phoenix--would seem to be within her rights as a concerned citizen. The possible exception is her handling of transcripts, but so far nothing qppears to indicate any serious abuse of discretion or improper disclosure. Feiy's case ma, �be more serious. But so far as information gotten from the FB! goes, the wrongful act is not specified in the documents and is not even known--if, indeed, there is such an act. to the Dth~r complaints about eavesdropping are irrelevant and not material pres~ntSituation. ... W ith respect to Piersol, there seems to be no evidence ". There is not even an allegation - ", other than a description of him as a "source." of any act. A second major parties implicated. dif fi~~t.Y ~', is that of providing due process protections to the Absent FBI cooperation or a right to compulsory process, there is no way for these parties to cross-examine FBI agents and therefore no way for them to establish the truth with respect to the documents. innocence--in fact, they are foreclosed from doing so. They cannot prove their Under these circumstances, a hearing would lack in some measure either fairness or conclusivenesso At present, more extensive and accurate information would seem to be the most important need. Yet it would also seem unfair to ask the involved parties to disclose their activities fully and candidly where 1) they have no right to subpena or croseeexamine; and 2) where such disclosure might be the ground for censure, disciplinary action, transfer, or dismissal. W ith the above considerations in mind, we propose, therefore, a two-step procedure with thefirst step to be an informal, off-the-record discussion, as a preliminary to which the parties are to be told explicitly that them would result from this particular discussion. ~ consequences to reco~~end This group could further action but with that would cease to exist and would be bound not to make its information available as evidence in any second proceeding. As to procedure in the first discussion, we believe that it should be kept as informal as possible. Notes pertinent to future recommendations could be taken, The committee should functi9n as but no transcript or "minutes" "muld be kept. a group, without a chairman functioning as a "prosecutor" or "interrogator" in �any fashion. The individuals concerned could have counsel, but should not be encouraged to so so, inasmuch as no record will be kept or used and informality is essehtial. ' The" group should probably have a number of .:- que~tions prepared At in advance, :tmt not as part of a set agenda or specification of "CSharges". the first stage of" proceedings, emphasis should be upon 1) giving individuals an opportunity to explain and/or deny the implications of the FBI documents; 2) give their views as to what they would regard as permissible and impermissible disclosure to or cooperation ';hh the FIiI as college errrployee~llJ) what, if' ayVth1ng, the College should do to specify or in any way restrict or discretion. exp~nd the scope of theF 3) what formal regulations and informal understandings they see as controlling their activities in these matters; � 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 Investigation of the FBI Affair Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Subcommittee on Procedures Date A point or period of time associated with an event in the lifecycle of the resource [1971] Format The file format, physical medium, or dimensions of the resource PDF FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3f43928fed438dc685939749432b700e.jpg 56d36d6f36410679fd4beacc1d895222 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 It Has Been Said that the Crisis is Over Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty SASS Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4669c6edb4265798a33875d4033b22f5.jpg 0cf1e287dd01446a1b26d4235c3ec25b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James White Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource jpg James White http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d0437311bd41c58fd89b1976fc2f1c7d.jpg 02f4989647fa75ebb1400f416d40b310 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James White Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource JPG James White http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c4627e61bbfd2576d6cf1a014f584356.png 7906f2cb93f7e750f4f676f3c11cf075 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bd4af7abc4ffb59c37e6a74fc8b3c8f4.pdf 3d16eb0b53892cac67a59244d575c772 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Haydn Welch Alis Anasal Interviewee The person(s) being interviewed James White 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 James White Creator An entity primarily responsible for making the resource James White Haydn Welch Alis Anasal Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/James_White_interview_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/James_White_interview_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/James_White_interview_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Date A point or period of time associated with an event in the lifecycle of the resource 09/27/2014 James White http://s3.amazonaws.com/sc-lib-ds-bl1969/original/002cae2c012d5a054089a59add012973.jpg afe8ec5b4115887b3f5b3fa8e8bf7a1d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jannette Domingo Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource jpg Jannette Domingo http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1500fb2b090df0d1f6313c4ea50472f8.png 33fcef37ef9290808e40b6bb60b4c4eb http://s3.amazonaws.com/sc-lib-ds-bl1969/original/63ff6a754ece9505caf060fc502626d2.pdf a5581eb6a2000b12b8bf518448f6ec60 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Anisa Knox Interviewee The person(s) being interviewed Janette Domingo 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 Jannette Domingo Creator An entity primarily responsible for making the resource Jannette Domingo Anisa Knox Format The file format, physical medium, or dimensions of the resource mp4 Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Date A point or period of time associated with an event in the lifecycle of the resource 10/31/2014 Jannette Domingo http://s3.amazonaws.com/sc-lib-ds-bl1969/original/082bbd67bfaf860e65702e97903cdf1b.png ac6b2bbcade08693a5c095170ed14eab http://s3.amazonaws.com/sc-lib-ds-bl1969/original/da7e47e8a81cb82ff28e7672c8e8e2f1.pdf dbd716ef2afaa2eae661520003e37c5a 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Maria Mejia Anisa Knox Haydn Welch Laura Laderman Interviewee The person(s) being interviewed Jannette Domingo 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 Jannette Domingo [Post-Swarthmore Career Seven Sisters Excerpt] Creator An entity primarily responsible for making the resource Jannette Domingo Maria Mejia Anisa Knox Haydn Welch Laura Laderman Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_Career_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_Career_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Jannette_Domingo_Career_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Format The file format, physical medium, or dimensions of the resource mp4 Date A point or period of time associated with an event in the lifecycle of the resource 11/02/2014 Jannette Domingo http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c2165bfcb22cbd0f4d8f773395b2e909.jpg 276a3ff5e0624053abfcb7090c8517de 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 Jazz, Gospel Musicians Offer Funk, Blackness Creator An entity primarily responsible for making the resource Phoenix Brer Soul 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 10/19/1971 Format The file format, physical medium, or dimensions of the resource jpg SASS