34 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0d6da05f38dee83f96865526785cbafa.JPG e3242e49f7af806dfb3a3516643c6cf5 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4dac4f943cb614f946a98f1dfb3fc4f0.mp3 e7fa85e63d5f27be9efd9d7eb7d45739 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5f7343db9922b65a1d0963e12f5cc1f4.pdf bbd430a481a8f87d2481491a9b3c4461 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 Ali Roseberry-Polier Interviewee The person(s) being interviewed Diane Batts Morrow 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 Diane Batts (Morrow) Creator An entity primarily responsible for making the resource Ali Roseberry-Polier Diane Batts Morrow Date A point or period of time associated with an event in the lifecycle of the resource 07/15/2014 Format The file format, physical medium, or dimensions of the resource MP3 1969 sit-in Black admissions Black Cultural Center Black Studies Clinton Etheridge Courtney Smith's death Diane Batts (Morrow) John Morrow Marilyn Holifield Sam Shepard Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d998b42b4f97259501f3fd9da35e25eb.jpg f7cdb49282a168f86c584703a17528b4 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 New York Times, _70,000 Granted for Negro Study_ 16 July 1968_.jpg Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Nan Robertson The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 07/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f4217218f044c8a3963c99332f98dd76.jpg 3c4de8ac711983dfa69fa1d3a7bf2c9f 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 [Courtney Smith's letter of resignation, 07/16/1968] Description An account of the resource SASS Material, 1968 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 07/16/1968 Format The file format, physical medium, or dimensions of the resource JPG President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/04fd470ee082e217416ed5d482560869.pdf 6d8ca06199dae6965dc6b5d217505d3a PDF Text Text Swarthmore College e w 5 n News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457 for release Wednesday, July 17, 1968 Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad. H ORE H RE O HO RE �Page -2- Courtney Smith For release: Swarthmore College Wednesday, July 17, 1968 The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time in the Critique of a College published in December of 1967. of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students, will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it." �Jl QJJ \iJ) \LV lJ) vVitt Jllh 11 HU IJj! ~ Jll1 J1J, "A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962 "But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65 ~ I ". I I I , III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student." ~ - - --- - --- \ . .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62 rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ ----- - --., -- -~ -- - "] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s." -President Courtney Smith, In a ugural :\dclrcss, 1953 . .. - . . tv . _ "The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral ° l? - Courtney Smith, ninth president of Swarthmore 1m ''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce." IfJ {(I' r' ..lY "~ ...........I .,'", ~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../ .L:1____ '-' ......... _ "Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings." -Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059 �J' "ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." , -President Courtney Smith, R ep orto[ the President, 1953-1954 t" "... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963 , -w ,r ~ 61) '.. : ih~ 'private instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62 U tj) j, trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great." . Presidcnt Counney Smith,Alumni Day, 1962 ' which trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found. II , . ' , ' - President Courtney Smith, Alumni Day, 1962 "It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional." -:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960 a It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." . , -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre ':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily , /In'! \ nr ;,,1 f r ' '''- n .' ''' '' 1n~< � Swarthmore College e w 5 n News Oflice, Swarfh",~re, Pennsylvania Kingswoocl 3-0200, Ext. 457 for release Wednesday, July 17, 1968 Dr. Courtney Smith came to Swarthmore College in 1953, succeeding Dr. John Nason, as the Collegeft;s ninth president. For fifteen years he has been building, not only in bricks and mortar but also in strength of faculty and student body. College presidents point with pride--and rightly so--to the buildings that rose on campus during their terms of office. Dr. Smith can claim as lasting marks of his tenure the DuPont Science Building in 1959, and in the same year, the Willets Dormitory for women. Then, after the Centennial Year, the Philip T. Sharples Dining Hall, the Worth Health Center, the Charles A. Dana and the H. Thomas Hallowell dormitories for men, and the Thomas B. and Jeannette L. McCabe Library. But he likes to feel that his greatest accomplishment has been in the building of a -strong faculty and student body. In the last ten years Swarthmore students have received two Rhodes Scholarships, 28 Fulbrights, seven Danforths, 153 Woodrow Wilson, and 81 National Science Fellowships. Four named professorships and three endowed Centennial Chairs have been established; and the Julien and Virginia Cornell Distinguished Visiting Professorship brings outstanding professors for one or two terms to the College from abroad. H ORE H RE O HO RE �Page -2- Courtney Smith For release: Swarthmore College Wednesday, July 17, 1968 The Commission on Educational Policy with the Special Committee on Library Poli~y ~d another on Student Life, were appointed by President Smith in the summer of 1966, under a grant from the Danforth Foundation, to engage in three fundamental and interrelated studies. For a year the campus seethed with me~~ings of the committees studying the problems the President had set before them. The outcome of the studies was reported At the time in the Critique of a College published in December of 1967. of its publication, all classes were suspended for a week and students and faculty met in sessions and informal discussions that were carried on far into the night. "Super week," as it was known by the students, will go down in the history of the College as a time when students and faculty really engaged in dialogue. "It is our feeling," President Smith said in the preface to the reports, "that if the independent liberal arts colleges are to remain strong and grow in strength, they must analyze their educational problems realistically, anticipate future developments, and take appropriate steps promptly. Some hard thinking about basic academic issues needs to be done now, to define prospects and goals for the years ahead." Certainly Swarthmore did this in its studies and is now implementing the recommendations made last year. President Smith leaves the College, as he says in his message to the faculty, "But I believe the College to be in good shape and have high hopes for what new leadership and fresh energies can now bring to it." �Jl QJJ \iJ) \LV lJ) vVitt Jllh 11 HU IJj! ~ Jll1 J1J, "A college is the place f or the fr~e exch,lIlge of ir!eas by resjJoJJSible people wLo beliCtle iil the ililportrlllce of seekillg the tm/h rwr! belie lie ill the imporIrfilCC of lil-'illg by what 1m/h' they beliel'e they halJe disroIJered." -President Courtney Smith, Thepialoglte, Collection Address,. 