37 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fc8c56c7fb7ede5b8bac5038faceed41.pdf 57045d71f42ff9594ca6e8045a9e7902 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 Perceptions of Radicalism among SASS Members, Swarthmore Faculty, Alumni, Local and National Media, 1968-1969 Creator An entity primarily responsible for making the resource Noah Morrison Date A point or period of time associated with an event in the lifecycle of the resource 1/15/2015 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/98aa6fb9e357210892bd2a1f2f857b1c.pdf ab444cb54338ed5bc04a2432fd98701c 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 Unpacking Diversity at Swarthmore College, 1964 to 1970 Creator An entity primarily responsible for making the resource Laura Laderman Date A point or period of time associated with an event in the lifecycle of the resource 1/15/2015 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/be633e004d315cd2bce37287a2fbeb9b.pdf aae121ff054ed59c8817a916ded9f9aa 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> 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 Supplement: January 16, 1969 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 1/16/1969 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/bbade4b59dd3453a328247f9ba5d8e3b.pdf 9ef2f1928cda52c7d9d5318407da5991 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> 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 Supplement: January 17, 1969 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 1/17/1969 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1981ff543626b5fbf3ad09c8bb698e33.pdf 98411c826fa120ae72d3dc5c27ad0663 PDF Text Text " COLLECTION SPEECH by President Robert D. Cross October 2, 1969 I am honored by this opportunity to speak at the First Collection at Swarthmore this year. It was a wise decision last year, I think, to change Collection from a required assembly to an occasion where members of the college community come together, not only in the expectation of fellowship, but on the hope that something worthwhile would transpire. ~, At the same time that I feel honored, I feel nervous. The Phoenix has been conducting a war of nerves with me. Last week I was ~di torially enjoined to deliver a major address. (Nothing they could have said would be more conducive to making me feel like a congenitally minor poet.) Then a week ago, a friendly reporter asked, 'What are you going to say that will bring the boys up from ML?" This was truly a stunning question to one like me who lived in Mar,y lyons for 7 years, and had by the end of that time come to realize that one of my duties was to make a weekly report to at least one of the student residents there about what was happening on the other side of the tracks. The Phoenix this past Tuesday reported I was indeed going to speak, then headed the remaining section of the article, which referred to subsequent Collection speakers under the hopeful term "better quality." To the Phoenix, I can only respond: (1) Paul Ylvisaker and Jean Cahn are remarkable people, and I don I t mind an invidious comparison with them:- (2) I don I t know whether the ML boys are here or not; it will be up to the Phoenix to carr,y the news up there. (3) MY own intention is to present a view of Swarthmore College; (whether it is a I~jor address" is for others to decide) I do not presume that my view will coincide with that of all others, though I hope to persuade at least a few dissenters; but that my main purpose is not to carve on stone a creed for the college, but to raise some issues that I hope can be muttered about, or discussed, or, hopefully, clarified as the year goes on. I invite any and all to meet with me in Commons after this talk to pursue the discussion. When I was introduced to many of the upperclassmen last Spring, I acknowledged that the last time I had spoken from this platform (in 1959) I had discussed what students who had finished Swarthmore faced, as they left the College, thereby immediately confronting the problems of old age. And I said last Spring, in the decade that I had been away from Swarthmore, I had come increasingly to wonder about the institution of a college; I had come to regard it as a gamble (but a gamble worth taking); and that I intended to spend as much of the summer thinking what sort of a gamble or game it was. Then, ten days ago, when I addressed an audience in the Meeting House, composed of 8 faculty and administrators, 45 upperclassmen helping with orientation, 360 freshmen, and 413,000 mosquitoes, I tried to suggest some of the purposes which had motivated the Founding Fathers of the College, and by implication, some part of the ethos which the past had recommended to the present and the future of the College. I'd now like to concentrate more directly on the present existential situation of the College. Because I need to save some of the ideas that have occurred to me for my inauguration speech �- 2 - next week,~ I propose to consider today what the internal relations - the domestic state o'f the College - seems to be and what it ought to be. Next week, I shall concentrate on our foreign relations, in short, with our society and our world. In making this distinction, I acknowledge IIEverything correlates,," as a i ts artificiality, and misleadingness. brilliant college book of a few years ago proclaimed. And the time has long since passed, if it ever existed, when a college, any more than this nation, could pretend t~t its department of health, education, and welfare could be conducted oblivious of what the department of state and department of defense (in more straightforward days, we called the latter departments of war and navy) were up to. But since it is primarily students and faculty here today, and since next week many alumni, Board members, and friends from the community will be here, I shall use the distinction, hopefully with appropriate reservations. I don't suppose that there has ever been a time when people generally agreed just what a college was or ought to be. Historians of the language, of the law, and of education instead make clear that there have always been pronounced variations, even within the same culture and the same period. And in the United states, one is tempted to paraphrase the late Bill Klem, the greatest of all baseball umpires, who, when questioned what his definition of a strike was, declared that a strike was what he called a strike. A liberal arts college in America, one might be led to conclude, has been what the man or men with the loudest voices declared was a liberal arts college. It is probably true that in our own time there has been a greater lack of agreement than at any other time, and at the same time less and less inclination to admit that there is any legitimate umpire to settle the dispute. I suspect these developments stem partly from the enormous increase in colleges, and the even greater number of people attending them, sending their children to them, or paying taxes to support them. It also results from the acceleration of social development - at a