37 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/57f5b994b1d1047b917d3dedf596a52a.pdf eb0c42b0060c2af4403f697b36127596 PDF Text Text /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Studies Curriculum Committee 17 November 1969.pdf Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/17/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d0bb3823e20bc4d230d81afad876e7b2.pdf 9d52c0b1415b29790cf893f5e396092e PDF Text Text Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . " ~ly ~poKn r!e.gl-·o_ eCOnC':TIls'(," l.S !:-rOL8SS0r 0_ l'"CC;:lOH)_CS o D:;"" A1_ Seaool of Busiucss _~_dc;lii1is-(,;'~D_tio(1 r, U~li-\lG!.'S:i_t::l of Hoch·2ste:c.;; ft JoJabor CQlu")se ( Fi:·2.!J~( hersorlj ~ sect:i..c~c;s of c Gu.rse d GEil 1-Tit·b Ef:.i11,lo:Y'l,lcllt eXld l.n1G~TIplo:y"-8 el'rt. il1 l..Lr·ba~! cC:fClters f. nl~y\..rf;1:~e11t. of 1ao01" fl"o~~ l<;"li~rGJ_ to 1J.rbD:n 8:",3 2.S ~ dis ,~~c:~.ln:LD 3.·~:.ion in b.iri·t1g and PI~O ':;lotiorl po1.icies o b12. cl{ p'nblic meJ1pOl1'6!-.4 dErveloprile{!-(. pl~Ggx"amsc ~7o!'kel" C9.reel"' patteI'i1S c p~(i'va:t,e al':.d Social EC(JDornic s sem:lnar ~;._ ·.'l_f i ;. "J~L • " _ D·,. . . -,.I"\ "'l). , l\f:eic2..Y! l'i~stol"Y CO·l1.!.~se t4.nd S 0:fli'18.i"' (}raJ.1I":i~so11 11r.:·igllt) ~ .t~.~Jlel~j.. c P-.11 B-:Lato:(~j.T cOV.l.'SCS and se::llir!D. ~~6 ( f~ol)(~ !.~-t Bar·!ni;rt·01~ ' E..ud c.JC'-Jiles Ft '3J_d) ; The ge~t18!."'c.l Cu1l1~,ses in. };'i.ll£J:icfl11 his'colj7 aDd the t . :;lC:ficE.rl ~'"lStO~C3T S ·8·~li~f~l; deal -w-ith selected 1[.:1 5 1.\e3 i"t1 th1s aIl ea~ Colloquium on special (.e cg~ :t 1. e.-s t. ~T0e. !:,:~ s Polttj. cs of UT'lJ2.n l~ccQ ~L"dirl.g 'GhEi~:"~o CO\.l;..~se (l),e:u.l L v:cz.:·~e~_; 2-1::1 t_·;.-Tj.. ~1 -GO ~:I~c ..; I.::..~tZtke:::l i l i!T:18 (;·)1.1i."se is c0"t1cei-,.red : 9,,8 a eon. i~~· 'o·(;te...'ci.on, of t hG ger:e1:\:?J. cD l~c e'pts s:nd. 'Gheo!:'G·ci cHl <1.ppr·o2~cl-1ef-J of the di.scirJlin.G ·;·;it.h tho CO·0.C8 ~~T1S o.r l~ch!)l~): ot.. p t.:: o~)l_ c i11-'.io~~\7 e d in CQ~:-':,0:"U.rlj_ '(.:1 ()]:~g2.TIj_Zg·G.:) n;,) : )=~"1 t·.:-hat 1'.: 2.)T8 c~n i,:.r i tll C 0!1':;l~0t8 p~tc-1)lG·Jls c123'i:ty- th f~. 8.l~b~_8·..1_ities of 'G~le cl.j,s c;ilJ]~ iT!euS I Ol"'"JiU.l. £.t.io i::s .0:::- §;e~lGl-'eJ_ ~y~5.ncipI05? I'a ~·:h2.t i,.·:2~lf3 C2Xl t110 ~;;o :rk of 9.cE:.de·~nics aid C.Or:lr::1.1_r::i·~3r c.~::·~, iO'(l ol""f;2x1izat.io1"}S in j):n.de~.~st9.·(~:ji.ng ·::.he y: ,?"tv, ~:e of" the decis-j.o'L 1"-' !71::.I{ i-(lg p?:o CGS S th 8;;- ti:ce t!."~r::_ ·(}g to itlfll', e~1c·e 01'; aJ_ -G e2:~? n .£'.~~" (, ~~cho 18 ;:, at2 9.c t i"J f) l e2.der i~1. ·i:.be Pl1~i_12.d~J_pbj"a Blc::. cl{ Gcrn;r,r),i1::.tJr;) is he.?.d :)f '~h8 l:or·th Ci-t~r (~o~g!:"'ess o' CDl1fTO"(:..t ~\-1:'j"G!1 08 3. 1' on 'CellS " . 1).. i:!""E'1!05~~ O J~ c ,:n).::'3es~, i·ClCJ"u.dir!~ I)S7Fcholo g:;,l' of .J':..ttitt1.~los: Soci3.1_ I s sF8s :, 2.ncl £'::"'01")1 0:",(:3 :Lrl D-:,:·bt~.n Ji:(~~;.c,::'~ tio n~ oe 2. !"~ �SOC:~~';~ies ·2.~:::f C'L;)_tt'.T03 of A.fj~ic [~. COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . " ~ly ~poKn r!e.gl-·o_ eCOnC':TIls'(," l.S !:-rOL8SS0r 0_ l'"CC;:lOH)_CS o D:;"" A1_ Seaool of Busiucss _~_dc;lii1is-(,;'~D_tio(1 r, U~li-\lG!.'S:i_t::l of Hoch·2ste:c.;; ft JoJabor CQlu")se ( Fi:·2.!J~( hersorlj ~ sect:i..c~c;s of c Gu.rse d GEil 1-Tit·b Ef:.i11,lo:Y'l,lcllt eXld l.n1G~TIplo:y"-8 el'rt. il1 l..Lr·ba~! cC:fClters f. nl~y\..rf;1:~e11t. of 1ao01" fl"o~~ l<;"li~rGJ_ to 1J.rbD:n 8:",3 2.S ~ dis ,~~c:~.ln:LD 3.·~:.ion in b.iri·t1g and PI~O ':;lotiorl po1.icies o b12. cl{ p'nblic meJ1pOl1'6!-.4 dErveloprile{!-(. pl~Ggx"amsc ~7o!'kel" C9.reel"' patteI'i1S c p~(i'va:t,e al':.d Social EC(JDornic s sem:lnar ~;._ ·.'l_f i ;. "J~L • " _ D·,. . . -,.I"\ "'l). , l\f:eic2..Y! l'i~stol"Y CO·l1.!.