1962 "But the atlllosfJl)ei'e ' i;" ~h~i'gc(1 with somethil;g else too--:-ac{1pacit)' of Swart/;· more stlldelltJ to play hard as well as work hard, a margm, O[lel' alld beyoJJd th~ great talenl, for fftJJ, a delightf!!l aiJd eXJ(~eraJJt 1)ilal~ty.lfiJld my ~Y71lho-' tor II ill the Library clock, which strikes 22 of Its homs unth Ulorklll(111!Jke efJlClellcy, bllt th'm kicks Itp a bit, IllxllriollSly and exuberalltly, by s/fikiJlg 13 at one o'clock." -President CourtnelSmi th, Presir/ mt' s Report 1964-65 ~ I ". I I I , III ... believe' ihaTtve i,'fiiii -jti:e11giIJ Yi'o,ii '-Ollf Q!tare;·i~·~djji~;;. 1I7it/Joltt imposing on lIS a creed that says 'this is tme, and mllSt be believed,' or Ithis iJ 1.mIme, and m1!st not be believed,' it encol/rages lIS instead to keep 0111' minds lOp en to new light . . .'; it encourages lIS to resist every effort to suppress free Ihought or free speech . ... It provides lIS with a guide at times of ·crisis. It encourages lIS to feel a deep-coJlcem for the indj,[Jidttal student." ~ - - --- - --- \ . .:....-~---.- . . -- - '" -- --- -_._::=--Presi~ent Courtney Smith, President's Report, 1961-62 rl~iWlr~)r~l~ro ]1~nnrr(fl'r"JlJlll ~W V , J~ ~~(~ JJI \lJ U)V J.l~) QJ) OJ ----- - --., -- -~ -- - "] am somct£'IIlCs hlcliJl cd to think that 1j we bring together the 1'igld students with the right tcachel's in the right atmosphere we , won't I[([l'e to worry too m.llch about what 'educat£oll' ·i s." -President Courtney Smith, In a ugural :\dclrcss, 1953 . .. - . . tv . _ "The Qua/wI' ~radition inh eres in the sen f' .' " . . that.charactenzes this colieae It . ;e c,mmg, ,of.carmg very much, dem}cally first-rate as again~ t' th e l~ boUlw up With an l:lslstence on the acaagamst th e ,intellectually spurious I~tel:r fa~sab.te, the mt~llectl!ally 'fine' as should conslst of th e simultan . . ~el e~ In the. belief that education powers.'" . eous Cll tlVatlOn of lnteltectllal and moral ° l? - Courtney Smith, ninth president of Swarthmore 1m ''JlIy IJolJc, as '1I'e begill ONr secolla ceilfllry, lJ "'«"' .. _ .. ,_ . . 1JlaiJ1tai;l its (J/(llljh1rliCIII(/i' 'b ell!,' ils 0'11'11 inner drizre, its 0[('11 'coilll'olliilg sIJiri!. Th ere are other aC[ldclIlic tJl'ogrrlllls as strollg ... as O/ll'S, alld th ere are other colleges aud Imiz.'cr.ritie.r '1l'hich hrl[!e rt stroilg impact on th eir stlldeills' 1·'({/;les. BII! th ere arc 1101 lllrmy illS/illlliolls which combiil e th ese tll'O S/rtlillS, th ese t'II'O forces, to .fllch·a marked r/('grce." IfJ {(I' r' ..lY "~ ...........I .,'", ~ -:-.Prcsiclenr Courtn ey Smith, Ce l1( e nni~1 Alumni Dinn'cr, 1964 ""'-' J .:o. l 1. L:1. r 'J' '-1"..../ .L:1____ '-' ......... _ "Th e lib era l art s and sciences are th e studies tliat can be. most conc!llciue to 1lI([/,'ing us men , ond n ot ju st lUorl!inE m en, most condll cllIe to h elping us , rea lize ollrselucs flllly as hUll/ all beings." -Preside nt Courtney Smith, Voice of Am erica Broad cas t, 1059 �J' "ie1Je af SlI}arlb lJlo re Ib at Ib e se/!(Irrt/e liberal arls college is not a secolld .n Am erican edIlCf{/ioll, Ihat it is 1l0tjllSt (I small Imi1Jersity. It is, inst ead, Jpeci(t/ killel 0/ commitment, and a special kind 0/ opl)Ortll11ity.,~lIt lOe ?ntlSt ~ show that toe realize tbat ils jllStificatioll de/Jellds upon 0//1' lakillg ,ad1!alltage of tbe exciting opport1tnity to .cO JlCf1lllr(lte 011 tb e richest 0/ all slltdies -' the liberal (l)'ts and sciences . . .n -President Coprtncy Smith, Centennial Alumni Dinner Address, 196~ "We are all too pro~z~ in""the -academic world . .. to think of a college as a place wh ere teachers teach rath er than as a place where studen ts learn. Gllr fO~l1s at SZQarthmore seems to me to be on the student: we unconscioll sly thmh of the college as a place where students learn." , -President Courtney Smith, R ep orto[ the President, 1953-1954 t" "... the real drama [of th e acadcmic yca r] . .. is the individu al's story of tlw s7l(1rpening and th c tOllg1lCnin g of th e milld, th e excitement of breaking through into many /lew (tclds of leaming and th e scnse of deecloping ]J01CcrS in a feu;, th e in crease in scnsitivity, the leamin g fa live (Gilh ot11er hUl1Ian bein gs, th e in crcasing (f[carCll ess of th e possibilities of life, th c fillding of a fcw more of tll e t;a!lI CS one tcishes 10 live by," . , " ' - PresidC'nt COllrtll C'Y Smith, Comm ellcemellt, 1963 , -w ,r ~ 61) '.. : ih~ 'private instillition - if it has the fillallcial mea lls -- need ollly worry about its d sdom alld its (cill. For it has freedom to select, freedom to experiment, fre edom to leteJ'min e by conscience mther than by nose-coullts, fre edom to go against th e main :fream when it thinks best . .. Not an absolute freedom, of course, for fre edom is never lusolute, but a ... cOllsiderable freedom." . . _ _ - President COI:1tlleySmith, Presidellt's Report, 1961-62 U tj) j, trlVe knouJ that it is an impressive a17l01mt of dicn! 1(!ith UJc- are pritJileg(:c to .work, a!ld ,?at the call on lIS to be wise and strong in glliding it and ( helpmg ;t to achle1Je tts /tilles! development is very great." . Presidcnt Counney Smith,Alumni Day, 1962 ' which trA free society de/Je1lds not 0111y 011 large tmmbers o-T~d~c~ted p~ople, since del:70 crac), 1 J71!St have a broad base, bllt on the highest possible qllality of edltcatton - on the identificatioll and development 0/ talell! wherever it is to be found. II , . ' , ' - President Courtney Smith, Alumni Day, 1962 "It seems to me appropriate that student should strive for excellence in physical developmen t, in sports, so long as he docs so as a student, and as all. amcitel1.r, and not with th e tim e or intensity of a professional." -:-Presid ent CmlrLney Smith, Alumni D ay Address, "Sports in American Colleges and Universities," Jtille 4, 1960 a It iSlIo! enol/gh to d('l'clo)) intellect, for il/tellect by itself is ,'sclltial/y (III/oral, c([}Joulc of ceil ([ s m 'll ([ 8 of good. TVc //Ili st (' relo)) ' th e c/wr(lCtc)' 1l'ltic/t IIwl.'cs illtt!!ccf cOllstructice, alld Ie l )crsollo lify ?c/t':c/t 7)/(/1'-(,8 it c.O·ccfirc." . , -Co urtll ey Smith, nillth prc'siclc lIL of SwarllllllOre ':10 Mid tiM : I'C'({JOJI S/JO/f/t! be the Il(lrl of ItS tbat glfirieJ, b(,((!!IJe II IS 'filler! 10 gmrle: 11 J aJ 11'!~('J'C il is going. 1'IJIIJ i)J(/illid/!