rate which would have staggered even Henry Adams which have rendered all previous definitions suspect and made all institutions seem anachronistic. And this at the very time that most people have retained a faith that education, even liberal education, may just be more important than ever. To sum up, our culture, with no clear tradition of what liberal arts education consists of, has simultaneously insisted that more and more of it be provided, at the same time that it has, more passionately than ever, disagreed on what liberal arts education should be, should so, should mean. In formulating my own conception of liberal arts education, I have been helped by trying to describe two models, two "ideal types ll ; I do not imagine that anyone, now or in the past, ever subscribed to every detail of these models, but I have tried to avoid constructing men of straw, from whom it would be too easy to knock the stuffing. But let me say here that after criticizing these models, I do not intend to present a wholly coherent one of m,y own, but simply to advance, later on, some notes towards a strategy of action appropriate to Swarthmore. �- 3 - The first model I shall, with some sense of risk, call the Establishment ,model. At its most glorious, it flourished during the late Middle Ages -and. the Renaissance; at its most banal, it still exists today, though as a paroqy of both premise and practice. Informing this model was the conviction that there was what can be called an encyclopedia of learning, comprising not only a swnma of what was known, but also tested methods for extending the boqy of knowledge, with respect both for the intrinsics~bject, and for the other areas of knowledge. It is an admirable convict~on. If, for convenience, specialization of knowledge and inquiry proved desirable, it would be specialization within an overarching conception of knowledge, and in the conviction that knowledge reached its fruition in being and doing. An educational in..;. stitution dominated by this conception would seek to initiate all comers into both the awareness of the grand schema, and the techniques by which knowledge could be advanced, at least in some area or discipline. Professors acquired a hearing by their ability both to outline the whole framework of knowledge, and to tell students how to develop specialized competences of their own. If the Ranaissance University constituted the apogee of this educational model, perhaps the old-time liberal arts college in the early 19th century illustrated the nadir. Students disenchanted with their college experience might find it illuminating to read Edward Gibbon's comments on Oxford in the 18th century, or Henry David Thoreau's account of his years at Harvard. Discontent with this model is not an invention of the contemporary generation. The second model was prefigured in Thoreau's participation in the first great romanticist revolution in western culture; we are, I think, nearly drowned by the in-flow of the second surge of romanticism today. In contrast to the belief that an encyclopedia of learning existed (at least in the mind of educated men), Thoreau believed that he would learn more by rowing up the Concord and Merrimack Rivers, or gazing intently through the ice of Walden Pond, or, perhaps most importantly, by looking into his own mind and soul, in the isolation of his own hut or of the town jail. Instead of disciplining himself to what his friend !Werson called the IIcorpse-cold n knowledge of Harvard and State Street, he preferred to instruct himself, listening to the discourse of neighboring farmers and itinerant Irish laborers, and reading only that which liberated him from the ' conventional wisdom of his times - such as the books of Eastern religion, and the literatur~ of contemporary English and German romantics. Like some students today, he could accept a college only if it helped him learn what he himself knew and thought; all that others knew and professed and believed in was obstruction and interference. He could echo Melville's complacent remark that the world of experience was his Yale College and his Harvard. In referring to these two types I do not mean either to lampoon them, nor to idealize them. I should hope that we could learn from them, and especially from their sense that the crucial aspect of the college lies in the quality of transaction between those who are gathered together in the artificial relationships that comprise a college. In the first �- 4,. model, the transaction was a flow of knowledge and skill from the learned professi~nal.>toward the young amateur; in the second, the student was uniquely active r if he did not regard the learned professor as irrelevant, he might be inclined to treat him as a simple resource, like books which Emerson declared were fit only for the inquirer's idle moments. As one modern romanticist would have it, students should come to college not to learn what a professoriat knows, but to find out what they themselves know, and f'eel,and believe. My notion of the college is one that presupposes a more qynamic interaction among students and teachers than either model stipulates. Both students and teachers are active, though not necessarily at the same time, nor in the same way. There is room and need, for both tradition and innovation. There is a responsibility to seek out not only the encyclopedia of learning as it has been perceived, however dimly, but to restore its coherence - or, what I think is much the same thing, - to sense its many-faceted relevance to all the activities of all of us as we are and as we would want to become, - as our society is now, and as we would want it to be in the future. For a college to realize such a notion, there are, I am afraid, no easy guides, no simple organizational charts. I do conf'ine myself to offering here some criteria, or notes tOl-lard the definition of an appropriate politics, or ethics, or tactics for an evolving liberal arts college of the kind I would admire. These criteria are directed not so much at defining the ultimate goal of the liberal arts college, as toward the conduct by which all of us at an institution which yearns to become one can advance that likelihood. Let me sum up a variety of suggestions under two main headings: authenticity and civility. Other terms, or broad categories might be equally appropriate, but these allow me to celebrate some important characteristics. By stressing two themes, I mean to give emphasis to their complementarity. Authenticity without civility may produce chaos; civility without authenticity is certain to mean stultification. By authenticity, I mean nothing more nor less than the achievement of true individuality. Certainly nothing is more dif'f'icult. The popular slogan of "doing your own thing," however admirable as an injunction, is no invitation to an easy, or unexamined life. Only the most romantic would assume that it means simply "doing what comes naturally." It is probably true that the steaqy development of contemporary mass culture has made the task steadily harder; yet it remains