~se t4.nd S 0:fli'18.i"' (}raJ.1I":i~so11 11r.:·igllt) ~ .t~.~Jlel~j.. c P-.11 B-:Lato:(~j.T cOV.l.'SCS and se::llir!D. ~~6 ( f~ol)(~ !.~-t Bar·!ni;rt·01~ ' E..ud c.JC'-Jiles Ft '3J_d) ; The ge~t18!."'c.l Cu1l1~,ses in. };'i.ll£J:icfl11 his'colj7 aDd the t . :;lC:ficE.rl ~'"lStO~C3T S ·8·~li~f~l; deal -w-ith selected 1[.:1 5 1.\e3 i"t1 th1s aIl ea~ Colloquium on special (.e cg~ :t 1. e.-s t. ~T0e. !:,:~ s Polttj. cs of UT'lJ2.n l~ccQ ~L"dirl.g 'GhEi~:"~o CO\.l;..~se (l),e:u.l L v:cz.:·~e~_; 2-1::1 t_·;.-Tj.. ~1 -GO ~:I~c ..; I.::..~tZtke:::l i l i!T:18 (;·)1.1i."se is c0"t1cei-,.red : 9,,8 a eon. i~~· 'o·(;te...'ci.on, of t hG ger:e1:\:?J. cD l~c e'pts s:nd. 'Gheo!:'G·ci cHl <1.ppr·o2~cl-1ef-J of the di.scirJlin.G ·;·;it.h tho CO·0.C8 ~~T1S o.r l~ch!)l~): ot.. p t.:: o~)l_ c i11-'.io~~\7 e d in CQ~:-':,0:"U.rlj_ '(.:1 ()]:~g2.TIj_Zg·G.:) n;,) : )=~"1 t·.:-hat 1'.: 2.)T8 c~n i,:.r i tll C 0!1':;l~0t8 p~tc-1)lG·Jls c123'i:ty- th f~. 8.l~b~_8·..1_ities of 'G~le cl.j,s c;ilJ]~ iT!euS I Ol"'"JiU.l. £.t.io i::s .0:::- §;e~lGl-'eJ_ ~y~5.ncipI05? I'a ~·:h2.t i,.·:2~lf3 C2Xl t110 ~;;o :rk of 9.cE:.de·~nics aid C.Or:lr::1.1_r::i·~3r c.~::·~, iO'(l ol""f;2x1izat.io1"}S in j):n.de~.~st9.·(~:ji.ng ·::.he y: ,?"tv, ~:e of" the decis-j.o'L 1"-' !71::.I{ i-(lg p?:o CGS S th 8;;- ti:ce t!."~r::_ ·(}g to itlfll', e~1c·e 01'; aJ_ -G e2:~? n .£'.~~" (, ~~cho 18 ;:, at2 9.c t i"J f) l e2.der i~1. ·i:.be Pl1~i_12.d~J_pbj"a Blc::. cl{ Gcrn;r,r),i1::.tJr;) is he.?.d :)f '~h8 l:or·th Ci-t~r (~o~g!:"'ess o' CDl1fTO"(:..t ~\-1:'j"G!1 08 3. 1' on 'CellS " . 1).. i:!""E'1!05~~ O J~ c ,:n).::'3es~, i·ClCJ"u.dir!~ I)S7Fcholo g:;,l' of .J':..ttitt1.~los: Soci3.1_ I s sF8s :, 2.ncl £'::"'01")1 0:",(:3 :Lrl D-:,:·bt~.n Ji:(~~;.c,::'~ tio n~ oe 2. !"~ �SOC:~~';~ies ·2.~:::f C'L;)_tt'.T03 of A.fj~ic [~. COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the meeting of the Special Committee on Black Studies Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 09/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/72ba77dee2637ad354556dca049bbc06.pdf 7536d783fbd7126cba97806f03d4edad 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 Mizell Views Campus Life in 'Black at Swarthmore' Creator An entity primarily responsible for making the resource Phoenix Pete Welch Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1970 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4865b82d1436a98056abe12035a88b48.pdf a5876b5054918c126119be367fda90b9 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 More jobs for poor pushed 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 02/21/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/65666c90dbaa6753e3f5722c849f462f.pdf c517f54f274b580ea16e431cdf755a97 PDF Text Text MY TRIBUTE TO OUR PRESIDENT (SWARTHMORE COLLEGE) . TIR. COURTNEY SMITH Row .tall is a man, as tall as his deeds., lIow great is a :man, as great as his acbievemen ts , his £omj>ass:ion :for others ,his .dedication to his work" his helie:fs., his ideals. W:e hadsuGll a :man ~on our beloved -campus .. lie ~aTked among u:s quietly, and with dignity, always witb a -pleasant smiTe for everyone. He left us the same Jilay, quietly and with dignity , clo:sinE the door on his l"1.£e, wh:iTe opening another door whi-ch to us :seemed al:most impossible to open. '\ • ,,' ·t How he -must have -prayed for God I,p guidance :in that troubled answered man seem love :for week., and . God in his my's terious -way, -that -prayer; and in so doing., -made _his t even taller in stature and greater in hiB Swarthmore .College. As he strode among us he seemed to belong entirely to the majesty of .t h- surroundings of :S-warthmore~ the e Peace and Tranquility of the rolling green grass, the Sturdiness of the mighty oaks, the Magni£icence of the tall -pines, and the :Beauty of the flow~ring shrubs - of our deep and wondrous woodland. Row he fought -wlth alI his streng:t:h to preserve this God-given beauty in the Swarthmore College area, to keep it untouched, unmarred ,unspp .~le.d by the devastatio~ of pr.ogress wishing to change it ~T).to a mass of cement :and highways ~ \' . He had the interes.t of each and everyone in his heart, Irom ·the h:ighest to the lowliest, ' .His welcome speeches at the end o:f summer vacations were the high spots of our returnings and he :made us all .feel as if we had indeed come home again from _ long a jDurney. \ He was never too busy to listen, to . dvise and assis.t. a lie was a calming i.nstrumentin any situat:ion, and had the ability to -project a feeTing of confidenc.e and serenity to all. , ,' �-2- -:rhis is a great tragedy and 10sB to his wife and family and Dur prayers and good wishes are -with them. -:ro us in the College _ Family-, :he will ever be in our heartB~ 1ite will miss lrim ~ttbe June graduations-, and September, wben we re:turn to work. -:rhese times -will never seem the same. am sure the Burroundings of our C-ollege will from now on seem :more beautiful than before as his Bp:irit moves around i t and we will ever feel his presence tbere. Our beloved :President vms a Compassionate-, ])edica:.ted and Religious :Man, and the greatest of all his fine quali.tie:s was lIumility. -As-, no -matter bow great .a man becomes ,unle:ss he is humble enougb to bend from his heights to shake :tbe hand of those less fortunate, be i:s :no:.thing. We -pray bis soul _ has now tbe peace of God IB res:t and he has heard tbe .Master say, "Well done thou Good and Faithful -Servant." But I � MY TRIBUTE TO OUR PRESIDENT (SWARTHMORE COLLEGE) . TIR. COURTNEY SMITH Row .tall is a man, as tall as his deeds., lIow great is a :man, as great as his acbievemen ts , his £omj>ass:ion :for others ,his .dedication to his work" his helie:fs., his ideals. W:e hadsuGll a :man ~on our beloved -campus .. lie ~aTked among u:s quietly, and with dignity, always witb a -pleasant smiTe for everyone. He left us the same Jilay, quietly and with dignity , clo:sinE the door on his l"1.£e, wh:iTe opening another door whi-ch to us :seemed al:most impossible to open. '\ • ,,' ·t How he -must have -prayed for God I,p guidance :in that troubled answered man seem love :for week., and . God in his my's terious -way, -that -prayer; and in so doing., -made _his t even taller in stature and greater in hiB Swarthmore .College. As he strode among us he seemed to belong entirely to the majesty of .t h- surroundings of :S-warthmore~ the e Peace and Tranquility of the rolling green grass, the Sturdiness of the mighty oaks, the Magni£icence of the tall -pines, and the :Beauty of the flow~ring shrubs - of our deep and wondrous woodland. Row he fought -wlth alI his streng:t:h to preserve this God-given beauty in the Swarthmore College area, to keep it untouched, unmarred ,unspp .~le.d by the devastatio~ of pr.ogress wishing to change it ~T).to a mass of cement :and highways ~ \' . He had the interes.t of each and everyone in his heart, Irom ·the h:ighest to the lowliest, ' .His welcome speeches at the end o:f summer vacations were the high spots of our returnings and he :made us all .feel as if we had indeed come home again from _ long a jDurney. \ He was never too busy to listen, to . dvise and assis.t. a lie was a calming i.nstrumentin any situat:ion, and had the ability to -project a feeTing of confidenc.e and serenity to all. , ,' �-2- -:rhis is a great tragedy and 10sB to his wife and family and Dur prayers and good wishes are -with them. -:ro us in the College _ Family-, :he will ever be in our heartB~ 1ite will miss lrim ~ttbe June graduations-, and September, wben we re:turn to work. -:rhese times -will never seem the same. am sure the Burroundings of our C-ollege will from now on seem :more beautiful than before as his Bp:irit moves around i t and we will ever feel his presence tbere. Our beloved :President vms a Compassionate-, ])edica:.ted and Religious :Man, and the greatest of all his fine quali.tie:s was lIumility. -As-, no -matter bow great .a man becomes ,unle:ss he is humble enougb to bend from his heights to shake :tbe hand of those less fortunate, be i:s :no:.thing. We -pray bis soul _ has now tbe peace of God IB res:t and he has heard tbe .Master say, "Well done thou Good and Faithful -Servant." But I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource My Tribute to our President Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Lily Mari Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/756c984ee7132b8faef1ecdee338ae1e.jpg 9b45a0dc185bbe993e3f9a0a321d8d26 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Myra Rose Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Myra Rose http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7239d97f781ed06ab3a130b7ef611b7b.png 2b024f6eb12d3beae9994dac9ada749d http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91d1072e5e84eb81b5e34e967bad235b.pdf fcd824252b442772fc242ede7be8285a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Olivia Ortiz Patricia Gutierrez-Fregoso Interviewee The person(s) being interviewed Myra Rose 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 Myra Rose Creator An entity primarily responsible for making the resource Myra Rose Olivia Ortiz Patricia Gutierrez-Fregoso Format The file format, physical medium, or dimensions of the resource mp4 Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Interview_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Interview_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Interview_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Date A point or period of time associated with an event in the lifecycle of the resource 10/31/2014 Myra Rose http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4ad73b29e3ad20ea540581b86103bf48.png 1d570ad5b4a4e9c5d802272a21700a5b http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4b305c1732f2fbdd6a9f4325cc371a13.pdf 1dd0e8cc16764f80f7fbd9e0a13ce6ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Maria Mejia Anisa Knox Haydn Welch Laura Laderman Interviewee The person(s) being interviewed Myra Rose 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/. Creator An entity primarily responsible for making the resource Myra Rose Maria Mejia Anisa Knox Haydn Welch Laura Laderman Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Career_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Career_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Myra_Rose_Career_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Title A name given to the resource Myra Rose [Post-Swarthmore Career Seven Sisters Excerpt] Date A point or period of time associated with an event in the lifecycle of the resource 11/02/2014 Myra Rose http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0a2bc87415f898df9bf35f93c543a7d0.jpg 477aab2b093d28cf4612c10bac8c4534 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Myra Rose trimming Tralance Addy's hair. Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in Myra Rose http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4a379d112e99590b6bb9e5391f7c7854.jpg e6b003420db604b9529eed35498d32d4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Names of Board Members Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 09/18/1967 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e32670df527f3162b56872aa7c09e58.jpg b3ca8a96ff647b0f35beb1a9fdee0b76 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 Negro History Week Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [02/1967] Format The file format, physical medium, or dimensions of the resource JPG SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/95b81ce6fb3118b90e45c267cb88691a.jpg 995ad88e9cdbae358f57ab83c86d4207 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Negro Insurgents at Swarthmore Study Proposals; Blacks Average 2% of Enrollment in 20 Private Colleges in This Area Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Peter Binzen Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ba07c8c28f0dd62f10df9400e78db0e4.pdf 137997ce0065ae891befdb3616b761d6 PDF Text Text / SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 � / SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Negro Student Recruitment and Enrollment Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Admissions Policy Committee Date A point or period of time associated with an event in the lifecycle of the resource 12/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dec8f6eded995af8e5b4b6f282bef7d0.pdf 23ec1121b256e06749aa0db3c5cc1626 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 New Admissions Dean Bryant To Expand Black Enrollment Creator An entity primarily responsible for making the resource Phoenix Martha Shirk 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 09/29/1970 Format The file format, physical medium, or dimensions of the resource jpg Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1c5fe1ccf924a56c333ba0479700ea4c.pdf bac4443227c5cbe3acf07f7d7328f5d2 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 New Faculty Members Named; List of 14 Includes Drama Head Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/17/1970 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d998b42b4f97259501f3fd9da35e25eb.jpg f7cdb49282a168f86c584703a17528b4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource New York Times, _70,000 Granted for Negro Study_ 16 July 1968_.jpg Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Nan Robertson The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 07/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5b123e153b274b9b44fe9a2803c2a328.jpg 3cdb85919a4b56bc4816bc6a7d1d7775 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nighttime in the Admissions Office during January 1969 sit in. Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c6de597e481c37f7004d53175e7f265a.jpg c83315cfbcc14dcc1ccb78b587f9498e 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 Noted Educators to Deliver Addresses on Blacks' Role 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 12/12/1969 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/07a13120e5d33239960c8efe057dd5af.pdf db29bbeb764074235b2a459cd2589956 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 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 Notes taken during SASS and Cross press conference Fri March 13 Description An account of the resource Black Cultural Center Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource 03/13/1970 Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e70a6ef7948332841e1adbe8acbb41af.pdf 1540f5d7f82c00df5cda2ab83214e1c3 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmorean Description An account of the resource Articles that originally appeared in the Swarthmore Borough newspaper, <em>The Swarthmorean</em>, during the events of 1969. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Offers $100,000 for Black Studies Creator An entity primarily responsible for making the resource The Swarthmorean Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1970 Format The file format, physical medium, or dimensions of the resource .pdf Black Cultural Center Black Studies post-enrollment support