{t/J ll' /JO (J(lin Ib e 7fi/J of erill(r!1 io/!rt/ 0 /J fiol'l /!II it)' ,(flI r), I he reJ/lo}/Jibi!il), of bring in g reason, ;/)1, rflld 0IJell-1lliiJ(!cr!JlC'JJ inlo Jo(i"t/ (fClirJ/l ." - Prc,<; icl cnt Courtn cy Smith, 1I'1'I)e A(({r!cllIi( C OIllJ///mily , /In'! \ nr ;,,1 f r ' '''- n .' ''' '' 1n~< � 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 [Press release regarding Smith's resignation, 07/17/1968] Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource Swarthmore College News Office Date A point or period of time associated with an event in the lifecycle of the resource 07/17/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/66bd26326e68c7e146c5453f3ff7f9cd.pdf 832df1f543832b1d4380628a25f24271 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 Chamber aids NAB Creator An entity primarily responsible for making the resource James A. Ream Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 07/17/1968 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/836f34e989b3eadb2f28ac9e6ecec38a.pdf ff7b714770227d1810ace7014b42518a 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 On a Black Cultural Center at Swarthmore Description An account of the resource Box 2, Administrations File Creator An entity primarily responsible for making the resource Don Mizell Date A point or period of time associated with an event in the lifecycle of the resource 07/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/41f5382dd519b380419786cf2d2dd967.pdf ef4c3c7a02f506c657e2ebb334aefe1d 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 Black at Swarthmore [1973] 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 07/1970 Format The file format, physical medium, or dimensions of the resource PDF Delmar Thompson Franciena King Jean Marie Prestwidge Michael Hucles Rosalind Plummer (Wood) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bbc5bb0e8e66731d1b3ba344c1265802.pdf fede1b8d8f7a65159359400f6eb34c93 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 Where have these instant black 'leaders' been? Creator An entity primarily responsible for making the resource Don D. Roose Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 07/29/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a8ea589f66d258b87b40b2d8d6e22f42.pdf e2bef020e14bd625945ffce9cabe193e PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Power Negro Rioting and the Burning of Our Cities 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] Date A point or period of time associated with an event in the lifecycle of the resource 08/02/1967 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ddb4245500128372c69784f1e0b2a3f4.pdf ab5fc3fadb46c82663a80d63188c5bdc 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 House chief hits Mental Health Act Creator An entity primarily responsible for making the resource Kathy Begley Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 08/03/1968 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7b062a23b992cb5652697e519561c493.pdf ded096fcccf5097ab9c6ed654ea3eb25 PDF Text Text This is an interview with Dr. Ava Harris Stanley, who was a student at Swarthmore College from  1967­ 1972.  She was a member of SASS and served as the treasurer for SASS as well as  participated in the 1969 sit­in in the admissions office.  The interview was conducted by John  Gagnon and Ali Roseberry­Polier on Wednesday August 6, 2014 via phone.   ARP: OK we just started.  This is Ali; I am Dr. Dorsey’s research assistant for the summer.  I  just graduated.  AHS: Congratulations  ARP: Thank you.  JG: And this is John.  I’m a current student that is a research assistant for Dr. Dorsey.  AHS: Alright, how can I help you both?  ARP: Can we get started with the interview?  AHS: Yes.  ARP: Thank you.  JG: OK.  Well to start off with if you just want to give us a little bit of your overview of your  experiences at Swarthmore.  I think that would be a good place for us to start.  AHS:  That’s a while back.  So my experiences at Swarthmore.  The experience was completely  new to me.  I had as a child, as a teenager, grew up on the south side of Chicago, which has a  long history, African­American history, no exposure to Quaker traditions or even that  demographic.  So the experience was new to me.  The educational experience was also new to  me because I was much more exposed to I suppose you would call it not conceptual, not  analytical learning style, so it was drop Ava into the ocean see if she can swim.  So the exposure  to African­American, interestingly enough was also different because the African­American  history of the midwest, the experience that is to say, particularly Chicago is way different from  the east coast­ New York, New Jersey, and south.  And so I was exposed to basic individuals of  history but not the text, not the literature of the east coast.  There’s a lot more, to me anyway, to  literature of biography and autobiography was what I was exposed to as opposed to the literature  of Sociology or De Bois or Harold Cruse1 .  It was an interesting experience.  I was used to the  ideas of African­American organizations because that was the only way that we functioned was  through organizations, so that was ok.  That was actually the part that I was most familiar with.  The part, the expectations of other non­black students was also new to me.  That was the first  time people ever wanted to pat my hair, see what it felt like.  I had never really been exposed to  suburban living or people who lived in the suburbs; I was strictly urban.  I would say that and the  1  Harold Cruse was the author of The Crisis of the Negro Intellectual in 1967.  He taught African American  Studies at the University of Michigan beginning in 1968.  Among his ideologies were his stance against  integration, rather he supported and implored African­Americans to reclaim their cultural heritage and to  establish centers of cultural influence.   �academic atmosphere made it an interesting set of years.  I think I was enriched by it, but there  was a lot of kicking and screaming in the process.  I think there are easier ways to expose young  students to each other, but it was a politically charged atmosphere.  Now I realize later on that  most academic atmospheres are politically charged, so that was nothing that was different.  Did  I feel like I was mistreated­ no.  Did I feel like I could have had a better time in the process­ yeah.  I think orientation could have been a little bit different; mainly orientation that week was getting to  know where all the building were not getting exposed to the class style.  I suppose if I had gone  to­ well that was the other thing I did not go to a high velocity prep school where I learned to read  the primary literature and analyze it in a way that was useful, so that I had to learn how to do that.  And the thing that I most noticed is that even though I wasn’t good at Math and Science and  Chemistry, there was much less bias there.  I was much more drawn to it after a certain point.  It  was the perspectives, even the liberal perspectives in History and Sociology had no room for the  voice of the studied group or individual so I was...For that reason I think Biology and Chemistry  were actually easier.  