one of the most important responsibilities of liberal education to help the individual achieve true individuality, or authenticit,y. I certainly do not imply that for.ma1 education can hope to do the job alone, do it for everybody, or do it rapidly. But I am persuaded that it is one of' the supremely important jobs for liberal education to be concerned with. It is a sad fact, but a true one, that the roles we play in a college sometimes conspire to hamper the development of authenticity, �-5rather than to foster it. (Since I am a newcomer to the modern SWarthmore, I shall speak. mostly in general terms, making specific references to other places and-other rooms; if there are analogies to the Swarthmore you know, I imagine that you will be able to draw them.) To profess to be a teacher at a liberal arts college is an act of confidence, at times even bravado. For he must, given the role he has chosen to play, respond to the claims of both the art or science to which he is committed, and of the ~students with whom he must relate. Times may have changed, and hopefully changed in the right direction, but when I was a graduate student, I was given to understand that my aim in life was to be an historian. It seemed to me then, and still does, to be a most demanding profession. I took my cues from my professors, and other alreaQy-practicing historians. I attended many meetings of scholarly associations, and produced several scholarly papers, before I ever taught a class, or gave much thought to what teaching involved. Much of this was wholly proper, if seen as an emphasis for a phase of my training and not a whole preoccupation for a whole life. Surely, to be carefree or oblivious of the intellectual claims of one's discipline is not only irresponsible; it obviates the possibility of becoming the serious scholar that every teacher purports, or ought to purport to be. It was my good fortune to do my first substantial amount of teaching at Swarthmore, where I very swiftly came to realize both the intrinsic pleasure and the absolute necessity of establishing rapport with my students. This, too, is hard to accomplish authentically. Neither the student nor the professor benefits if in fact the professor, out of an excess of fellow-feeling or insecurity or responsiveness to the needs and interests of the student, becomes nothing more than a mirror to the student's glance. Emerson, in describing "The American Scholar," pointed to the best possible escape from the predicament I have sketched, by arguing that the scholar must above all else be a man, - one who stands on his own feet, and thinks rds own thoughts, and speaks his own mind. Anxious to respond wholeheartedly to the legitimate demands of his discipline, and also to the ambiance of his students, he must above all else find his own stance; he must, in short, be authentic. The task is, if anything, even more difficult for the student. He will be aided by great teachers, - defined as I have just done as men so committed to authenticity that they mean to reward or acclaim nothing less in their students. Every college I have known has been defaced by the spectacle of students - whether encouraged or not by faculty members is not in point here - who resolutely emulate a teacher, in his intellectual, social, or emotional style. Sadly enough the teachers emulated frequently are resolutely authentic themselves, yet somehow, in a manner perhaps obvious to members of the Psychology Department, convey to students the message that to respect is to emulate, or, if I may be explicit, to imitate, or to ape. A much more potent threat to the student comes from his peer-culture. It is devastatingly simple, and for much of one's psychological life profoundly reassuring to submerge oneself in the opinions, the preferences, �- 6" the behavior-patterns of one's peers. Usually, of course, one does not drown in the~ores of all one's peers, but rather in those of a select group, - ' those of one's precise age, one's own sex, one's dormitory, one's ethnic group, one's academic field. I do not wish to be misunderstood as advocating a hyper-individualism. It is right and proper, even healthy, to receive cues from one's fellow-students; to prefer the company of some to that of others; to unite in pursuit of goals that are common to a few other students, ,or common t~ all of them. What I hope for, what I think essential, is a self-conscious balancing of these legitimate claims with the steadfast pursuit of individual authenticity. Lest I assume the character of a common scold with admonitions for everyone but myself, may I add that the quest for authenticity is an important obligation for those whose chief task in a college is administrative. So long as we continue the curious custom of having a president in a college, it seems to me essential that he be more than a supremely other-directed man, however great his temptation to try to be all things to all men - or at least to all students, faculty, alumni, trustees, the foundations, the environing public, the government, and every other reference-group. Administrators need to cherish convictions of their own, need to know who they are (not just who is beating on them, or whom it might be pleasurable to beat on), and what they stand for. All those of you who encountered, if only briefly, Courtney Smith, the late President of SWarthmore College, recognized that you had met a man, a unique man, a man of authenticity. That is the kind of recognition all of us, - in administration, on the faculty, in the student boqy, should like to deserve. Complementary to the need for authenticity is the need in the College for civility. As with authenticity, it is both a goal and a precondition of liberal arts education. In a traditional society and in a traditional college, this point would not need to be argued. In a society like ours where tradition is not abandoned, but simply ignored, and in a college like Swarthmore where convention is more respected in poetry than anywhere else, the point may not be so obvious; but I think it is a persuasive one. All societies, and all colleges, have codes of conduct; some favor elaborately explicit, detailed, perhaps even written-down codes; others like Swarthmore, with a high regard for the wisdom and faith of the individual, have tended to promulgate relatively few hard-and-fast, and legible rules. The ultimate justification for civility, however it is sought, is not some abstract order - not some supernal calm - not some fastidious distaste for the dissidence of dissent - but rather the fostering of a climate in which it is plausible to hope that true authenticity, (among other goals) may flourish. Its pragmatic rationale is respect for the reasonable pursuit of authenticity of others. Its presupposition is that the reasonableness of others' enterprises may always be questioned, and that, if found to be in fact unreasonable, that they can be either rendered reasonable, or abated, promptly and reasonably. �- 7 - Last year,. on many college campuses and at Swarthmore"" after the occupation of