In terms of mentorship which I think is really the most important thing in  terms of academic development and focusing on what your path should be there was none until I  met Kathryn Morgan.  And in terms of medicine there was none until I met people, I think they  had a proposal for a post­bac program and they brought in people who had graduated but  needed another year of exposure to Science so they could move on.  And I met these people and  then I saw them as successful, and at that point I basically did a u turn or I think maybe it was a  right turn.  At any rate that mentorship process in the most important part of the process of  learning and education.  There are certain ways to break paths, that is to develop new ideas, to  learn new things, and to communicate them and that part needs a model that part needs a way  of thinking about it and going about it and its just not clear to somebody coming from where I  came from which is basically south side, went to a private parochial high school, but you learn  basic stuff; you didn’t learn academic process there.  But once you are able to understand  academic process then you can break new paths and move forward.  That kind of trust  relationship, it should happen more often­ I don’t know how to make it more often­ but it should  happen more often.  Does that explain?  JG/ARP: Yeah, that’s good.  JG: So I guess we want to go from there, you talked about being familiar with black  organizations, were you a member of SASS?  AHS: yes  JG: And when did you join SASS?  AHS: ‘70­ no, no, when did I come in?  ‘67  JG: In ‘67  AHS: Yeah, in September of ‘67.  I think that’s when they­ we first had,started having meetings  then.  I think that, I’m not even sure, I think I remember meeting about an argument about what  �we were going to call ourselves.  I don’t think anybody took minutes for those meetings, so I can’t  tell you which one it was or whether it well and truly happened.  JG: So you were in it from the beginning of the program­ of the group?  AHS: I think so.    JG: And do you remember why you decided to join?  AHS: I’m not even sure I understand the question because; I suppose the question to me was  why wouldn’t I join.  Did I see myself as African­American­ yes.  Did I feel like I had shared  values­ hope so, wasn’t sure but was willing to find out.  We actually were very diverse, very  heterogenous.  It was kinda amazing, I mean suburban, urban, I mean a wide demographic.  At  the time the admissions office­ to me the reason we started meeting was because the  admissions office had done an analysis of who the black students were in hopes that they could  further develop the black student population.  But they did it in a very­ they wrote a paper and  said ‘here what do you think?’  As opposed to having small group meetings and saying ‘what  works for you, what doesn’t work for you.’  They looked at it as not student development but what  works for the college.  They wrote a paper­ there were only about 50 of us so you could figure  out who was who and you could also figure out what the SAT score were and other stuff­  it  wasn’t the kind of paper that you share with subjects but they were doing the best they could.  But anyway there were all kind of reactions to that; to me it was knowledge, to everybody else it  was­ some people were very offended and you could look at the paper and say ‘this is a very  wide demographic’ and I came to realize, and they based in on the basis of schools and SAT  scores and then as I got to know them I realized this is a wide demographic in terms of  academic background as well as cultural background.  Even at that point there were  African­Americans who were from the Caribbean, African­Americans from Harlem, New York,  New Jersey are totally different from African­Americans from the South Side.  African­Americans  from Florida and Virginia are totally different from African­Americans from Chicago.   Africans  from the Caribbean are different from all of that.  There were some students who didn’t join, and I  was never sure about their motivations.    JG: Were there many of those, or were they pretty few in number?  AHS: There were a few; there were a few.  JG: But they never voiced their reason why they didn’t join?  AHS: I don’t think I ever asked them.  I don’t think I was at that stage; I was a freshman.  But my  background had been from  organizations with successful social and political lives.  My father  was in the democratic party in Chicago, particularly the Young Democrats, and this had been an  organization present since the 19th Century, I think Chicago had a black congressman either  early 1900’s or late 19th Century but there was some type of black organized political life in  Chicago.  So that was how I understood organizations.  SASS was a lot less structured, but I  �thought it would pursue goals and articulate and speak for and also accomplish things that would  improve student life and student interest.    ARP: So what was your involvement with the 1969 takeover of Parrish Hall?  What do you  remember about that?  AHS: I was there.  I didn’t really like it.    ARP: What about it did you not like?  AHS: I felt as part of an organization it was something I had to do, but I didn’t think that­ and it  was part of the process of other student activities that were going on in the region at the time.  They weren’t going on in the South Side of Chicago at the time; we had already had student life  at the University of Chicago. My mother actually went to the University of Chicago, MBA 1948.  She commuted though.  But I felt like it was an important step and we needed to be unified.  And  the demands seemed reasonable and at that point making them requests didn’t seem  appropriate because we were outside the tradition of Swarthmore thinking and maybe even  Quaker thought­ I don’t know I haven’t studied enough philosophy.  I know the Quaker meetings I  went to, I was the only black person, so I’m thinking we were probably outside that tradition.    JG: Do you remember how you felt during the days that you were sitting­in in the admissions  office?  AHS: Me personally, I was just holding on. It wasn’t something that I well and truly wanted to do.  I’m not a protest kind of individual; I mean, will be in granted situations.  If this was a way of me  asserting myself and this was the option I had as opposed to not being a part of that  organization­ and at that point there only seemed to be two choices, either you’re in or you’re out­  I said well, ok.    ARP: So after President Courtney Smith died, SASS ended the sit­in and many students left  campus; did you leave campus at that point?  AHS: yeah where were we; we were at some church in some place.  Were we in Chester or  Philadelphia?  I don’t remember.    ARP: What can you remember about the exit from campus?  AHS:   I think we were in private cars.  Then when we got there, I don’t even remember where we  slept, probably on the floor because we were sleeping on the floor in the admissions office.  I  remember trying to communicate and trying to get people to talk to each other because on hand I  thought it was really difficult at that point because Sam Shepard was the president of the group2 ,  and I wasn’t really part of the Seven Sisters, it was more like I was trying to mediate between the  two and I felt like I was getting alright I’m trying to get along here; I’m not even sure what the  2  Sam Shepard was the original president of SASS, and graduated in 1968.  Clinton Etheridge was the  current president of SASS during this time.    �issue was.  I think I was trying to make sense of, trying to make something coherent.  Why are  we here  and what should we do next.  I don’t think that was clear to me so I just took the next  semester off.  I came back and I think that was sophomore or junior year and then I came back.  When I came back there were other activities going on.    JG: And then when you came back, we found that there were some documents where your were  listed as the treasurer for SASS.  AHS: Treasurer, yes.  I was; I just collected membership money and deposited it in an account.  JG: How long were you in that position?  AHS: Maybe a year.  I think I was on the steering committee one year; maybe I was, maybe I  wasn’t.  I did have a lot of things to say.    JG: Do you remember other members of SASS that were on other committees with you?  AHS: I remember Harold Trammel but I don’t remember whether he was a part of the steering  committee.  Don Mizell.  Holly Robinson. Gillespie, Myra Rose  JG: As members of the steering committee?  AHS: I’m trying to remember.  I know Holly was. Mizell was, I’m not sure about the others. There  were a lot of disagreements about how to go about things.   ARP: What sort of disagreements?  AHS: I’m trying to remember what they were. They mainly stand out as conflict. I’m not even sure  the issues were all that significant. Yeah, I remember. At a certain point a lot of people had  graduated on and the steering committee had a lot of freshmen on it, and Holly. And I think Mizell  was trying to basically bulldoze people, and I wasn’t really sure whether that was for the good of  the organization or for the good of Don Mizell.  ARP: Yeah.  AHS: And I basically said to Holly, well, why do you want to be involved in this process? Because  my conversations with Mizell would be more like, we need to be an organization of people as well  as of issues, and it’s not so much who the leader is, but what about leadership development. I’m  kind of summarizing here, I probably wasn’t as articulate. We had meetings ­ there was  somebody else who was good, she was a history major. I’m having a hard time remembering  her name. Very tough­minded. I just felt like I spent a lot of time trying to assert interests of group  process, rather than, you know, individual leadership process. Interestingly enough, a template  for organizations in general. Yeah, I was treasurer, and then I think ­ I don’t think I was ever really  a part of the steering committee, although I certainly had things to say.   �ARP: Yeah. Did you get the sense that any of those divisions within SASS were along lines of  gender, in terms of leadership?  AHS: Initially, yes, very much. Marilyn ­ we used to call them the Marilyns, Marilyn Holifield and  Marilyn Allman. They both had very clear ideas of what should happen. More Marilyn Allman, I  listened to Marilyn Allman more than I did Holifield. Holifield wasn’t around all that much. People  listened to what they had to say. They were fairly coherent. And they were also fairly coherent in  meetings, which is probably where I heard most of what they had to say. I remember an  interaction between Marilyn Allman and a history professor at a meeting where we were trying to  develop Black Studies, trying to define it, determine it in terms of focus, in terms of where  courses should be. The history professor was saying that many times, specific culturally  focused course work or course concentrations didn’t survive or didn’t have academic focus or  weren’t well funded. And Marilyn’s specific question was, and how does this relate to Black  Studies?   JG: And so was that the Black Studies Curriculum Committee?  AHS: Yeah.  JG: And you were a part of that.  AHS: Yeah. I guess, yeah.  JG: And from your experiences on that, did you feel like the faculty members or administrative  members that you dealt with treated you as a respectable person, or equal that had something  good to contribute to the conversation?  AHS: That’s a loaded question. We sat on different sides of the table but we had different sets of  armamentarium. It was unloaded for us politically in that we didn’t have the budget, we didn’t  have the perspective on how to integrate African American history into history, integrate DuBois  into sociology. And so, yeah, they were respectful in the context of the academic process of  funding, hiring, grant proposals, and academic and faculty politics, yeah. [pause] The other  interesting thing, I was involved in a meeting with, I think maybe a provost, about the Black  Student House, when they basically said ­ they would call us for meetings, and I’d go, alright,  what the fuck’s going on now. I didn’t quite say that, but their project line of how things should  work was not communicated to us at any point in time. And knowing how committees work and  how management and management style works, I’m also sure that wasn’t intentional, but it  certainly was hard to predict. I remember being in a meeting where we were basically offered the  building, and I’m thinking, this is what I’m sitting here to say, to say, OK. So I said, OK, that’ll be  fine. With funding for it. And I said, OK, yes, thank you. At that point, students weren’t supposed  to say thank you, but I nodded my head and was agreeable. Even now, I realize that friendliness  and collegiality can be misconstrued, and I think I was appropriate at the time.   �JG: And do you remember other interactions with the faculty regarding getting the Black Cultural  Center?  AHS: That was the one I remember the most. There was one protest where we went to the  house of a later president and somebody read poetry basically saying, we’re not happy with what  you’re doing. And I’m thinking, I’m always thinking, whenever I go to a protest, and I’ve been to  other protests, this isn’t making any sense. But, OK, we want to do this, you want to do this, you  think it’s important, OK. That president was only there for a year, I think. Was his name Friend?3    ARP: Would that have been Robert Cross?4    AHS: Maybe so, Cross, yeah.   ARP: And, do you remember, you said you were in the meeting where you agreed to the building  for the Black Cultural Center. Do you remember why students chose that building, or why that  building was the one that ended up getting decided on?  AHS: Why that building was offered, I have no idea. That was one of those things, I wanted to  stop and say, wait, where is this coming from? Why are you offering us this? Do we have  choices here?  