the Admissions Office, there developed a widespread feeling that~here" ~as no longer any consensus on what constituted the legitimate demands of civility on a college campus. At Swarthmore, a student-faculty-administration-Board of Hanagers cOIlllllittee produced after thorough discussion a lengtny document outlining the arguments for what I call civility, and stipulating general ground-rules for dealing with occasions when it would seem to have broken down. The three student members on the committee ' a~ded concu~ring opinions which noted a measure of dissent from one part or another of the document. (Both the report and the special opinions are available, in the Library or the President's Office.) Subsequently last Spring the faculty approved, though not unanimously, the main report; the Board of Managers approved it in principle, though believing it might well be briefer and more explicit; the Student Council took no formal action on it. At the beginning of this new academic year, I feel obliged to make as clear as I can where I think the College stands in regard to this report, to the principles it enunciates, and the actions it suggests in the case of the breakdown of civility. (1) I believe the Report has served a useful purpose in advancing the College as a whole towards at least a partial consensus. I do not think it is likely to be fruitful to continue the search for fuller and more complete ratification of this document. On the other hand, I welcome continuing discussion of the issues, and continuing efforts not only to define the characteristics of a genuinely civil college community, but also to propose mechanisms by which felt grievances, which are frequently the provocation for breaches of community rules, can be received and relieved sympathetically and promptly. The Wise commission, concerned as it is with matters of governance, may make recommendations in these matters. But in the meantime, it is certainly highly appropriate for individuals or groups to advance proposals which may advance our understanding or develop plans which may improve our practice in these areas. I should certainly like to be helpful - either by participating, or keeping out of the way, of such enterprises. (2) In the meantime, as the chief administrative officer of the College, I ought to make as clear as I can at what point I am likely to conclude that the bounds of civility have been overstepped, and what I would be prepared to do if such an overstepping occurred. (Obviously I do not refer here to the occasional and individual transgressions that occur in any society. I assume that the College community has adequate judicial and disciplinar,y procedures to deal with them.) I do refer to occasions when individuals or groups, acting out of an authentic desire for authenticity or a perverse desire for perversity, or some mixture of motives and drives, undertake to deny to other members of the college community access to, or use of, college facilities to which they are entitled. I construe my job to be to ~ to it that ~ denial ~ ~ take place. I hope to be able to accomplish this responsibility through the kinds of transactions that are normal to civility, - that is, by discussion and persuasion. (3) But if these enterprises of mine fail, and functions of �- 8 " the College are obstructed, then I shall take what seem to me to be appropria1te steps, leading towards disciplinary action, up to and including suspension OJ' expulsion. I should say, too, that if those persons should there be any, God forbid - disrupting college functioning who are not led either by my persuasion or by the imminence of college disciplinary action into abandoning their obstruction, then I shall feel obliged to ask the police or the courts to intervene. I imagine this kind of ~\discussion is as distasteful to you as it is Be assured that I entertain no illusions. A college in which frustration is at such a high level that the most attractive recourse for serious, concerned people is disruption is not in a healthy condition. We must do everything we can to make the opportunities that civility offers for change, reform, even radical reform, a wholly reasonable recourse. Furthermore, let me say that having seen at close range the effects of both extended acquiescence in the obstructing of a college and the use of force to end the obstruction, I devoutly hope that Swarthmore experiences neither eventuality. to me. Whether a liberal arts college in the America of today can successfully foster both authenticity and civility I do not know. If any college can, I imagine that Swarthmore can. That, at any rate, is why I came here, and I imagine that these considerations, perhaps phrased more personally and persuasively, were among those that moved you. l.Je are embarked together on an experiment. I wish you and me and the College a successful voyage. � " COLLECTION SPEECH by President Robert D. Cross October 2, 1969 I am honored by this opportunity to speak at the First Collection at Swarthmore this year. It was a wise decision last year, I think, to change Collection from a required assembly to an occasion where members of the college community come together, not only in the expectation of fellowship, but on the hope that something worthwhile would transpire. ~, At the same time that I feel honored, I feel nervous. The Phoenix has been conducting a war of nerves with me. Last week I was ~di torially enjoined to deliver a major address. (Nothing they could have said would be more conducive to making me feel like a congenitally minor poet.) Then a week ago, a friendly reporter asked, 'What are you going to say that will bring the boys up from ML?" This was truly a stunning question to one like me who lived in Mar,y lyons for 7 years, and had by the end of that time come to realize that one of my duties was to make a weekly report to at least one of the student residents there about what was happening on the other side of the tracks. The Phoenix this past Tuesday reported I was indeed going to speak, then headed the remaining section of the article, which referred to subsequent Collection speakers under the hopeful term "better quality." To the Phoenix, I can only respond: (1) Paul Ylvisaker and Jean Cahn are remarkable people, and I don I t mind an invidious comparison with them:- (2) I don I t know whether the ML boys are here or not; it will be up to the Phoenix to carr,y the news up there. (3) MY own intention is to present a view of Swarthmore College; (whether it is a I~jor address" is for others to decide) I do not presume that my view will coincide with that of all others, though I hope to persuade at least a few dissenters; but that my main purpose is not to carve on stone a creed for the college, but to raise some issues that I hope can be muttered about, or discussed, or, hopefully, clarified as the year goes on. I invite any and all to meet with me in Commons after this talk to pursue the discussion. When I was introduced to many of the upperclassmen last Spring, I acknowledged that the last time I had spoken from this