ARP: Yeah.  AHS: And I said to myself, somebody somewhere knows this and somebody should have told  me, but I realized I was at a meeting, and these meetings are always like, alright, we’re going to  sit down and talk to you and we’re not going to have any preamble to these discussions. Or the  preamble that we have is more of a principled, conceptual one. It doesn’t talk about facts or  who’s involved or ­ so I did not ask those key questions, but I also thought, would I get a clear  answer if I asked them?   ARP: Yeah, certainly.  AHS: So, I would have liked to have a contact inside that management process to tell me exactly  what was going on, and I did not have one.   ARP: Yeah. And did you feel that the faculty and administration was sort of opaque with all  members of SASS?   AHS: Yeah, I think so.  ARP: And did they, did you feel that they at any point deferred to the male members more than  the women in SASS?  3 4  Theodore Friend was the Swarthmore College President from 1973 ­ 1982.    Robert Cross was the Swarthmore College President from 1969 ­ 1971.  �AHS: Only when they wrote the history. The history of that period that was written, I’m not sure  who commissioned it, but there were no women involved in that history. I mean, there were no  women mentioned in that history.  ARP: Yeah. And that wasn’t your experience from being involved?  AHS: Not at all.   JG: Going back briefly to you saying you were excluded from a lot of details on the Black Cultural  Center. Did you ever hear anything about the Michener Fund?   AHS: That came through, but I didn’t know how it was connected to the ­ James Michener left a  lot of money, but they decided how to spend it.  ARP: The administration did?  AHS: Yeah.  ARP: And so did you have any idea how the fund was to be divided, or what role it was to play?  AHS: No. I never saw that paperwork.   ARP: Yeah.   JG: I guess just in general, how do you perceive that your work in SASS shaped your  experiences as a student?   AHS: I guess the question for me would be, were my work in SASS and my work as a student  connected? I’m not sure if they were connected.   JG: I guess additionally, did you feel that your association with SASS influenced how you were  perceived in the greater college community by other students?  AHS: That I don’t know.   JG: Yeah.  AHS: The backgrounds of the other students that I met ­ I met people who came from the  suburbs, people who were ­ it was just a really big demographic in terms of people who were  learned, rich, well­connected, long traditions of success, familial success. I accepted them for  who they were, but they certainly weren’t me. I had long traditions of survival, but my mother was  the first person in our family to graduate, my grandparents had completed high school, so at a  certain point I didn’t pay too much attention to my relationships or how other people perceived  me, I was just more interested in maybe helping somebody else and then trying to get out.   �ARP: Yeah. And to back up a little bit, you were talking earlier about the role that faculty played,  especially when Kathryn Morgan came, and I was wondering if you could talk a little bit more  about your relationships with black faculty or administrators.   AHS: I think there were people in the admissions office, I think the admissions office tried to hire  people specifically to recruit black students. During my sojourn there was the first time they tried  to hire black faculty and administrators so I tried to have relationships with them.  JG: But Kathryn Morgan was the one you had the most interaction with, or that meant the most  to you?  AHS: Yes. It was more of, it gave me to understand how research was supposed to work. That  you started with primary research and worked your way forward into analysis. And that, without  the true primary research ­ I mean, you can do history from documents and that’s certainly valid  and gives you a good perspective and perception, but talking to people and listening to their  stories for me has always been the central way of getting perspective and perception, not just on  events but also on how people perceive events. And from that you can develop models of  thinking about it. There were, I think there was one political science professor there, and I  dropped out of his course on day one because he talked in four line sentences. And I thought  um, no, analysis is important, but analysis without background ­ OK, it’s wonderful, it’s  impressive, but this is not how I learn.   ARP: And that’s something you were able to get more in Kathryn Morgan’s classes?  AHS: It was more, yeah. I was successful there because it gave me to understand how models  are built. It gave me a feeling of, OK, I understand how this works. And that was really, I think, my  first exposure to a real way of looking at methodology more than just having to memorize  models, that was building methods. So yeah, I would say yeah. In terms of other people ­  basically, I think I graduated in sociology but I don’t think I was ever really a sociologist. Even  when I graduated I honestly have to say I was not well­read in sociology. I got a degree.   ARP: Did you work at all with Asmarom Legesse in that department?  AHS: Say again?  ARP: Did you work or take any classes with Asmarom Legesse when you were studying  sociology?  AHS: I don't think, were they there when I was there? I don't think so.  JG: I’m not sure how long he stayed. He was there for a period. He was also in anthropology,  rather than sociology.   AHS: Yeah, anthropology, yeah. I think I did take a course with him.   JG: But that was the extent of your relationship with him?  �AHS: Yeah, right.   ARP: You mentioned a couple minutes ago students getting more involved in recruiting more  black students. Is that something that you were involved with at all?  AHS: Recruiting, yeah, I did go on a recruitment trip with one of the administrators there. He told  me I wasn’t good at it because I didn’t smile enough.   ARP: Do you remember which administrator that was? Would it have been William Cline by any  chance?  AHS: I think it was a guy that was only there for a year. But I don’t think it was William Cline. Was  that C­L­I­N­E?  ARP: Yeah.  AHS: I’m blanking at names.  ARP: That’s alright.  JG: That’s fine.  AHS: I’d do better if I had a picture of him. I don’t think he was in the admissions office. Wasn’t he  an assistant dean? Or was he in admissions?  ARP: He was in admissions, not for very long though.  AHS: OK, then it must have been him, alright.  JG: Another thing that comes to mind with the recruitment is the Black at Swarthmore booklet.  Do you have any memories or experiences with that?  AHS: Blacks at Swarthmore?  JG: The booklet, the recruitment booklet.  AHS: No. I don’t think so. I think I may have seen it, but I don’t think I was a part of writing it.  JG: And you don’t remember other people working on it?  AHS: No, I don’t remember that.  ARP: Thank you. Were you involved in other black organizations, such as the Gospel Choir or  the Black Dance Troupe? Do you remember what sort of impact they had on college life when  they started?  AHS: I think the gospel choir was just starting as I left, and I wasn’t involved in that. I graduated in  ‘72. The last year I was there I don’t think I was that involved in student life.   �ARP: Yeah.  JG: And the same goes for the dance troupe, do you remember that at all?  AHS: I’m pretty sure that happened after I left. I think it did. Maybe it didn’t, but I wasn’t involved in  it.  ARP: OK, yeah, thank you.  JG: And were there any other groups similar to those that your remember that we’re forgetting?  AHS: SASS was enough, I guarantee. In terms of student groups, right?   JG: Yes.  AHS: SASS was enough.   ARP: Is there anything else that you’d want to add about your time at Swarthmore, and  particularly your involvement with SASS? Anything we’re leaving out?  AHS: I think you brought out a lot more than I thought I remembered. So I think I’m done.  ARP: Thank you.  JG: It’s been really nice, thank you.  AHS: Best of good luck to both of you.  ARP and JG: Thank you so much.  � 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 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 Ava Harris Stanley Interview Transcription Creator An entity primarily responsible for making the resource John Gagnon Ali Roseberry-Polier Ava Harris Stanley Date A point or period of time associated with an event in the lifecycle of the resource 08/06/2014 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in 1970 sit-in Ava Harris (Stanley) Black admissions Black Cultural Center Black Studies Faculty Marilyn Allman (Maye) Marilyn Holifield Sam Shepard http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b589a000590cbe87da373c98aa885abd.jpg 9ca9c254b6ec3faf121d30b094d485ac http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dff7788d7e728b6d82a3d639da71c8e2.mp3 f8f4392467f8013c57a6b359cc10c70f http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9463e9e60821efdadbb1891c6a8d4426.pdf da913a2425d2db45cf078bc12795a1c1 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 Ali Roseberry-Polier John Gagnon Interviewee The person(s) being interviewed Ava Harris Stanley 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 Ava Harris (Stanley) Creator An entity primarily responsible for making the resource Ava Harris Stanley John Gagnon Ali Roseberry-Polier Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 08/06/2014 Format The file format, physical medium, or dimensions of the resource mp3 1969 sit-in 1970 sit-in Ava Harris (Stanley) Black admissions Black Cultural Center Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield Sam Shepard http://s3.amazonaws.com/sc-lib-ds-bl1969/original/41b7832c8cfe5beca001e7d0637c146b.png b68a3ec7661eafd87e0c0910798cd376 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f0b13494631c4acdda115a82481a281d.pdf 9f473d0361c7ca9a31c52c1610733528 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 Ali Roseberry-Polier Interviewee The person(s) being interviewed Rosalind Plummer 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 Rosalind Plummer (Wood) Creator An entity primarily responsible for making the resource Rosalind Plummer Maria Mejia Ali Roseberry-Polier Date A point or period of time associated with an event in the lifecycle of the resource 08/07/2014 Format The file format, physical medium, or dimensions of the resource MP4 Relation A related resource During her interview, Rosalind Plummer (Ford) refers to artist <a href="http://www.bbc.com/news/world-us-canada-13582880" target="_blank">Gil Scott-Heron</a>, whose legacy includes the composition "<a href="https://www.youtube.com/watch?v=rGaRtqrlGy8" target="_blank">The Revolution Will Not Be Televised</a>" Description An account of the resource <div>Below is a list of times (00:00:00) in the interview where Rosalind Plummer Ford starts to talk about a certain topic:</div> <ul> <li>00:02:30 SASS</li> <li>00:03:23 1970 sit-in, Black Cultural Center, Gospel Choir, Black Dance Troupe, SASS</li> <li>00:09:11 FBI</li> <li>00:17:20 Kathryn Morgan, Black Studies</li> <li>00:21:22 SASS, Black Cultural Center</li> <li>00:24:31 1970 sit-in, Black Cultural Center</li> <li>00:31:15 1970 sit-in</li> <li>00:39:00 Black Studies</li> <li>00:46:40 1970 sit-in, President’s Office</li> <li>00:49:00 1970 sit-in, Black Cultural Center, President’s Office</li> <li>00:51:03 Faculty, Black Cultural Center, Student Body</li> <li>00:54:08 Kathryn Morgan, Faculty, Student Body</li> <li>00:56:50 Black Cultural Center</li> <li>01:00:00 SASS</li> <li>01:08:15 Black Studies, Faculty, Kathryn Morgan</li> <li>01:17:05 SASS, Faculty</li> <li>01:20:44 Black staff</li> <li>01:28:50 Black Dance Troupe, Gospel Choir</li> </ul> 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/Rosalind_Plummer_(Wood)_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/Rosalind_Plummer_%28Wood%29_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/Rosalind_Plummer_%28Wood%29_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> 1970 sit-in Black Cultural Center Rosalind Plummer (Wood) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bc21219cb5721ad7d27af3a44308cd45.pdf 0f617bb0cac5b8e46002c0ebb9a2ce4b 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 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 Rosalind Plummer (Wood) Interview Transcription Creator An entity primarily responsible for making the resource Rosalind Plummer (Wood) Ali Roseberry-Polier Maria Mejia Date A point or period of time associated with an event in the lifecycle of the resource 08/07/2014 Format The file format, physical medium, or dimensions of the resource PDF Rosalind Plummer (Wood) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dbb4c5547688008d25e91661fcb0c54b.pdf 4ab77301dd71b44667a8a169286a8337 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 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 Steve Piker Interview Transcription Creator An entity primarily responsible for making the resource John Gagnon Steve Piker Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 08/11/2014 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/814a0fac767d8672cdc9a97247c8ce0b.pdf bfca207497bd585391fed8e0af11a7c0 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Recruiting Disadvantaged Students Description An account of the resource Box 02, Admissions 1968-1969 Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 08/14/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon John Morrow http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bfe520aa08bd6ec8bc5dc7ae43518088.pdf cc75340311c0f8f15a52bae830f6678e 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 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 Mental health setup hit 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 08/14/1968 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1ba03d09c344112db37c69ae8996057f.pdf a597ddce59f330590e01ec056c057753 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 College increases courses offered 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 08/15/1969 Format The file format, physical medium, or dimensions of the resource .pdf Black Studies SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b7334120dc5521394ae97d0d9530617.pdf 0d86a9cad77f3cbd2492276ff6751bd5 PDF Text Text Swarthmore College Upward Bound Swarthmore . a . ugust 16 . 