platform (in 1959) I had discussed what students who had finished Swarthmore faced, as they left the College, thereby immediately confronting the problems of old age. And I said last Spring, in the decade that I had been away from Swarthmore, I had come increasingly to wonder about the institution of a college; I had come to regard it as a gamble (but a gamble worth taking); and that I intended to spend as much of the summer thinking what sort of a gamble or game it was. Then, ten days ago, when I addressed an audience in the Meeting House, composed of 8 faculty and administrators, 45 upperclassmen helping with orientation, 360 freshmen, and 413,000 mosquitoes, I tried to suggest some of the purposes which had motivated the Founding Fathers of the College, and by implication, some part of the ethos which the past had recommended to the present and the future of the College. I'd now like to concentrate more directly on the present existential situation of the College. Because I need to save some of the ideas that have occurred to me for my inauguration speech �- 2 - next week,~ I propose to consider today what the internal relations - the domestic state o'f the College - seems to be and what it ought to be. Next week, I shall concentrate on our foreign relations, in short, with our society and our world. In making this distinction, I acknowledge IIEverything correlates,," as a i ts artificiality, and misleadingness. brilliant college book of a few years ago proclaimed. And the time has long since passed, if it ever existed, when a college, any more than this nation, could pretend t~t its department of health, education, and welfare could be conducted oblivious of what the department of state and department of defense (in more straightforward days, we called the latter departments of war and navy) were up to. But since it is primarily students and faculty here today, and since next week many alumni, Board members, and friends from the community will be here, I shall use the distinction, hopefully with appropriate reservations. I don't suppose that there has ever been a time when people generally agreed just what a college was or ought to be. Historians of the language, of the law, and of education instead make clear that there have always been pronounced variations, even within the same culture and the same period. And in the United states, one is tempted to paraphrase the late Bill Klem, the greatest of all baseball umpires, who, when questioned what his definition of a strike was, declared that a strike was what he called a strike. A liberal arts college in America, one might be led to conclude, has been what the man or men with the loudest voices declared was a liberal arts college. It is probably true that in our own time there has been a greater lack of agreement than at any other time, and at the same time less and less inclination to admit that there is any legitimate umpire to settle the dispute. I suspect these developments stem partly from the enormous increase in colleges, and the even greater number of people attending them, sending their children to them, or paying taxes to support them. It also results from the acceleration of social development - at a rate which would have staggered even Henry Adams which have rendered all previous definitions suspect and made all institutions seem anachronistic. And this at the very time that most people have retained a faith that education, even liberal education, may just be more important than ever. To sum up, our culture, with no clear tradition of what liberal arts education consists of, has simultaneously insisted that more and more of it be provided, at the same time that it has, more passionately than ever, disagreed on what liberal arts education should be, should so, should mean. In formulating my own conception of liberal arts education, I have been helped by trying to describe two models, two "ideal types ll ; I do not imagine that anyone, now or in the past, ever subscribed to every detail of these models, but I have tried to avoid constructing men of straw, from whom it would be too easy to knock the stuffing. But let me say here that after criticizing these models, I do not intend to present a wholly coherent one of m,y own, but simply to advance, later on, some notes towards a strategy of action appropriate to Swarthmore. �- 3 - The first model I shall, with some sense of risk, call the Establishment ,model. At its most glorious, it flourished during the late Middle Ages -and. the Renaissance; at its most banal, it still exists today, though as a paroqy of both premise and practice. Informing this model was the conviction that there was what can be called an encyclopedia of learning, comprising not only a swnma of what was known, but also tested methods for extending the boqy of knowledge, with respect both for the intrinsics~bject, and for the other areas of knowledge. It is an admirable convict~on. If, for convenience, specialization of knowledge and inquiry proved desirable, it would be specialization within an overarching conception of knowledge, and in the conviction that knowledge reached its fruition in being and doing. An educational in..;. stitution dominated by this conception would seek to initiate all comers into both the awareness of the grand schema, and the techniques by which knowledge could be advanced, at least in some area or discipline. Professors acquired a hearing by their ability both to outline the whole framework of knowledge, and to tell students how to develop specialized competences of their own. If the Ranaissance University constituted the apogee of this educational model, perhaps the old-time liberal arts college in the early 19th century illustrated the nadir. Students disenchanted with their college experience might find it illuminating to read Edward Gibbon's comments on Oxford in the 18th century, or Henry David Thoreau's account of his years at Harvard. Discontent with this model is not an invention of the contemporary generation. The second model was prefigured in Thoreau's participation in the first great romanticist revolution in western culture; we are, I think, nearly drowned by the in-flow of the second surge of romanticism today. In contrast to the belief that an encyclopedia of learning existed (at least in the mind of educated men), Thoreau believed that he would learn more by rowing up the Concord and Merrimack Rivers, or gazing intently through the ice of Walden Pond, or, perhaps most importantly, by looking into his own mind and soul, in the isolation of his own hut or of the town jail. Instead of disciplining himself to what his friend !Werson called the IIcorpse-cold n knowledge of Harvard and State Street, he preferred to instruct himself, listening to the discourse of neighboring farmers and itinerant Irish laborers, and reading only that which liberated him from the ' conventional wisdom of his times - such as the books of Eastern religion, and the literatur~ of contemporary English and German romantics. Like some students today, he could accept a college only if it helped him learn what he himself knew and thought; all that others knew and professed and believed in was obstruction and interference. He could echo Melville's complacent remark that the world of experience was his Yale College and his Harvard. In referring to these two types I do not mean either to lampoon them, nor to idealize them. I should hope that we could learn from them, and especially from their sense that the crucial aspect of the college lies in the quality of transaction between those who are gathered together in the artificial relationships that comprise a college. In the first �- 4,. model, the transaction was a flow of knowledge and skill from the learned professi~nal.>toward the young amateur; in the second, the student was uniquely active r if he did not regard the learned professor as irrelevant, he might be inclined to treat him as a simple resource, like books which Emerson declared were fit only for the inquirer's idle moments. As one modern romanticist would have it, students should come to college not to learn what a professoriat knows, but to find out what they themselves know, and f'eel,and believe. My notion of the college is one that presupposes a more qynamic interaction among students and teachers than either model stipulates. Both students and teachers are active, though not necessarily at the same time, nor in the same way. There is room and need, for both tradition and innovation. There is a responsibility to seek out not only the encyclopedia of learning as it has been perceived, however dimly, but to restore its coherence - or, what I think is much the same thing, - to sense its many-faceted relevance to all the activities of all of us as we are and as we would want to become, - as our society is now, and as we would want it to be in the future. For a college to realize such a notion, there are, I am afraid, no easy guides, no simple organizational charts. I do conf'ine myself to offering here some criteria, or notes tOl-lard the definition of an appropriate politics, or ethics, or tactics for an evolving liberal arts college of the kind I would admire. These criteria are directed not so much at defining the ultimate goal of the liberal arts college, as toward the conduct by which all of us at an institution which yearns to become one can advance that likelihood. Let me sum up a variety of suggestions under two main headings: authenticity and civility. Other terms, or broad categories might be equally appropriate, but these allow me to celebrate some important characteristics. By stressing two themes, I mean to give emphasis to their complementarity. Authenticity without civility may produce chaos; civility without authenticity is certain to mean stultification. By authenticity, I mean nothing more nor less than the achievement of true individuality. Certainly nothing is more dif'f'icult. The popular slogan of "doing your own thing," however admirable as an injunction, is no invitation to an easy, or unexamined life. Only the most romantic would assume that it means simply "doing what comes naturally." It is probably true that the steaqy development of contemporary mass culture has made the task steadily harder; yet it remains one of the most important responsibilities of liberal education to help the individual achieve true individuality, or authenticit,y. I certainly do not imply that for.ma1 education can hope to do the job alone, do it for everybody, or do it rapidly. But I am persuaded that it is one of' the supremely important jobs for liberal education to be concerned with. It is a sad fact, but a true one, that the roles we play in a college sometimes conspire to hamper the development of authenticity, �-5rather than to foster it. (Since I am a newcomer to the modern SWarthmore, I shall speak. mostly in general terms, making specific references to other places and-other rooms; if there are analogies to the Swarthmore you know, I imagine that you will be able to draw them.) To profess to be a teacher at a liberal arts college is an act of confidence, at times even bravado. For he must, given the role he has chosen to play, respond to the claims of both the art or science to which he is committed, and of the ~students with whom he must relate. Times may have changed, and hopefully changed in the right direction, but when I was a graduate student, I was given to understand that my aim in life was to be an historian. It seemed to me then, and still does, to be a most demanding profession. I took my cues from my professors, and other alreaQy-practicing historians. I attended many meetings of scholarly associations, and produced several scholarly papers, before I ever taught a class, or gave much thought to what teaching involved. Much of this was wholly proper, if seen as an emphasis for a phase of my training and not a whole preoccupation for a whole life. Surely, to be carefree or oblivious of the intellectual claims of one's discipline is not only irresponsible; it obviates the possibility of becoming the serious scholar that every teacher purports, or ought to purport to be. It was my good fortune to do my first substantial amount of teaching at Swarthmore, where I very swiftly came to realize both the intrinsic pleasure and the absolute necessity of establishing rapport with my students. This, too, is hard to accomplish authentically. Neither the student nor the professor benefits if in fact the professor, out of an excess of fellow-feeling or insecurity or responsiveness to the needs and interests of the student, becomes nothing more than a mirror to the student's glance. Emerson, in describing "The American Scholar," pointed to the best possible escape from the predicament I have sketched, by arguing that the scholar must above all else be a man, - one who stands on his own feet, and thinks rds own thoughts, and speaks his own mind. Anxious to respond wholeheartedly to the legitimate demands of his discipline, and also to the ambiance of his students, he must above all else find his own stance; he must, in short, be authentic. The task is, if anything, even more difficult for the student. He will be aided by great teachers, - defined as I have just done as men so committed to authenticity that they mean to reward or acclaim nothing less in their students. Every college I have known has been defaced by the spectacle of students - whether encouraged or not by faculty members is not in point here - who resolutely emulate a teacher, in his intellectual, social, or emotional style. Sadly enough the teachers emulated frequently are resolutely authentic themselves, yet somehow, in a manner perhaps obvious to members of the Psychology Department, convey to students the message that to respect is to emulate, or, if I may be explicit, to imitate, or to ape. A much more potent threat to the student comes from his peer-culture. It is devastatingly simple, and for much of one's psychological life profoundly reassuring to submerge oneself in the opinions, the preferences, �- 6" the behavior-patterns of one's peers. Usually, of course, one does not drown in the~ores of all one's peers, but rather in those of a select group, - ' those of one's precise age, one's own sex, one's dormitory, one's ethnic group, one's academic field. I do not wish to be misunderstood as advocating a hyper-individualism. It is right and proper, even healthy, to receive cues from one's fellow-students; to prefer the company of some to that of others; to unite in pursuit of goals that are common to a few other students, ,or common t~ all of them. What I hope for, what I think essential, is a self-conscious balancing of these legitimate claims with the steadfast pursuit of individual authenticity. Lest I assume the character of a common scold with admonitions for everyone but myself, may I add that the quest for authenticity is an important obligation for those whose chief task in a college is administrative. So long as we continue the curious custom of having a president in a college, it seems to me essential that he be more than a supremely other-directed man, however great his temptation to try to be all things to all men - or at least to all students, faculty, alumni, trustees, the foundations, the environing public, the government, and every other reference-group. Administrators need to cherish convictions of their own, need to know who they are (not just who is beating on them, or whom it might be pleasurable to beat on), and what they stand for. All those of you who encountered, if only briefly, Courtney Smith, the late President of SWarthmore College, recognized that you had met a man, a unique man, a man of authenticity. That is the kind of recognition all of us, - in administration, on the faculty, in the student boqy, should like to deserve. Complementary to the need for authenticity is the need in the College for civility. As with authenticity, it is both a goal and a precondition of liberal arts education. In a traditional society and in a traditional college, this point would not need to be argued. In a society like ours where tradition is not abandoned, but simply ignored, and in a college like Swarthmore where convention is more respected in poetry than anywhere else, the point may not be so obvious; but I think it is a persuasive one. All societies, and all colleges, have codes of conduct; some favor elaborately explicit, detailed, perhaps even written-down codes; others like Swarthmore, with a high regard for the wisdom and faith of the individual, have tended to promulgate relatively few hard-and-fast, and legible rules. The ultimate justification for civility, however it is sought, is not some abstract order - not some supernal calm - not some fastidious distaste for the dissidence of dissent - but rather the fostering of a climate in which it is plausible to hope that true authenticity, (among other goals) may flourish. Its pragmatic rationale is respect for the reasonable pursuit of authenticity of others. Its presupposition is that the reasonableness of others' enterprises may always be questioned, and that, if found to be in fact unreasonable, that they can be either rendered reasonable, or abated, promptly and reasonably. �- 7 - Last year,. on many college campuses and at Swarthmore"" after the occupation of the Admissions Office, there developed a widespread feeling that~here" ~as no longer any consensus on what constituted the legitimate demands of civility on a college campus. At Swarthmore, a student-faculty-administration-Board of Hanagers cOIlllllittee produced after thorough discussion a lengtny document outlining the arguments for what I call civility, and stipulating general ground-rules for dealing with occasions when it would seem to have broken down. The three student members on the committee ' a~ded concu~ring opinions which noted a measure of dissent from one part or another of the document. (Both the report and the special opinions are available, in the Library or the President's Office.) Subsequently last Spring the faculty approved, though not unanimously, the main report; the Board of Managers approved it in principle, though believing it might well be briefer and more explicit; the Student Council took no formal action on it. At the beginning of this new academic year, I feel obliged to make as clear as I can where I think the College stands in regard to this report, to the principles it enunciates, and the actions it suggests in the case of the breakdown of civility. (1) I believe the Report has served a useful purpose in advancing the College as a whole towards at least a partial consensus. I do not think it is likely to be fruitful to continue the search for fuller and more complete ratification of this document. On the other hand, I welcome continuing discussion of the issues, and continuing efforts not only to define the characteristics of a genuinely civil college community, but also to propose mechanisms by which felt grievances, which are frequently the provocation for breaches of community rules, can be received and relieved sympathetically and promptly. The Wise commission, concerned as it is with matters of governance, may make recommendations in these matters. But in the meantime, it is certainly highly appropriate for individuals or groups to advance proposals which may advance our understanding or develop plans which may improve our practice in these areas. I should certainly like to be helpful - either by participating, or keeping out of the way, of such enterprises. (2) In the meantime, as the chief administrative officer of the College, I ought to make as clear as I can at what point I am likely to conclude that the bounds of civility have been overstepped, and what I would be prepared to do if such an overstepping occurred. (Obviously I do not refer here to the occasional and individual transgressions that occur in any society. I assume that the College community has adequate judicial and disciplinar,y procedures to deal with them.) I do refer to occasions when individuals or groups, acting out of an authentic desire for authenticity or a perverse desire for perversity, or some mixture of motives and drives, undertake to deny to other members of the college community access to, or use of, college facilities to which they are entitled. I construe my job to be to ~ to it that ~ denial ~ ~ take place. I hope to be able to accomplish this responsibility through the kinds of transactions that are normal to civility, - that is, by discussion and persuasion. (3) But if these enterprises of mine fail, and functions of �- 8 " the College are obstructed, then I shall take what seem to me to be appropria1te steps, leading towards disciplinary action, up to and including suspension OJ' expulsion. I should say, too, that if those persons should there be any, God forbid - disrupting college functioning who are not led either by my persuasion or by the imminence of college disciplinary action into abandoning their obstruction, then I shall feel obliged to ask the police or the courts to intervene. I imagine this kind of ~\discussion is as distasteful to you as it is Be assured that I entertain no illusions. A college in which frustration is at such a high level that the most attractive recourse for serious, concerned people is disruption is not in a healthy condition. We must do everything we can to make the opportunities that civility offers for change, reform, even radical reform, a wholly reasonable recourse. Furthermore, let me say that having seen at close range the effects of both extended acquiescence in the obstructing of a college and the use of force to end the obstruction, I devoutly hope that Swarthmore experiences neither eventuality. to me. Whether a liberal arts college in the America of today can successfully foster both authenticity and civility I do not know. If any college can, I imagine that Swarthmore can. That, at any rate, is why I came here, and I imagine that these considerations, perhaps phrased more personally and persuasively, were among those that moved you. l.Je are embarked together on an experiment. I wish you and me and the College a successful voyage. � 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 Collection Speech Description An account of the resource SASS file Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 10/02/1969 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1e9de46eb92424aeb4874c3c1d040d5f.pdf e2c33b1c3f9a3104027b7afe9198da5d 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 President Cross Resigns, Cites Job Incompatibility Creator An entity primarily responsible for making the resource Phoenix Peter Gould Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/05/1971 Format The file format, physical medium, or dimensions of the resource jpg President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c2a944da4daf207af1a9d2ef5e3002cd.pdf e7d0103facb4104125587705ff15225b 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 Panther Defense Minister Schell Paints Grim Scenario of Revolt 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 10/06/1970 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/14e7e06e0fb916c8894cca05be77aa8a.jpg 41b6d2f33fffc2b6e4f3e372179e95b6 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 Upward Bound Feels Tutor Shortage, Volunteers Needed to Bolster Program 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 10/06/1972 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/788b63d31beacc97e622623daa523461.jpg d045502577f63b802fd25821a6d06374 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to SASS, re Michener funds, 10/07/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 10/07/1970] Format The file format, physical medium, or dimensions of the resource JPG Black Cultural Center Black Studies post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/638f8e16ff3e5bcf2de6f9ca677c7485.pdf 92b38fe757512d880c0905f4bfc9d19e 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 Survey results awaited 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 10/07/1971 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b9e8fb81343c21064111056e9bb26ce1.pdf 6fc0671a4f4347013536219c59201a64 PDF Text Text 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of American Civil Liberties Union concerning Corporation and Government Recruiters on the College Campus Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource American Civil Liberties Union Date A point or period of time associated with an event in the lifecycle of the resource 10/08/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a0fb1e8d2abcb81435fc0357cf07692f.pdf ed264672aecd2d10daac4848186579fd 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 'Pathological Poor' Cause Urban Ills, Banfield Says Creator An entity primarily responsible for making the resource Phoenix Ning Robinson 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 10/08/1971 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4397d30d211b227a848e3d9db614ca82.jpg dfcf648393b0c3467ba4feca54c43b8d 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 SASS Denounces Board Procedures For Selecting New College President Creator An entity primarily responsible for making the resource Phoenix SASS Steering Committee 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 10/08/1971 Format The file format, physical medium, or dimensions of the resource jpg Board of Managers Courtney Smith's death SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fcd1c1d03753242faf28c839714bea24.pdf d4fe6ad0db4151195bba92fccc67d282 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 Crozer lecturers named 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 10/09/1968 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9f9d98e659c8dc51106d421a638139b8.jpg 9f3b21d570277770b3efca9794859b95 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 Speak Out: Graves Assails Apathy, Laments End of Activism Creator An entity primarily responsible for making the resource Phoenix Michael Graves Date A point or period of time associated with an event in the lifecycle of the resource 10/1/1968 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Michael Graves http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6faf6286e4c1d0fc204099c9cc0215b6.jpg ee124bba18d0cf16829c8a0773562f32 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Russell Frisby to Ernie 10/10/1970] Description An account of the resource Box 1, Miscellaneous correspondence Creator An entity primarily responsible for making the resource Russell Frisby Date A point or period of time associated with an event in the lifecycle of the resource 10/10/1970 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Russell Frisby http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cdd6b6101f6b300cea93aab5b1421ebd.jpg 99394f28dd727cf361bfac4a4fecb114 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 Black Power 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 10/11/1968 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a39e03f09e2da92888babb697dd085fe.jpg 591ff3bbddaecfa8167a4e05214066d4 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 SASS Sponsors First Cultural Festival; Art Exhibit, Play, Jazz Concert Planned Creator An entity primarily responsible for making the resource Phoenix Frank Ribe 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 10/12/1971 Format The file format, physical medium, or dimensions of the resource jpg Black Cultural Center SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/aa87af9d544fb0ac41aa8c4dfa9ae456.pdf 0c614144ea52b0b135d6f87e4579ade9 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 1st forum to feature Kenyatta 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 10/14/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e8949b7afb62705ffcf9b33f9d24a53.jpg 6cae2f46e9d81f5271660b036c2e41d7 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 Lacey Discusses Black Power, American- African Similarities Creator An entity primarily responsible for making the resource Phoenix Holly Robinson 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 10/15/1968 Format The file format, physical medium, or dimensions of the resource jpg Holly Robinson SASS