1968 Office of the Assistant to the President Swarthmore College Swarthmore. Pa . Dear 1r . Stott . As t he summer phase of the Upward Bound program draws to a close and we set our eyes towards the soming winter , we find ourselves concerned that with t he departure of Richard 4alacrea , our program's direcYlor for the past year , the program ~s without adminis trative leadership . ichard 'Ialacrea' s experience with the program as an instructor and counselor to the students made him an especially able director of the students' interes t s in conducting the business of the summer program . Because of his famili arity with the program we found that many anticipated problems had already been solved , tha t those which did arise were taken care of efficiently, tactfully , so that as far as was possible the interests of the students were met . It is our understandi~g that at t he present time the search among the faculty of the college for a new director has not met with success . We realize th .t there is an inherent technical disadvanta g e to any appointee who is not a member of the college faculty. !evertheless we feel there are significantly more important qualifications whi ch must be met: that a director be a male (to offset any matriarchal image the program might display) , that the director be someone who has had experience with the program . Mr . Gregory Kannerstein , who served as a member of our facul- In view of these feelings , we would like to propose t hat ty this summer, be appointed the coordinator of t :1e program to serve under a titular project director from the faculty . ~rr . Kannerstein is well qualified for the pOSition; he has come to know the academic abilities of the students of the program through his faculty posi tion and living with them in the dormitory has come to know t . mm as young men and women . His leaders hip has emerged through more than his activit ie s as coach and participator in athletics or his position among the faculty , but from his many useful recommendations to those of us intimately connected with t he operation of the program o This can be a year af significant change in both the winter and summer Upward Bound programs , change that will benefit our students in ways that have not been possible �-2- before . It is our hope that ~ . Kannerstein will be carefully considered to fill the position of project director of the program for this year as a man who can add well qualif ied leaders hip and dir eation to this change . Sincerely, JoL.~~ (~W~.D~\ Johnlorrow Director of Summer Studies William H. L. Dorsey l'lember , 'xecutive Committee , '67-'6 8 z"..-ec£ ~ Ronald ~all Co-director Winter Program !~N~ Program Co-director Winter cc : Alan Hunt Leon Bramson Courtney Smith M . Barbara Barus rs � Swarthmore College Upward Bound Swarthmore . a . ugust 16 . 1968 Office of the Assistant to the President Swarthmore College Swarthmore. Pa . Dear 1r . Stott . As t he summer phase of the Upward Bound program draws to a close and we set our eyes towards the soming winter , we find ourselves concerned that with t he departure of Richard 4alacrea , our program's direcYlor for the past year , the program ~s without adminis trative leadership . ichard 'Ialacrea' s experience with the program as an instructor and counselor to the students made him an especially able director of the students' interes t s in conducting the business of the summer program . Because of his famili arity with the program we found that many anticipated problems had already been solved , tha t those which did arise were taken care of efficiently, tactfully , so that as far as was possible the interests of the students were met . It is our understandi~g that at t he present time the search among the faculty of the college for a new director has not met with success . We realize th .t there is an inherent technical disadvanta g e to any appointee who is not a member of the college faculty. !evertheless we feel there are significantly more important qualifications whi ch must be met: that a director be a male (to offset any matriarchal image the program might display) , that the director be someone who has had experience with the program . Mr . Gregory Kannerstein , who served as a member of our facul- In view of these feelings , we would like to propose t hat ty this summer, be appointed the coordinator of t :1e program to serve under a titular project director from the faculty . ~rr . Kannerstein is well qualified for the pOSition; he has come to know the academic abilities of the students of the program through his faculty posi tion and living with them in the dormitory has come to know t . mm as young men and women . His leaders hip has emerged through more than his activit ie s as coach and participator in athletics or his position among the faculty , but from his many useful recommendations to those of us intimately connected with t he operation of the program o This can be a year af significant change in both the winter and summer Upward Bound programs , change that will benefit our students in ways that have not been possible �-2- before . It is our hope that ~ . Kannerstein will be carefully considered to fill the position of project director of the program for this year as a man who can add well qualif ied leaders hip and dir eation to this change . Sincerely, JoL.~~ (~W~.D~\ Johnlorrow Director of Summer Studies William H. L. Dorsey l'lember , 'xecutive Committee , '67-'6 8 z"..-ec£ ~ Ronald ~all Co-director Winter Program !~N~ Program Co-director Winter cc : Alan Hunt Leon Bramson Courtney Smith M . Barbara Barus rs � 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 [Letter to Gilmore Stott from John Morrow et al, 08/16/1968] Description An account of the resource Box 78, Upward Bound Creator An entity primarily responsible for making the resource John Morrow William Dorsey Ronald Krall Danny Nussbaum Date A point or period of time associated with an event in the lifecycle of the resource 08/16/1968 Format The file format, physical medium, or dimensions of the resource PDF John Morrow President's Office William Dorsey http://s3.amazonaws.com/sc-lib-ds-bl1969/original/47ddbdfc73a9ae46efd79b210e6c4f3a.pdf bebbf2272877c3ee60ab9d997b4160cc 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 Suggestions for an Alternative Approach for Black Studies Description An account of the resource Box 2, Administrations File Creator An entity primarily responsible for making the resource Don Mizell Date A point or period of time associated with an event in the lifecycle of the resource 08/19/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell