40 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91b79ce623e05d45e8764cb2f6b6feb4.jpg c8d332494f02ec908a269f2e4a346081 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 Report Evaluates Progress In Black Studies Curriculum Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1970 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91f0b314e68575dab58a458c3f385687.pdf 106638e2504ea0fbccab585cac87d2b7 PDF Text Text / S\rJARTHl'10RE COIJ.,EGE Swarthmore, Pennsylvania January 10, 1969 To: From: Students, Faculty and Staff Frank C. Pierson, Chairman Black Studies Curriculum Committee The faculty members of the Black Studies Curriculum Commi ttee think it would be useful if every member of the College community could see the enclosed report, dated December 17, 1968, and signed by every member of the Committee. The plan proposed is analogous to that of the concentration in International Relations in that Black Studies would be recognized as part of a student's major field, but would not form a separate discipline itself . �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � / S\rJARTHl'10RE COIJ.,EGE Swarthmore, Pennsylvania January 10, 1969 To: From: Students, Faculty and Staff Frank C. Pierson, Chairman Black Studies Curriculum Committee The faculty members of the Black Studies Curriculum Commi ttee think it would be useful if every member of the College community could see the enclosed report, dated December 17, 1968, and signed by every member of the Committee. The plan proposed is analogous to that of the concentration in International Relations in that Black Studies would be recognized as part of a student's major field, but would not form a separate discipline itself . �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � 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 Report of the Black Studies Curriculum Committee Description An account of the resource Box 67, SASS 1968-January 1969 Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 01/10/1969 Format The file format, physical medium, or dimensions of the resource PDF PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f7688469c259cae36ae77c747ad79947.pdf 0e37d7b85d5e133bef1c58195c3f3151 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 Media Fellowship House Description An account of the resource Correspondence, newspaper articles, promotional materials, and organizational reports from the Media Fellowship House relevant to the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Media Fellowship House 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 Report on events leading up to and following the conviction of sixteen Black youth for allegedly "rioting" at a Chester High School football game Creator An entity primarily responsible for making the resource Parents Committee for Justice Source A related resource from which the described resource is derived Media Fellowship House Date A point or period of time associated with an event in the lifecycle of the resource [11/1968-02/1969] Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1066c81052e022cd734193495230fa50.pdf 6cf13d2e3f435ab3722248c42793c3e8 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report prepared by Clinton Etheridge Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource Clinton Etheridge Date A point or period of time associated with an event in the lifecycle of the resource 10/25/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8fe177ccfcdbad4a2fc583d08ab8a01d.jpg 37c219924fb7423e5086dd8099603d52 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 Representation Issue Prevents Agreement On Council Proposal 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 12/15/1970 Format The file format, physical medium, or dimensions of the resource jpg President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0957f5e48137cbe3a996fa0b50166b88.pdf 78f2b3f24343b06b2c990550d8233237 PDF Text Text La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus. .-.....-, .... ... ..-- ........ ,.... --.,.... .... ............ ... ,.... ..._ . "' "" ".,... ......,---... -..-......... ,... .... ...._ , l1 w.. .. _ ......... ~",.. _.__..._ .......... .__ ... - ..... -_... ... .................... . -,......... ................. . ........_, __ ---::::.." ..... ..... --,"' ...... __ .......... ---........'---... .... -. ""......._.' . ..... -...... . ...... by PAUL GOOD ....... .......... ..... .. _ ... .,..._of' ~ -~,­ ~ ..... .... ' ... ,,,<0 _ d .... " , ,,'''<of " "'" ,,', , ,, ' _ .. , a; o=, . " " _ . . . . . ." ~ . <' ...... ~ .... <-o. ........ " c._,.... " "". .................... ' <,,'", ~ ........ "" ... ..- "' -._"'-w&.,_"'.• ' "' ' ........ ... " ... .... "0"' - . '" " ............ ""', d. ..-. _.... ..... ............... .......... .... . .. -,...... _............. _...... .... ....... ... --- ...... ...... .... . _._......... ...,--""' ..... ... . _. ................. . . ...... .......... ..... ---...... _... ... _ ...... _.... ........ ............_- ..... ... . --." . _, ", . ~, . ,," ........ """ -..J .... .. ,..,. ,." .... , .... ,_,',"' """'-_.. , ~ , _'" , .. ... _ -. ~ ..... ' ... _ ' , ... w" _ _•_ w... '" "'''' .. , . . . . . . . ....., , ~ " . Do• _ _ .. _10. ... _ -~- -""""""" ......... ~ ... -... .... ,.,. ""'" ....., -~-, ~-~, ", " .... ." - Requiem for �Then . uddenly the college president was d~ad, and l unlighl black. and whiles ""t silently in mourning In Ihe cold -. --_-. ........ ...... .... ... "'" .... . -_......... _ ...... ,~ .. ,,, .......... = •..,. '"!OUOOrr + .... . , ............ ""'" -. I .... "'"...,,, -. ..,.... ...,. ... -.... _......... _ ... .. _.... ...,...." r_ ...... _ ....... , ... ~---" '• • ' , , WB _'" .... ............." ....... ....... -.---........ ........ . .... .. ..... ... ............... -__ ......-....... .... .. __ ..... _..,,--. - . . ......... ....... -"".......................... -,......._......... .......... """ -............. . _. .. _ .... .. ............... . -......._- . --.. . ---_......_......_-, .... _. . . . Courtney Smith ... -. _,... ..... ... "d, , ...... ........... ....... " ',............... .... ........ -....... . .... ..." , -... .. ... """ ... , J, . . . . <01- -, ~ - . - y . .... -~.- .• ,. - - . . - . . ;. ~.+<' -....-._..... _ .,......, .... r>r. __ - ....... ~ ",,' """. .... .... , "- _ .. , _ ........... -d . . K "",,", •• >I "" .... , _ _ __ _ "-",_.,-' ..... ,'.m, .. " .o>'! , ,r ~_ _ .,,," • I '" >I, ".,. ..... ........ ... _ ..." ""' , 0, " ,.' "."' ' .... -~.... ... .... _--.., "", , ,.... -..... .... '" ' "",",', , .-~ _"''' I , , _ ..... ... p •••• ". _ ""_ ., ...,"-, .. , . , _ ......... , _ _ ~. V . ... ..- ..... w•• • , ",,,,_,,_'''' -... -, ...... "Tho _ ,n. ... .. ..,."" ,.-.,-........ ......... -. .., _,,,",'-"'.. Do. .... ,. 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RE.QUIEM :: "MAO --------_____________________________________ ""'. "'" .... ...., w .. _ ""' ........... ,- ,,_ ... ..... ... _ , .. , d . ... _ ..,. '~" """'"" C -............. """ _"'_ ' _C ~ _TIono ....... · ' ,. ...... ,,'c , ,, _',_ " ::, ,,, ... ~_ -~ ~ ~ , ' h." , ; d' fl." •• "'" __ ..... __ w.. .....'"_ '"",. , n'• .......... _ ....... _ ... -. ....... --~ ...,.~ ...."... ... ., " " "" ~- . ... - . " "",..... .''''''."." ', ; ''''~ .,.., •• +... . .... .. ", . , - , ............ _ _ M ..... n.... ",,......,_ .. ", • , , ..-'" ...... '" '-""'- ....... ,.+ " , . ...,...... '- ....,. ..... ,~ ... " 'm........ _"'_ ... ........ ~ ,., ~~ .... ........ .... .. .. ......... _. , 0' .. __ ......... _ _ ...n , ''01, ...",. ... , . ,,, , d ..... ... ..._ Ori .... , ....- , .», ... ,_ , " ~ , , . . .... " ~ ". .... . "-w. _ • , ............. c- ... ........... _ ... cww ""'" eo-. "'" " .,,.. , ___ q..o... ' ...... .. ... ' , , ....... ~ ~ __ • t . . .......... 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I. ........ -~-- "' ...... ~.--,,, d, " .... _ """""."......" ... - _ _. ,.......... .. " " . . . . . . . . 0;0,,, ...... • ....,'" .... ... - ....... <'-' ~ ... _" """"" _ ~ ... .. L . "'"'n"'_,"" " ... ..... ,.' ... c-o_ "'" . _ -~ ." , . .. . ... v.. ... _~ ..._0-". .... -... . .. .' '. . . . ..... '""' ................. -,-- ............ ...... "" .... """"" .... .... I", Nt ..... . -_...... .. • c- "' _ "'"'""~ _-.. --.......... ........'-.. _-'" _ """_ ... ................,.... """ . ...,.... '"" "'""'" .. _ ~~wr.. ..... ~. , " ' " _ ......... ...,. '" . rJ, , w.. ,.",. .. ...,. ......... _.~ ......., ... co' w .. " ~ ...... ' ... , ., .......... -.. .... ~ c, '" _ _ .....a' , '- "'''''', " - -~ --- ~" , - �_... --"................. _ ... ..... 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"' , .... _ ...... .,.1_ •. , ,','" , "' , "" """.~ ..... ~ .......... < <)< , _ "," '" .".' wo, -".....,' .-_ .... " ......... ' '" ....... ""'"""- "'".... ........ ... " """" _ _ . . . . . . . .~ K _ .. fi ' ... ' C_ -...,,,-............... _ " ,'" --. ,'""' , , .. '",, 0 • • - " ' ... _ , .... _ .......... , II.~ __ ... , _ • ••" ""... ow .. ~ - , ."".~ ~ ~ " ,~,'" • _ ' '''' .... lOB, . . . . ..... - - ~ < .. ~, _ .. -.-.. "'""" Dr """"" "" . . . . . . . . . " ' - """,, PO- ," ... "" " "'" '" ".,, ,.., ........................ ,." _ .... 'd''' ..... ... ~-, ,~ , "", '''' ., II~_ ��_ _ . ,""_ .... ----,,' _--___ ..... _ .........._.,-_. . .... _-- _ .......... -,_..... ... __ ....... _, _. ._..............-.- -_ ..............""-... ...... _- ---' .... .. ... .., . ......... _ .,. --. . . <_ . ", --- -,,,........ . ... -'.... .............. ....... . . _ _w.. . ...-_ ... . . -_...... ._-... . ........ ...... _ -................ ..... _-_..... ... ......... _"'--- ........ ..... ._. -. ----_ ...... ........ - ................. ...... ......... __ ... _........ ..... ........ _... ....... . ... "'-_. - ......................-_. ................. , ...-._..... ... ". ..._ ........_-""...... .... - ._",,_ ..... ...... .... ..... ................. - _d. __' ....... . ..,.. _ ..... . .. ..... ...... -,. _ -.. ......-"' ....... _ .. - ..... _ -- .. ,-_._'. ..... ..... - .....,..... _.- ...... ...'.*-<---._ ----_........ ---. ...... .. . . ..............._................. .... _ _ """"","'---. - .... _' .. _..... _... _- ..._ -, . _, _ ....... ""_,~ "---"'_...... .... ..... ............ --"." ....."1 _ _ , . " ,,.,, - ..... ............_......... ..... -,,,--- -_..........,_.... ..... ...... ........... '.. _-=-. ..--.................... . ... .. ..... ... ._ ... - - ...,.,.,.-- """"""_,-,_ . .... ...... ......... 0I0<0n,_ COLLEGE RF.Q U IE~·1 ~., ..... , .. -,,-..., "'- ...... . J,,',,_ _'a ... .... _ _ ... """"" " ,'"'" " ,., ' , ""... , _ _ 01 ..... ' .......... "d4'~ 0.- • ..., .. .. _ - - ' -, "'"',w.. _ _......, .... .h........' .......... _ ~-- . ........ .. " . p .' . 01 .... ,.... ,,,, ... "",••.... , ....."""-- .. _ ,..., _..,- ...... ....'· - ,. .-.. -.""''' ' -01 ..... ,a '-'"'.............. ....... '"_ ,.., ......... WM _ ..... "'"........... _ ' - ,.... . , '_ _"""""'"' .....,.,-.-,.. ........ •,"" (,,',.... d __" ... . ... ........ ... ,.,. .... ... ..... -"""@',. , ......... ... _ .. ....... . - . ... , _ _ 01" ......... ...... ..... 1_ _ ... . ",_."" 1', .. ..... _,' "'-"' ",. ,. ',,'.~ "C ' ' " ... ", ... .... .. ,~' ~", ' ""'~ ~I ia .... Oir<'. woO· 00 ' .... ..... _ ; "" woo .... ;,. "'" ___ _ S d£.-.6de""". 'The othn you who ...t-.. you on .... <>ea .... Tho. voice widW> .ho. you c:t.n do n. Solf-cn6de""" is the 1"'"' doubt""mo.er . W..... your child "o.odia piano, Ito< ;. .bo nO>rturing, "y" ........... ........ " t.,.- ~.a>I- .WM'_ .... """"'"'- _ "."". '" ....... ,,,, .. .. · ..... _ P, """'" w. _ _. ".. _ -..,..,.., . . . - _ ..... c-__ .~ r-ling-b.n!ding up_his b.s< friend: his own .. I(<on· Piano otudy io de"",~ng. It', an uphill bonk between the notu of music: ."d .Ito< ........,;......... .,.. .Ito< pon of the otoden•• " """.oom< ,his oo...d•. Of <GW'OO be'll wiD. It jUJt taka p>1l<'i«. And, .. ,Ito< ....... ~, hi> .. If~.oll grow . PW.o .....:Iy io ~rding. Not oDly boa .... 01 the <njoymHl' your child .oU F' out 01 m<Hic, but boa .... of ,be •• .,.., i"'povwt' ben.m.: poU<. «"",.n'''''; ..... "'....."''''''' otId .. If<<>nfid.n.c •• Sooncthing ~lo<. t<>o: oomlll .. udies by edua.<o<o haY< showD ,ha, • year'. ",...;..J •...uning an increut • duld'. IQ by .. much ~den<"'. __ _ .. . . - _ .. , ', n. -"' .. ........ w ,...... _ ..... , , "". ~ .' _ -'~o..n ___..." .. _ -"''--''-,-, " _ .......... """""' _ '"""" _ ~'" ".; .,.. -~ ......., ",... -.,._, ' " .. 0'. .-. .- .,.. .... , "'" " 'W . ....... ,' • , """" \00 .... ,,_ _ •• " co, ....... _........ _ ... bo ""'" "' ' h,"," _ ,"", ... <......... w.~ ~ - ' , ., ..... QoOko<" , -. " .. tOo . . . . . . . . - . _ , .. ....... h , . . . . . . . ... ,,,. "" ~'"-'".,' " , , .. - . . , ~.­ , "',,-, "-' ""'" "" " ,wn_ .. ___ 0/, . ... _ _ C _"~ , ~"" . beli<w ..., nW:< .be 6_ piaD" iD .he world. no. mn.ol quolity ......... from oubtkto bnUion" but oIwoY' beautiful. no. action io inst.an. and ~'" to ",ho.. _ - if ~ q.nm! Gf it. It will oloo last • ~fcti ....... and ""'" IOCD< • _y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans; .. 10 poinu. If fOur child ;. hdw«n .....p 01 } and 12, F' him ...1Ud on piano. ~ hope you'll ct- a Baldwin. ~ '1'. '0 • .......... .-' ....... ~- .......... -""' .... < ' , ," , . . . . . ." .-, A ............ " ,....... ~,,".."'''- - ; . "'_." . _ .... w'" . ,-;,. "'" -" _"' '''"' -"" = ,.. _ .... - . . . . ~... ' I eI ' _ ... '1' ..... ......... , you au> ""'" a now BaId.on-';"" ... beb. you buy. y ..... from now your ,hild "'D' Iot._ will thotIl< you, __ COt ' 4' 0.; ......... ... .".",. .... ...... ."" " . t , ," 4 ,",to """ '" -..,. Baldwin .. �COLLEGE _,. r'~ "" ~ WM REQ L' ! E~ I -, _.............. .,-_............ ....._".................................. _....--......... ........ - .. -.. ..... - ,,_..... -............ ................ ........... ....... M....,...... ........ _-- ... ___ ... _.......................... .... .. .. _ _.. ....... . . . . _ - . , .... _ ,. . . . . . - . ........ _ _ ... ,__ ',_.... •,"'_c ____ ,_ .. ", .. _no. .....c _ _ .... ..... ---------------"-=-;=;;~~~~; __ ""'" _.... . . .. ·'..... ...... .. ~""'" , g., .. ,,"' .... .. ' ,. ........ _ _ ... ~- w.. , ... ,"""' .... _ " • •• ' .... '_ ............ _', _ " . . _ ..._ _ .... _ ~ "" """" . - . , Do. _ . Qooob'o. _ ''''_,''_', _q-*....... "'..... .... ....... U.> , '~." _.......,--- ..... ............ -. ... ................ --. _ ..................... ..... . ,- .--_....... --......._.......... .... ..................... _- .................. ...... ..... .................. . ,- __ .... _ __ . _......... ......... ... .... _ _.........................--... _.... _- . _>Ml .... ...... _ .. ..-'...... _. __ _ ....."""'- ................ _ "'" ___ - _........... "'. -. . . . . _.h..- -. ................. ... . .. .. . . . . . . . . . -'-"-...-'.-_ - ..- - _. ,._'----- ...... - ......"''- .. ... ................... ..... ""_... _ ........ ... - ... ........--.__- --.....-- .. .... . .."J._ ..... . _. ............... •.. -_. ....... ..... ....." .........._ , _ . . , _ " " '. . . . . .. 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Jo, l ' c......,. _ ',..., ....... ......... - . "' ......... "h _ II.'''.''............ ...... " ' ,, ,,,,.,~ """'" "',-"'. .... _ .. 'sO<'" "" .......... ......... . _ ,,,,, " " ............. _Do.-n....... ___ .. _ ... _ _ Qvo'- ....... - . 0 _ " , .... "". . . . . . _ .. _ ........... _' _ .•• _ .... __ ',_ .... ....... ,,_"" .. _ _ ~ ........ R _ . . . . . . . . W . . . . - , . . .. . . - _ ......... , _ . . . . . . . . . . . . .. _ _ "_ -0" , - •• ~ ...... " _ . _ 10 • _ . _ .....- ....... -,_., .... ""' ... = ......... ,... •..-""'" ................ '" , _ , .... .....,..., .... ..-~............. _ , _..... .... " , ....... ...',., , _ ' ... " .................. ., .......... .,""'" '" , " " """' .... _ """ ~ "- Jell-O - ------------------------ " , """ . . . . W . . . . . " " ' . . .. . . . . " ,""'. ' ,'~ "'''' ..... ..........M _ _ l ."" . .... •• ""'...., ,. ......... "'_'M"" (\<00' _ " '~ . . . - . . . . . . . "" '" ,." YOlive taken inyoUl' life. TRY NEW.CREAMIERjEU,O PUDOING& PIEFIUING . .. AND SMCXlTH THINGS OUT ". �Do you have a "split personality''? ..... _ w . .... ... ......... .."',............, -_ ........................ ......... ...,. ..... ."" "". .__ ......... _w ..... ................ ....-. ... __ ... ........ .......,.._ """""".' -........ -.........- _ _ ........... ......... '" ... "'" .... --.. ..... --...-" ""'. _ .. . ... .... ........ _-_. -- ..... _ - -_ ......- .... -_ """"--....... --,,.,. .. '"...... """"'" ......_,,"'...... --" ..--..., ... ".. ....... _-. _----. ...... . ...--- -". -.......... -- "'" -"""' .................. ........ _... - . .... ............_.-...- ....- . ... ...... _ ............. ...... - ..... -....... ..... "'". ..--' . . ...... ._...""'...................-.",.,.. ----.-........ ........"',_................... ..,. -- ....... __-'" .... .... " - . -"'-_ ....., .. . ...."' .........- ..........'"', ...... _._.......""_' . ............ '" "'"" _............. "" .... _""' _ ...... - "" ... ............... . .. "'_-' ....- .... _- .... -_ ............ -,....... --., __ .... .......... -........ . "' ....... ._- .... "",'-",.," .........- ..... . _ .. .....,_._... -""" . """""" _ ..... ...... -., ... "" ",,-,--, -- .................... 1 "'"_ "".... ...._, .. -- ' ....... ............ _ __.' ..... .... COLLEGE I{EQ U I~: 1\1 , -,... " 0 '" . .w ... .. ___ ...... _ , _ _ ...... w .. ... ' .- _..u.o , ,", n " , ... 66.. ,_ "' . .""" p" ",. "' _ 'n . . "'" " " ... _ _ _ 0.<, ... "' .... --.. ..- '" ~ ~'" ,::, ,-"",..-",_ , "" -~ -.. w ..... "'-' ........ ...-. To ....... . . " ,. -.. . ...... w_ ' ",-,', .."..,. " " . ... , ....... , ' , . .... ~w .. ,.. ~ ",,',"''-' -', ~ .. ~, , _ . _ _ 01 " .... ,-. , - . C -_ _ ."' _ _ ........... "' ~ ~ ...... ""'00'-, ~ ,.,.. " ,. --. ~ . ,- M l,,," . ,. , -,~ ~1~'_ -"" _ , _' '", ., ., . .... ,--c o , . . . -, ,",,,,,,,,,,,,, •• , h ' ", ,-~ " ,,'" _ "" ... a _ o d _ . 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" ........ .......... "' . " •.. .... '"""'- _ """'n · ••• .... _ ... _, W_ .. . . _ _ 'w.. . ,-" "' , hl'.-:' . ........ _ "'. .. ... .• '''" w _ . ""_'00' , .--.... _ .-4 ....... "' .... .... ,, '"_ .... " " """','s"''''' , ',' 'Vve have lost .,' ........... ,' , ....... .... "'~ -~"' something precious' ......, ........,......... w_ "'_..,· Or -... ....... ' .. ... "" -blo<. """""' ... ... , .• _--< .... ..... . _ _ " 0' ... "' ,, ... ......... ~w _ . .... ~ _ .. _ 'J ,.,...., ..,..... , " , ""' .- ..... ...-"' 0' • "" 01 _ . _ .. "",', ~......,.,.,. ~ _ .... .... _n..<oc- ...... .... _ _ . . . . . . . . _ ... """" ........_ . . . . . . of ....................... . ~ ........ ....,.. w .. ~ __ " - .... _ ..... .. ' e • • _ .. _ ... IV.' IL " ,~ ""- -,.~.- C_ _ _ ....... ....... ... ......... N_ , M ..... ~ " .... _ , _r~ WH " ' . . . . w .. -~- ....--..., _ , . . . . . .~ . _ ~ . . ; _, . M __ ,,"00"_"'" ...,""'" ...... ' , ,,., 0..0 _ _ _• _ _ ... r .. _ ....... ' - _ ... _ _ w... _ ',""'" ! ! ... w .. _ . """ - . , ...... .. ... ~.,_,,,,,, ,,,o... "'.~ . ...' .-. ~. ,' .. ' _ _ _ . . . . W ..... ... _."."" ,.- ,.", ,,,-"-' .... "._...' .• , ,R ,'''' -.. "" __ ' R_ .. 00 I •• .... ,...... .... - � La.t J anuary . !Udelll revolt came 10 SwarthlT>01'c. Black. occupied Ihc Admi .. ion. offu:e and conrusion enveloped the (ampus. .-.....-, .... ... ..-- ........ ,.... --.,.... .... ............ ... ,.... ..._ . "' "" ".,... ......,---... -..-......... ,... .... ...._ , l1 w.. .. _ ......... ~",.. _.__..._ .......... .__ ... - ..... -_... ... .................... . -,......... ................. . ........_, __ ---::::.." ..... ..... --,"' ...... __ .......... ---........'---... .... -. ""......._.' . ..... -...... . ...... by PAUL GOOD ....... .......... ..... .. _ ... .,..._of' ~ -~,­ ~ ..... .... ' ... ,,,<0 _ d .... " , ,,'''<of " "'" ,,', , ,, ' _ .. , a; o=, . " " _ . . . . . ." ~ . <' ...... ~ .... <-o. ........ " c._,.... " "". .................... ' <,,'", ~ ........ "" ... ..- "' -._"'-w&.,_"'.• ' "' ' ........ ... " ... .... "0"' - . '" " ............ ""', d. ..-. _.... ..... ............... .......... .... . .. -,...... _............. _...... .... ....... ... --- ...... ...... .... . _._......... ...,--""' ..... ... . _. ................. . . ...... .......... ..... ---...... _... ... _ ...... _.... ........ ............_- ..... ... . --." . _, ", . ~, . ,," ........ """ -..J .... .. ,..,. ,." .... , .... ,_,',"' """'-_.. , ~ , _'" , .. ... _ -. ~ ..... ' ... _ ' , ... w" _ _•_ w... '" "'''' .. , . . . . . . . ....., , ~ " . Do• _ _ .. _10. ... _ -~- -""""""" ......... ~ ... -... .... ,.,. ""'" ....., -~-, ~-~, ", " .... ." - Requiem for �Then . uddenly the college president was d~ad, and l unlighl black. and whiles ""t silently in mourning In Ihe cold -. --_-. ........ ...... .... ... "'" .... . -_......... _ ...... ,~ .. ,,, .......... = •..,. '"!OUOOrr + .... . , ............ ""'" -. I .... "'"...,,, -. ..,.... ...,. ... -.... _......... _ ... .. _.... ...,...." r_ ...... _ ....... , ... ~---" '• • ' , , WB _'" .... ............." ....... ....... -.---........ ........ . .... .. ..... ... ............... -__ ......-....... .... .. __ ..... _..,,--. - . . ......... ....... -"".......................... -,......._......... .......... """ -............. . _. .. _ .... .. ............... . -......._- . --.. . ---_......_......_-, .... _. . . . Courtney Smith ... -. _,... ..... ... "d, , ...... ........... ....... " ',............... .... ........ -....... . .... ..." , -... .. ... """ ... , J, . . . . <01- -, ~ - . - y . .... -~.- .• ,. - - . . - . . ;. ~.+<' -....-._..... _ .,......, .... r>r. __ - ....... ~ ",,' """. .... .... , "- _ .. , _ ........... -d . . K "",,", •• >I "" .... , _ _ __ _ "-",_.,-' ..... ,'.m, .. " .o>'! , ,r ~_ _ .,,," • I '" >I, ".,. ..... ........ ... _ ..." ""' , 0, " ,.' "."' ' .... -~.... ... .... _--.., "", , ,.... -..... .... 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RE.QUIEM :: "MAO --------_____________________________________ ""'. "'" .... ...., w .. _ ""' ........... ,- ,,_ ... ..... ... _ , .. , d . ... _ ..,. '~" """'"" C -............. """ _"'_ ' _C ~ _TIono ....... · ' ,. ...... ,,'c , ,, _',_ " ::, ,,, ... ~_ -~ ~ ~ , ' h." , ; d' fl." •• "'" __ ..... __ w.. .....'"_ '"",. , n'• .......... _ ....... _ ... -. ....... --~ ...,.~ ...."... ... ., " " "" ~- . ... - . " "",..... .''''''."." ', ; ''''~ .,.., •• +... . .... .. ", . , - , ............ _ _ M ..... n.... ",,......,_ .. ", • , , ..-'" ...... '" '-""'- ....... ,.+ " , . ...,...... '- ....,. ..... ,~ ... " 'm........ _"'_ ... ........ ~ ,., ~~ .... ........ .... .. .. ......... _. , 0' .. __ ......... _ _ ...n , ''01, ...",. ... , . ,,, , d ..... ... ..._ Ori .... , ....- , .», ... ,_ , " ~ , , . . .... " ~ ". .... . "-w. _ • , ............. c- ... ........... _ ... cww ""'" eo-. "'" " .,,.. , ___ q..o... ' ...... .. ... ' , , ....... ~ ~ __ • t . . .......... 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I. ........ -~-- "' ...... ~.--,,, d, " .... _ """""."......" ... - _ _. ,.......... .. " " . . . . . . . . 0;0,,, ...... • ....,'" .... ... - ....... <'-' ~ ... _" """"" _ ~ ... .. L . "'"'n"'_,"" " ... ..... ,.' ... c-o_ "'" . _ -~ ." , . .. . ... v.. ... _~ ..._0-". .... -... . .. .' '. . . . ..... '""' ................. -,-- ............ ...... "" .... """"" .... .... I", Nt ..... . -_...... .. • c- "' _ "'"'""~ _-.. --.......... ........'-.. _-'" _ """_ ... ................,.... """ . ...,.... '"" "'""'" .. _ ~~wr.. ..... ~. , " ' " _ ......... ...,. '" . rJ, , w.. ,.",. .. ...,. ......... _.~ ......., ... co' w .. " ~ ...... ' ... , ., .......... -.. .... ~ c, '" _ _ .....a' , '- "'''''', " - -~ --- ~" , - �_... --"................. _ ... ..... 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'" ..... .............. --"..... ......... .. - ----_._' . .... ....... ....... _ .. _........ ... ......-.- ... ... .- .. _. -_, ,_._- ... ... _ . ............... - . _...... -- ..--................. --. .... _ . - ......................... -... ,-_.............._-"" -_. _.... ..... .., _ - .........-..... -- ... -................ -. ...... _...................._--. .. . . .. ._-,. - ..... .. ..... ., -_. COLLEGE REQUIEM , , .... _ ......... _ 00>0 ............ " . " ; ~ ... ....." _ _ Dr,_,, • 0" c.-. .... ,....., . .h ''''- -, .~"'..... . . ~" _ .... M . . . ... " ' -,...."" ,., ", ", _ _ _ """" C '" ~- .... .... ... . -......,-.. -... '"' W ... ,. , .0'....- ._ .... ' ~ ~.-- ' ~ ...... ..............~ ... ~ ... ............... ~ · " d~, " ""' , "",,'''' _ ~ '" ",,' , ,..., C_ "" ..... .. ~ ,"",.," ..... _ "'~ •• , . ' , _ . .. 0• • <00 ' ...... . ... " . O N . __ .. ...." «.oI . . . . . " ... W~ _m--. ...... _ r_ _. .. _. "" . .. ,....." 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"' , .... _ ...... .,.1_ •. , ,','" , "' , "" """.~ ..... ~ .......... < <)< , _ "," '" .".' wo, -".....,' .-_ .... " ......... ' '" ....... ""'"""- "'".... ........ ... " """" _ _ . . . . . . . .~ K _ .. fi ' ... ' C_ -...,,,-............... _ " ,'" --. ,'""' , , .. '",, 0 • • - " ' ... _ , .... _ .......... , II.~ __ ... , _ • ••" ""... ow .. ~ - , ."".~ ~ ~ " ,~,'" • _ ' '''' .... lOB, . . . . ..... - - ~ < .. ~, _ .. -.-.. "'""" Dr """"" "" . . . . . . . . . " ' - """,, PO- ," ... "" " "'" '" ".,, ,.., ........................ ,." _ .... 'd''' ..... ... ~-, ,~ , "", '''' ., II~_ ��_ _ . ,""_ .... ----,,' _--___ ..... _ .........._.,-_. . .... _-- _ .......... -,_..... ... __ ....... _, _. ._..............-.- -_ ..............""-... ...... _- ---' .... .. ... .., . ......... _ .,. --. . . <_ . ", --- -,,,........ . ... -'.... .............. ....... . . _ _w.. . ...-_ ... . . -_...... ._-... . ........ ...... _ -................ ..... _-_..... ... ......... _"'--- ........ ..... ._. -. ----_ ...... ........ - ................. ...... ......... __ ... _........ ..... ........ _... ....... . ... "'-_. - ......................-_. ................. , ...-._..... ... ". ..._ ........_-""...... .... - ._",,_ ..... ...... .... ..... ................. - _d. __' ....... . ..,.. _ ..... . .. ..... ...... -,. _ -.. ......-"' ....... _ .. - ..... _ -- .. ,-_._'. ..... ..... - .....,..... _.- ...... ...'.*-<---._ ----_........ ---. ...... .. . . ..............._................. .... _ _ """"","'---. - .... _' .. _..... _... _- ..._ -, . _, _ ....... ""_,~ "---"'_...... .... ..... ............ --"." ....."1 _ _ , . " ,,.,, - ..... ............_......... ..... -,,,--- -_..........,_.... ..... ...... ........... '.. _-=-. ..--.................... . ... .. ..... ... ._ ... - - ...,.,.,.-- """"""_,-,_ . .... ...... ......... 0I0<0n,_ COLLEGE RF.Q U IE~·1 ~., ..... , .. -,,-..., "'- ...... . J,,',,_ _'a ... .... _ _ ... """"" " ,'"'" " ,., ' , ""... , _ _ 01 ..... ' .......... "d4'~ 0.- • ..., .. .. _ - - ' -, "'"',w.. _ _......, .... .h........' .......... _ ~-- . ........ .. " . p .' . 01 .... ,.... ,,,, ... "",••.... , ....."""-- .. _ ,..., _..,- ...... ....'· - ,. .-.. -.""''' ' -01 ..... ,a '-'"'.............. ....... '"_ ,.., ......... WM _ ..... "'"........... _ ' - ,.... . , '_ _"""""'"' .....,.,-.-,.. ........ •,"" (,,',.... d __" ... . ... ........ ... ,.,. .... ... ..... -"""@',. , ......... ... _ .. ....... . - . ... , _ _ 01" ......... ...... ..... 1_ _ ... . ",_."" 1', .. ..... _,' "'-"' ",. ,. ',,'.~ "C ' ' " ... ", ... .... .. ,~' ~", ' ""'~ ~I ia .... Oir<'. woO· 00 ' .... ..... _ ; "" woo .... ;,. "'" ___ _ S d£.-.6de""". 'The othn you who ...t-.. you on .... <>ea .... Tho. voice widW> .ho. you c:t.n do n. Solf-cn6de""" is the 1"'"' doubt""mo.er . W..... your child "o.odia piano, Ito< ;. .bo nO>rturing, "y" ........... ........ " t.,.- ~.a>I- .WM'_ .... """"'"'- _ "."". '" ....... ,,,, .. .. · ..... _ P, """'" w. _ _. ".. _ -..,..,.., . . . - _ ..... c-__ .~ r-ling-b.n!ding up_his b.s< friend: his own .. I(<on· Piano otudy io de"",~ng. It', an uphill bonk between the notu of music: ."d .Ito< ........,;......... .,.. .Ito< pon of the otoden•• " """.oom< ,his oo...d•. Of <GW'OO be'll wiD. It jUJt taka p>1l<'i«. And, .. ,Ito< ....... ~, hi> .. If~.oll grow . PW.o .....:Iy io ~rding. Not oDly boa .... 01 the <njoymHl' your child .oU F' out 01 m<Hic, but boa .... of ,be •• .,.., i"'povwt' ben.m.: poU<. «"",.n'''''; ..... "'....."''''''' otId .. If<<>nfid.n.c •• Sooncthing ~lo<. t<>o: oomlll .. udies by edua.<o<o haY< showD ,ha, • year'. ",...;..J •...uning an increut • duld'. IQ by .. much ~den<"'. __ _ .. . . - _ .. , ', n. -"' .. ........ w ,...... _ ..... , , "". ~ .' _ -'~o..n ___..." .. _ -"''--''-,-, " _ .......... """""' _ '"""" _ ~'" ".; .,.. -~ ......., ",... -.,._, ' " .. 0'. .-. .- .,.. .... , "'" " 'W . ....... ,' • , """" \00 .... ,,_ _ •• " co, ....... _........ _ ... bo ""'" "' ' h,"," _ ,"", ... <......... w.~ ~ - ' , ., ..... QoOko<" , -. " .. tOo . . . . . . . . - . _ , .. ....... h , . . . . . . . ... ,,,. "" ~'"-'".,' " , , .. - . . , ~.­ , "',,-, "-' ""'" "" " ,wn_ .. ___ 0/, . ... _ _ C _"~ , ~"" . beli<w ..., nW:< .be 6_ piaD" iD .he world. no. mn.ol quolity ......... from oubtkto bnUion" but oIwoY' beautiful. no. action io inst.an. and ~'" to ",ho.. _ - if ~ q.nm! Gf it. It will oloo last • ~fcti ....... and ""'" IOCD< • _y hove & ' " " .; in your h _ A.k YOut &IdwiD dtaIt< obout our """,thly paytne<>t plans; .. 10 poinu. If fOur child ;. hdw«n .....p 01 } and 12, F' him ...1Ud on piano. ~ hope you'll ct- a Baldwin. ~ '1'. 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' - _ ... _ _ w... _ ',""'" ! ! ... w .. _ . """ - . , ...... .. ... ~.,_,,,,,, ,,,o... "'.~ . ...' .-. ~. ,' .. ' _ _ _ . . . . W ..... ... _."."" ,.- ,.", ,,,-"-' .... "._...' .• , ,R ,'''' -.. "" __ ' R_ .. 00 I •• .... ,...... .... - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Narratives of Black Student Protest at Swarthmore College Description An account of the resource A set of accounts detailing the events of 1969. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Requiem for Courtney Smith Creator An entity primarily responsible for making the resource Paul Good Date A point or period of time associated with an event in the lifecycle of the resource 05/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Clinton Etheridge Courtney Smith's death Diane Batts (Morrow) Frederick Hargadon President's Office SASS Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f6dfac052fee56a675f6fb1378c019a5.jpg 2208087d53c18ddaacd82a3fdb2582ea 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 Resignation Reopens BSC Spot; SC Discusses Criteria for Post Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/24/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies President's Office Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/39b8846f5664a99603ba8d7b019b3de1.pdf 8f92d6c5fd635e0d68f8ca4488f9275b PDF Text Text REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � 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 Resolutions of the Student Body Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Body Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/abdc59038afc72df4a6ff482e5fbad1e.pdf e78666dec50c7e009d76e07be85393a1 PDF Text Text 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � 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 Results of SASS-Faculty Clarification Committee Meetings During the Week of January 19, 1969 Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a263d568ac3709745ccdf158e278f98d.jpg 893205acde4e7c10aa3785026f6691cd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard Andrews Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Format The file format, physical medium, or dimensions of the resource JPG Date A point or period of time associated with an event in the lifecycle of the resource 1968 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b717ef2a8c9b7c2e1ad21f528c8e295.jpg 55278c29baa2cb882c5bb331ffde857d 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 Risk Student Report Ready; Blacks Fail to Participate 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 04/15/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Michael Fields post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1fef19a36845e182945d5c9986bc89ec.JPG 0ace66d644c74a18273902b56584f0cf 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 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 Robert Woodson Creator An entity primarily responsible for making the resource Maria Mejia Date A point or period of time associated with an event in the lifecycle of the resource 06/24/2014 Format The file format, physical medium, or dimensions of the resource .JPG Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3b487a32ed33fc34f702a5a9bcd42af7.JPG 0ace66d644c74a18273902b56584f0cf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4c2b2b79b947ac8a245ae45cc5517ab4.mp3 e9ff6fbf8bf3a5c0087731b7d63f9a39 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4e7615bbbe054c792c38d9e75c5554c7.pdf d9a4effe6707592b42ae347a164351b6 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 Alison Roseberry-Polier Interviewee The person(s) being interviewed Robert Woodson Location The location of the interview Washington, D.C. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 48 minutes, 27 seconds 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 Woodson Creator An entity primarily responsible for making the resource Robert Woodson Maria Mejia Alison Roseberry-Polier Date A point or period of time associated with an event in the lifecycle of the resource 06/24/2014 Format The file format, physical medium, or dimensions of the resource .mp3 1969 sit-in Clinton Etheridge Courtney Smith's death Don Mizell Marilyn Holifield Media Fellowship House Robert Woodson Ruth Wilson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4979bb1f440d23b82b176b3e3f30da8f.pdf 53755c11b064c3383ef3b4543dc15e9d PDF Text Text   Robert  Woodson  Interview  1   Black Liberation 1969: Black Studies in History, Theory and Praxis An interview with Robert Woodson (RW) conducted by Maria Mejia (MM) and Alison Roseberry-Polier (ARP) in Washington, D.C. on June 24, 2014. This transcription was written by Maria Mejia, and has been edited for clarity. Mr. Woodson served as the Executive Director of the Media Fellowship House in Media, PA from 1967 to 1969. Through this position and his work as a community activist in the area, Mr. Woodson met members of the Swarthmore Afro-American Student Society (SASS). He reports helping SASS members plan the sit-in at the Swarthmore College Admissions Office in Parrish Hall. Mr. Woodson and his colleagues supported SASS throughout the sit-in, which started on January 9, 1969, and invited the group to stay at the Media Fellowship House when they called a moratorium on January 16 following the death of President Courtney Smith. Mr. Woodson remained involved with the protest until SASS returned to campus after President Smith’s memorial service, held on January 20, 1969. MM: This summer we’re collecting materials, collecting research, interviewing people such as yourself that were involved – RW: This is your summer employment? MM: Yes. RW: And yours? ARP: Yes. RW: Okay. Where are you from? MM: I’m from New York City. ARP: I’m also from New York City. RW: Okay. ARP: I just graduated, so I’m working as Dr. Dorsey’s research assistant this summer. RW: Okay. MM: This summer we’re going to create an archive of primary source materials, interviews, and first-hand accounts [about the activism of Black Swarthmore College students from 1968 to 1972]. In the fall there’s going to be a class, taught by Dr. Dorsey, that’s going to focus on this event [the 1969 sit-in]. Students are going to go through the materials that we put together, and create their own historical narratives of what happened based on these primary source documents. �   Robert  Woodson  Interview  2   RW: Okay. Where do you want to start? MM: Well, do you have any more questions about the class or about – RW: Is the purpose to just reconstruct [the protest of 1969]? I think it [this history] lay dormant for a long time. It was probably the only university activity that wasn’t written up. It was covered extensively in Life magazine1 and there were some other newspaper [inaudible], but there’s been nothing on the part of Swarthmore, I don't think. MM: Exactly. RW: Even acknowledging that it happened. MM: Exactly. Our college is celebrating 150 years and Dr. Dorsey, along with some of her colleagues, thought that this was a really important part of Swarthmore’s history that needed to resurface or needed to be taught to current students of the College. RW: It was a shock at the time that this was happening at Swarthmore, that’s why there was an air of disbelief on the part of a lot of people and supporters of Swarthmore. They thought they were above the fray. ARP: Yeah. RW: That’s why it was amazing to see the response to it. MM: Our first question is: through your work in Chester and as the Director of the Media Fellowship House, you connected with the students who formed the Swarthmore Afro-American Student Society, also known as SASS. Just to start off, how do you remember your relationships with the Black Swarthmore students during that time period? RW: Well, I was very active in helping [with] the civil rights demonstrations and activities in … West Chester, Pennsylvania, Media and Chester. But Chester was the real center of activity and the SASS students were very much involved in helping out in the Chester low-income community. They were mentoring kids, bringing some of them on campus, and they really got themselves deeply involved in the life of the community. So they had established some real, strong bonds. But they were also very active with the service personnel on campus: the janitors and the people who worked in the kitchen, and embraced them almost as a part of it [the protest]. They had a real solid relationship with the students, and I met them through these relationships because I had been serving low-income leaders. Part of my work in civil rights wasn’t just to confront racism but [to] confront challenges within low-income communities, which I thought was a shortcoming of the Civil Rights Movement. Because it concentrated almost exclusively on                                                                                                                 1  A  reference  to  the  Life  magazine  piece  “Requiem  for  Courtney  Smith”  written  by  Paul   Good  and  published  on  May  9,  1969.     �   Robert  Woodson  Interview  3   race at the expense, sometimes, of overlooking non-racial problems that existed in the community. I was involved in that and that’s how I met the SASS students. MM: At some point the SASS students approached you about what they were planning to do. Can you tell us about those early planning meetings? How did you guide them through those early stages? RW: Well, when they first came to me and told me what their plans were, I said to them that they’re welcome to use my office as a staging area and a place to meet and organize it. I just gave them some guidance. I said that “if you’re going to do this, it’s important to do it with dignity and non-violently, so that the issue stays focused and not on your abhorrent behavior” [laughing]. And I told them at the time that “once this becomes public, there will be people who will be drawn to you,” would try to use them [SASS] for their own purposes in the name of helping them [SASS] and that it was very important for them [SASS] to remain separate from them [outsiders] and keep them away from it [the protest]. And I would help with that. That was my advice to the students. The whole takeover was coordinated out of my office because I remember we actually had a board in there where – [it said] when the takeover was supposed to occur, what was to happen, who was supposed to do it, and then, what was the occupation strategy. How were the students going to be fed? We arranged for grassroots people in Chester to cook and provide meals that were brought in everyday and passed through the window. Also, I set up a command center at my office so that the parents of the students had a place to call and stay abreast of activities so that they would know that their children were safe and that they [students] were being responsible. My staff and I at the office, we played that role at the time. During the negotiations, we just played a back-room role with them [SASS], but they [students] were the ones who – and we helped them shape their demands. But, essentially, all we did was provide the framework; the content of what the demands were and all of that strictly [came from] the students. We just served [in] a servant role, and as to protect them. When the announcement was made, we also helped with the coordination of the press releases to make sure that every aspect of it reflected these principles: of not attacking people, but attacking issues, and also of being respectful during negotiations. Also, to incorporate the needs of non-students in this as well - the kitchen personnel and whatnot. The students had also developed relationships [with the staff] because they used to do the income tax returns for some of the service personnel on campus. That’s kind of the background about how we – the flow between us, and the parents. I talked to a lot of parents, had everyone’s phone number. The parents had the phone number at the Media Fellowship House. We were like the command center. MM: You said that SASS members were the ones [who] wrote the demands, but that you helped them [SASS] shape them [the demands]. Can you tell us more about what was your opinion of the goals that motivated SASS? RW: They were all noble. Asmarom Lagesse was the only Black faculty member. He was Ethiopian. An anthropologist, I believe. And they wanted more Black faculty. They wanted Black administrators. Just to desegregate Swarthmore [laughing]. Which was what everybody was demanding at the time, to desegregate the campus. They wanted more done to attract more �   Robert  Woodson  Interview  4   minority students. They were not asking for a lowering of standards, they were just asking [for Swarthmore College] to be more inclusive. I think they were asking for scholarships for students. I’m not clear about the details, it’s been a long time, but I think that was the general gist of it. I mean they were not unreasonable demands. ARP: [whispering to MM] Do you want to go ahead with the next question? MM: Okay. You were talking about your office being the command center. Can you tell us a little bit more about how that worked logistically, about your office helping [to] coordinate the communication between students and their parents. Because they [students] were in there [Parrish Hall] for some time, and there were things happening outside. We heard that one young woman had a relative die in a standoff2 – RW: Killed. Yeah. I had spent some time in California, and I knew some of the people involved in that incident. I spent three summers before, I spent a whole summer with activists groups in Pasadena, California. I knew all of the activists out in Los Angeles, so I knew a lot of people out there. And there were some real severe differences between the Us Organization, run by Ron Karenga [Ronald McKinley Everett, also known as Maulana Karenga] and Huey Newton’s group, the Black Panther Party. There were severe differences, so it got – I talked to Clinton Etheridge not too long ago, and he reminded me of the name of the young lady [Ruth Wilson], he knows her. Her cousin was a student at UCLA [University  of  California,  Los  Angeles], and he was the one who was shot to death on campus. The mother called me, as soon as it happened, and asked me if I would get over to the campus to have the daughter – her first-cousin – call the mother before she [Ruth Wilson] saw it on the news. And as I rushed over to campus, it was just being reported on the news. She lost it. She saw pictures of her cousin being carried out, shot. I just comforted her, and then we arranged for her mom to come down and pick her up. We arranged for her to get to the airport, so that she would get home to be with her family. So that was one unfortunate situation, but that was the role we played. The mother had no other way of calling, so the mother and father called us and we rushed over there and told them what happened. But that was the role we were playing: to comfort in that situation. MM: When President Courtney Smith suffered a fatal heart attack, SASS ended the occupation, they left campus, and they stayed at the Media Fellowship House. This is correct? RW: Yes. But even before that, I think there’s something else you should know. There were two groups that tried to almost use SASS to turn that demonstration into something else, and that was the Weather Underground [the Weather Underground Organization]– they were on campus, a White radical leftist group – and also the Black Panthers tried to come and coopt it. But I brought a friend of mine, Jim Woodruff [Reverend James Woodruff] – he was an Episcopal priest, a very well known Black Episcopal priest and a very forceful leader in the Black Power movement in                                                                                                                 2  The  standoff  referenced  was  a  confrontation  between  the  Us  Organization  and  the  Black   Panther  Party  that  took  place  on  January  17,  1969  at  the  University  of  California,  Los   Angeles.  During  the  gunfight,  two  people  were  killed:  John  Huggins  and  Alprentice   “Bunchy”  Carter.  The  young  woman  was  a  Swarthmore  student  and  SASS  member,   identified  as  Ruth  Wilson,  who  was  related  to  one  of  the  victims.   �   Robert  Woodson  Interview  5   Philadelphia who was a good friend of mine. To kind of blunt that [outside influence], I brought him on campus and he met the students early on. He was just well known and well respected by everybody, so Jim and I agreed that we had to protect the students from both the Panthers and the Weather Underground. The students listened to us and told them [the Weather Underground and the Black Panther Party] that they [SASS] did not want their [the outsiders] help. The students just told them they didn’t want their help because they [outsiders] really wanted to turn it [the protest] into something violent. That’s what they wanted, but the students listened to us and just kept it that way [non-violent]. Then, when Courtney Smith died – I think he was 46 years old and he had the heart attack – the students called and said, “what should we do?” Well, first of all, we said that we’re going to call a moratorium. It’s not ending, but there was to be a moratorium. We wrote a press release that said, “we mourn for the death of Courtney Smith, the way we mourn for the deaths of kids in the inner city.” I think there were some members of the football team, and others, who really wanted to take violent action against the students. To neutralize that, I called a lot of the fellows in the community to come up and protect the students. We said to them, “it’s important for you to leave the facility and come to my office,” that way [we could] just keep tensions low. Rather than having the fellows from Chester come, and perhaps get into a violent confrontation with the [White] students, it would be better for the [SASS] students to leave. So, I arranged for ten cars to come up – caravan on campus. Two of the cars collected the luggage and the other eight - the students filled those. But these men also made certain that there were no confrontations between the student athletes and the young people [of SASS]. They made sure they were protected. So we caravan out. We also said to them, “it is important to leave the office the way you found it;” and the students cleaned it, put everything back in place, and left. Of course, the photographers rushed in and the Philadelphia Daily News reported that the students had trashed the office. So it was first reported that they trashed it, which was a lie. But then other television stations and others came out and corrected it. They showed pictures of everything in order. We went into a retreat for about two days, where we had some sessions talking about where do we go from here, and the state of the movement, etc. I remember saying to Clint [Clinton Etheridge] and others – the question is do they go to the memorial service – and I said, “it is absolutely necessary for you to show your respect and go to the memorial service.” So I picked up Clint and - Don Mizell? Yeah? MM: That’s his name, yeah [laughing]. RW: Yes, Don Mizell. I think he was a cousin to my first wife. MM: Oh, really? [laughing]. RW: Yes, Don Mizell is my first wife’s cousin. I said, “I will come and take you to [the memorial service]” – because Don [Mizell] was really one of the leaders and Clint was the public spokesperson. Don [Mizell] had more of an organization personality. I remember taking them to the memorial service and sitting in the front row. We said we would not comment to the press, but that we would just have a presence there. And just having their presence there really won over a lot of students. A lot of the bitterness and rancor that was attending a wrath of the word of his [President Courtney Smith] death was just really neutralized by Don Mizell and Clint coming �   Robert  Woodson  Interview  6   to the memorial service, and that sort of set the tone. A lot of students were coming up, praising them for coming to the memorial service, and showing the respect for Courtney Smith. Talking about how they mourned him and wished only the best for his family, and whatnot. After that, my role just kind of ended with the students. I don’t think they took up the occupation again, but I think negotiations continued between the students and the faculty, and some changes were made. I sort of ended my participation right after that, when Courtney Smith died. But my participation was very active from the beginning, during the prelude, and at the end. MM: Just to backtrack a little bit, so that I can understand what happened right after Courtney Smith’s death: how many students left campus with the cars that you organized? RW: All of them. MM: All of them? RW: All of the students. MM: All of the SASS students or all of the Black students? RW: All of SASS. That’s a good question. I was only involved with the SASS students. Most of the Black students were in SASS. There were like four or five who refused, but then the White students distanced themselves from those students and that kind of radicalized them. I remember four [Black] students were in the lunchroom – I was told – and White students asked them why they weren’t with SASS. And they [Black students] said, oh they don’t agree with SASS, so they [White students] just got up and left them because they said, “oh, we can’t respect you if you can’t even respect your own folks.” So that caused some of those four students to join SASS at that point. I mean, there weren’t that many Black students on campus at the time, so I think all of them were part of the demonstration. There may have been one or two who weren’t, but I don't recall. I think that 99% of the Black students were a part of SASS. MM: So – RW: If they were not involved, they were supporters. MM: Sorry to interrupt. So, all of the SASS students leave campus, and only Don Mizell and Clinton Etheridge attend the memorial service? RW: Yes. They were there to represent SASS. Just the two of them came to it [the memorial service]. We didn’t want to create a spectacle of all the students coming on down. We just felt that the leadership needed to be represented, so they [Don Mizell and Clinton Etheridge] were representing all the students. MM: And did you stay with them throughout that event? RW: Yeah, I drove them there and stayed with them – stayed in the background. I never made any public statements. That wasn’t my role. They were the ones who engineered it. They were �   Robert  Woodson  Interview  7   the ones who shaped it, [and] provided the content. I just supplied logistical support and tactical suggestions, and that’s all - just kind of coaching them on the tone. Acting to protect them, because they had no way of knowing about the Weathermen [colloquial name for the Weather Underground Organization]. But having Jim Woodruff there served to reduce any possibility of confrontation between us and those two groups [the Weather Underground and the Black Panther Party]. We had a real strong following in the community - I did - and Jim Woodruff was a very influential social force in Philadelphia at the time. A lot of people listened to him. ARP: Just to back up quickly, were the SASS members who didn’t go to the [memorial] service still at the Media Fellowship House or were they back on campus? RW: Yes, they were at the Media Fellowship House. All of them - all of their belongings, their clothes and personal effects. The Media Fellowship House at the time had a large recreation room where there were showers and, because it was Quaker-oriented, it was really built to house. It was an old mansion that was modified, so it had a huge dining hall with bathrooms and showers to accommodate the weekend work campers who came in from around the country. So the facility was just perfectly suited for them. ARP: Yeah RW: We just put sleeping bags all over the floor, everyone had plans to sleep and it was sanitary. We supplied meals for them. ARP: How long were they there for? RW: I would say four or five days. Until the memorial service was over, and then right after that they began to move back on campus.3 Maybe two or three days. Not very long because I think [SASS returned to campus] as soon as the memorial service was over. There was a level of camaraderie among the SASS students, as they began to filter back to campus, [and] old friendships began to get re-established. But they still were engaged in negotiations with the administration over their demands. They never did drop their demands nor did they pull back from them. I have no idea what happened after that or how many [demands] were met. My role was to get them through that. That’s what they asked me to do, and I limited my role to what they asked me to do and the things I felt I needed to do to protect them. I think it was one of the few takeovers in the country that remained peaceful and dignified. [In] the others, at Columbia [University]4 and other places, students were arrested, [there was] violence, people were gassed,                                                                                                                 3  Based  on  Mr.  Woodson’s  testimony  and  other  evidence  collected  during  this  research   project,  we  know  that  the  students  left  campus  on  January  16,  1969  when  President   Smith’s  death  was  announced  and  did  not  return  to  campus  until  after  the  memorial   service  in  Smith’s  honor  was  held  on  January  20.  If  they  returned  the  day  of  the  memorial   service  or  the  next  day,  then  the  members  of  SASS  were  in  the  Media  Fellowship  House  for   five  or  six  days.   4  Columbia  University  students  protested  the  school’s  connection  to  the  military  and  racist   policies,  specifically  the  University’s  involvement  in  the  Institute  for  Defense  Analyses   �   Robert  Woodson  Interview  8   and cops came on campus. There were some people killed [in those student protests]. Swarthmore’s [protest] was, I think, one of the few that proceeded the way that it did. MM: Don Mizell said something similar at an Alumni Weekend event that happened a couple of weeks ago. He said he was pleasantly surprised that SASS’ protest wasn’t met with more of a violent reaction, and I was wondering if you could talk more about threats of violence or violence that you were worried could happen when SASS decided to occupy Parrish Hall. RW: The concern that I had was not from SASS members, but that on our side that people like the Weather Underground and the Black Panthers - because what they do is come in and seize situations in the name of helping you but end up - and a lot of people that they encounter are naive. They’re not sophisticated enough to see through all of the trappings of revolution and all of this kind of stuff. They were not sophisticated [enough] to see through it, we were. So the danger came from outside, but it also came from inside: students, particularly student athletes who felt offended by all of this. And I’m sure there were some [Ku Klux] Klan elements in the larger community that perhaps would have come. I don’t know too much about that, but my experience is that there was a lot of Klan activity in West Chester where we did our demonstrations, so in that whole area of Delaware and Chester Counties we knew that there was always the threat that white supremacists would come and take advantage of the tensions. They were always looking for flashpoints. So we had to be vigilant about the threat from within and the threat from without. We were certain having the proper external leaders, like Jim Woodruff and myself, at the helm of this - and also Diane Palm [also known as Diane R. Palm]5 and Bob Johnson [Robert Johnson]6. These were prominent community leaders in Chester who were well known. The very fact that they had a presence with the students really served to fend off anybody who would attempt to use [the protest] and turn it into something violent. So it was an impromptu, spontaneous wall of protection that we built around the students, that even they weren’t aware of. But at least they trusted me [enough] that anyone that I brought to the table, they felt confident that they would be operating in their interests. MM: Can you talk more about that outside influence that you were worried was going to hurt SASS’ goals? RW: Yeah. In the movements at those times, you had all kinds of radicals - you had the “twopercenters.” These were just anarchists [and] they were more in the West Coast than in the East Coast, but they were people who believed in radical revolution and anarchy. I have been personally involved and I wrote about stopping a riot when they actually tried to firebomb a chemical plant right in the middle of the Black community, even though it was going to destroy a lot of Black families. But they felt it would inflame the passions of Blacks, who would then react and create a race war. There were just some crazy people around. I have personal experience seeing radicals on the left and radicals on the right. You had the Two Percenters, you had the                                                                                                                                                                                                                                                                                                                                                                     (IDA),  its  construction  of  a  gym  in  Morningside  Park  with  limited  access  for  Harlem   residents,  and  the  discrimination  against  Black  students  on  campus.     5  Former Director of the Community Assistance Project (CAP) in Chester.   6  Former  Director  of  the  Friends  Settlement  House  in  Chester.   �   Robert  Woodson  Interview  9   Weather Underground. White radical groups who bombed libraries at Harvard [University], shot at police officers, and did all kinds of things. Symbionese Revolutionary Army [United Federated Forces of the Symbionese Liberation Army] in San Francisco that killed Marcus Foster, a Black principal because he was requiring students to have identification badges in order to be on campus [and] they felt this was fascist.7 So you had, at that time, a lot of crazy elements operating around the Civil Rights Movement. Any time you had a demonstration where there was a takeover, there was always a danger of it devolving into a violent confrontation. You had to work hard, every day, to make certain that it [the protest] stayed [non-violent] and the secret was having strong leadership. Clint, Don Mizell, and the [SASS] students were clear that that’s what they wanted, that they didn’t want this other stuff. They weren’t, I think, knowledgeable enough to know what help they should receive and what they shouldn’t. But they listened to us and as a result of this relationship, it was fine. ARP and MM: [Speaking simultaneously]. MM: Oh, sorry. Go ahead. ARP: Could you maybe give us some more details of what was the specific advice you gave them [SASS] about how to navigate those outsiders? How were you suggesting that they handle that? RW: Stay away from them! Tell them, when they come and offer help: no, thank you. Don’t start the conversation in the first place. When they say: “well, we want to come and help,” say: “no, thanks, we have our own advisors.” “Can we come to meetings?” No, meetings are closed. “Can we help you with some money or something?” No, we don’t need your help. I just said to them, “you cannot accept any help at all of any kind.” ARP: Yeah. RW: Even to engage in discussion. Just say “no, thank you” and just turn and walk away. And that’s what we did. They will ask, “can I address the group?” No, you cannot address the group. You cannot appear at any meetings. Just total isolation, you’ve got to just not give them any pretense for coming and taking over or participating. Just total isolation. And I said, “if there’s any threats or anything like that, let us take care of that.” But when people see who is standing with you, it serves to neutralize that. So you don’t have confrontation if the composition of the people around you is strong enough, you don’t have confrontation. And they had no way of knowing that, but those of us who had been in the streets knew that, so that’s the expertise we brought to the table. We know how to keep people away from them, but they had to cooperate. They had to agree to do it. what I love about SASS [is that] they were not interested in just getting headlines, because a lot of people get involved and they take themselves a little too                                                                                                                 7  Members  of  the  United Federated Forces of the Symbionese Liberation Army (SLA) protested the Oakland, CA public schools’ proposal to require students to carry identification badges by shooting school officials Marcus Foster and Robert Blackburn on November 6, 1973. Blackburn survived, but Foster did not. Foster, a Black man who served as superintendent at the time, previously worked as a school principal and associate superintendent in Philadelphia, PA.   �   Robert  Woodson  Interview  10   seriously. Then, they get caught up in the media hype. But, SASS never did. They were more interested in content and not making headlines. MM: Earlier you contrasted the influence of these outside activists with the influence of community members such as [Reverend James] Woodruff, and I was wondering if there were other ministers or churches, or people in the community who supported SASS or who worked with SASS? RW: I didn’t know any others. All the people that I know helped, who were a part of our movement, were all neighborhood leaders. Diane Palm, who I’m still close to. She lives in Houston, Texas now. She was a teacher and we ran a program called Community Assistance Program. We helped ex-offenders on the streets. So, Diane was very happy - and Bill Sanders. There were about ten people who were very active in Chester at the time, but they were supportive of SASS. That was sort of our group. And these were the people who know people, so that I can in ten minutes, when Courtney Smith died - within half an hour - I had ten people identified with cars ready to come up on campus. ARP: Yeah. RW: [laughing] Yeah. I think that people like the Panthers knew we had that kind of influence also, so they didn’t challenge us. But, we couldn’t have done it if SASS wasn’t cooperative, if they were not coachable. And they were always very, very coachable. An intelligent person knows their limits, and a secure person knows their limits. They were all, I think, very intelligent, and very secure in who they were. Not a single one of them, I think, ever just wanted to make headlines. That why I found it easy to deal with SASS. MM: Earlier you mentioned that SASS had a good relationship with the Black staff members on campus, and we actually found a document titled "Open Letter to the Parents of Black Students of Swarthmore College," which was signed by a few Black staff members. Specifically: William and Eileen Cline, Edwin and DeLois Collins, Harold Hoffman, Robert and Lee Williams, and Rachel Williams. I’m just wondering if you remember any of these people? RW: No, I don’t. MM: Do you remember the kind of relationship that SASS had with the Black staff on campus? RW: I really didn’t even know any of the Black staff, but I heard [of their relationships with SASS] because some of them lived in Chester. The word I got on the street was: the reason that the community supported them [SASS] was because they supported some of the Black staff and never acted as if they were better than them [the staff] because they went to Swarthmore. They never took themselves too seriously because they were students of Swarthmore, and that helped a great deal. They obviously didn’t get in a class divide and that’s the reason there was so much affection between the low-income neighborhood leaders - Chester, remember, is one of the poorest communities in the state. For SASS to have a good, solid relationship with the people like that was pretty amazing at the time. �   Robert  Woodson  Interview  11   MM: Do you think it was risky for these staff members to openly express their support for SASS? RW: Oh, yeah. Absolutely. I mean, it was risky for them and that’s why I think SASS wanted to make sure that they were protected by including them in it, so that anything that happened to the staff members happened to SASS. I haven’t seen that happen before. A lot of these movements are just self-centered and were not expansive to include others, you know. That’s, again, what was unique about the SASS movement. They were very, very inclusive in terms of class. Very, very inclusive. ARP: [whispering to MM] Can I move on to question six? MM: Yeah, do you want to - ? ARP: Sure. So we were reading that on January 10th, the day after the sit-in started, SASS representatives Clinton Etheridge and Don Mizell met with President Smith’s assistant Gilmore Stott at the Media Fellowship House. According to the campus paper [the Phoenix], it said that the press conference was open to any press person but that you had asked that they not come into the meeting between the SASS representatives and Mr. Stott. Is that an accurate portrayal? RW: Yeah. When you’re negotiating, you want people to negotiate on issues ARP: Yeah. RW: And not get sidetracked by trying to pitch to press. It’s very bad to have press in when you’re negotiating because you’re going to be changing your mind, you’re going to be shifting around, and you don’t want people to play to the press. ARP: Yeah. RW: Then you can make a statement afterwards. But I thought the worst thing in the world was to have the press in when you’re negotiating. ARP: Yeah. Had you been in contact with Swarthmore administrators before that? Were they familiar with you? Had you worked with them at all? RW: [laughing] Not directly, but our reputation was pretty good in the area. The Media Fellowship House was started by Quakers, as was Swarthmore, and many of the members of the board are Swarthmore - some of them are Swarthmore trustees, some of them either attended Swarthmore or had kids in Swarthmore - so there was a symbiotic relationship between Media Fellowship House and Swarthmore. No formal relationship, but just an informal one because people went back and forth. The Biddle family, from Bailey Banks & Biddle, they were one of the founders of Media Fellowship House and, I think, a large supporter of Swarthmore, for example. Then, a lot of the work camps - I was a member of the American Friends Service Committee and did a lot of work with the Friends Service Committee, so I knew Swarthmore people and they knew me through the American Friends Service Committee. There’s a retreat, I �   Robert  Woodson  Interview  12   forgot the name of it, but there’s a Quaker retreat right in the area8 and I met Swarthmore faculty at these presentations at retreats and things like that. But that was about all. But, I know everyone was in shock when this happened at Swarthmore. It was the biggest shock because of Swarthmore’s liberal reputation. They just didn’t expect it to happen. Interesting time. MM: So you were talking about organizing this luncheon, and organizing the communication between SASS students and their parents. How else was your office, as the “command center,” supportive of SASS during the actual RW: Just raise money to provide resources that they need for press releases and food. We had a budget for that [laughing] People made donations to help them, from Chester and from my organization. That was about all. It was pretty much limited to making our facility available to them. We did nothing else during that period but support SASS. I mean, all of our time and energy was spent helping them. We suspended everything else, and just helped them. MM: And besides the Media Fellowship House, you were affiliated with CHIP [Chester Home Improvement Project]9 during that time? RW: The what? MM: With CHIP. What was the other organization you mentioned? RW: Yeah. I forgot CHIP. I forgot. Yeah, there were a couple other organizations. CHIP - I forgot what the acronym was, but I know that was in Chester. There was CHIP, and there were quite a few organizations. Everybody had an acronym. RW and MM: [Laughing]. MM: So these organizations were in Media, Chester, and RW: Chester mostly. MM: Mostly Chester? RW: Yeah. Media is kind of a sleepy, little middle- and upper-income enclave. I think South Media had a little, small - but all the families go back centuries, almost. You see a name of a Black family Darlington and a White Darlington, then you see Darlington Road [laughing].                                                                                                                 8  In  1930,  Pendle  Hill  was  established  to  uphold  the  educational  and  spiritual  values  of  the   Religious  Society  of  Friends.  This  Quaker  retreat  center  is  located  in  Wallingford,  PA,  less   than  two  miles  from  Swarthmore  College.     9  Lowell  Livezey,  Swarthmore  College  class  of  1966,  founded  the  Chester  Home   Improvement  Project  (CHIP)  in  1965  with  the  sponsorship  of  the  Robert  Wade   Neighborhood  House.  CHIP’s  mission  was  to  improve  the  housing  conditions  of  working-­‐ class  people  in  Chester,  PA.  SASS  members  involved  in  the  1969  sit-­‐in  volunteered  with   CHIP.  The  organization’s  records  are  located  at  the  Temple  University  Urban  Archives.   �   Robert  Woodson  Interview  13   Quakers, as you know, let their slaves go. Released them and then gave them land, so you have like Concord and all these little Black enclaves that go back 200 years all over that area. Interesting history. Some of the old mansions, you can just see the Underground Railroad tunnels that lead from a person’s house out to the field. [Emergency service vehicle sirens in the background]. MM: Wow. RW: You can still some of those in Wallingford and Chichester, and all like that. Some of the old mansions maintained that antebellum kind of history there. MM: So, I think we’re getting ready to wrap this up, but I wanted to ask about the end of the protest. You said that once President Courtney Smith passed away, that was the end of your RW: Involvement. MM: Involvement. But, can you tell us if Black Swarthmore students continued to work in Chester, and if you continued to be involved with them through that space, like their mentoring or tutoring in Chester? RW: No, I don’t recall. I don’t recall. I just know that we moved on to other things, other issues since our goal was just - [sirens get louder] an ambulance service. [laughing] So, once the service was delivered MM: Yeah. RW and MM: [Laughing]. MM: Once you made it out alive [laughing]. RW: After everybody got out alive, and everybody was talking and whatnot, we just kind of went to other things. I saw some of them - I left and went to work in Boston for two years, and I think Don was in Harvard Law School, so I ran into Clint Etheridge and those who went to Harvard Law School. I saw them in Boston, occasionally, socially. I remember they came up. Most of them went to law school, I think. Marilyn Holifield. MM: Yeah. RW: And Don Mizell I know went to Harvard because I used to see him at my office. I don’t know where Clint went. Someplace. But I know Don and Marilyn Holifield came to Boston. That was it. Again, mine was an ambulance service [laughing]. MM: Do you have any other questions Ali? ARP: I don’t. �   Robert  Woodson  Interview  14   MM: Is there anything else you want to make sure we make a note of? Anything we didn’t ask you about? RW: I wasn’t clear what role Asmarom Legesse - I know he was a very nice guy, I don’t know if he’s still around or no, but he was an interesting guy. He was the only Black faculty, he was very supportive. No, that’s about it. We just about covered everything: how we [SASS and I] met, and then what our role was, what their role was, the incident involving the death of Courtney Smith. I think what’s important for me, that I remember most, is just how sophisticated and self-confident the students were to be so young and not get caught up in the hype of the movement. Because a lot of people in movements get impressed with themselves when they’re on television or in the newspapers, and that becomes an attraction and a distraction. So they get defined by the distraction [laughing] and not the content of what they were about. But SASS never wavered from that, and I think that’s why their movement was the subject of a Life magazine profile. Because of the dignified way they handled it. Columbia, you don’t see anything about Columbia. That was a mess. Some students got barred forever from going back to school. I knew some young people who went through that, they never went back to college. That was it. ARP: Yeah. MM: Well, thank you for your time. ARP: Thank you. MM: This has been really informative and it’s really wonderful to hear from someone who was there, and who had a little more experience or a little bit more wisdom to see what was going on during that time. Because I’m sure it was an emotional, trying time for people involved in that protest. But, thank you so much for sharing your story with us. RW: Yeah, because a lot of people who try to help people, they use them for their own purposes. ARP: Yeah. RW: They had to be careful. I had to be an example of what I was telling them to avoid [laughing]. So, I tried to be faithful to that. Not getting involved in determining what their demands were, just being on tap but not on top. That’s very hard sometimes for people who try to help. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Woodson Interview Transcription Creator An entity primarily responsible for making the resource Robert Woodson Date A point or period of time associated with an event in the lifecycle of the resource 06/24/2014 Format The file format, physical medium, or dimensions of the resource .pdf 1969 sit-in Clinton Etheridge Courtney Smith's death Don Mizell Marilyn Holifield Media Fellowship House Robert Woodson Ruth Wilson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/daca9139ee5fee3c94e4d297bad405fe.jpg 67d8406b821d7b018eab9486806d5717 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 Roberts Feels Sensitivity Vital for Reconciliation Creator An entity primarily responsible for making the resource Phoenix J. Doetis Roberts 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 03/13/1970 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/827fd0a2f69cbfedcce07d5214809fe4.jpg 5c33d2e4431ac3a920dc9aa01dbb04bd 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 Roberts Ties Black Power to Christianity Creator An entity primarily responsible for making the resource Phoenix Russell Frisby 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 04/24/1970 Format The file format, physical medium, or dimensions of the resource jpg Russell Frisby http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dcf6778e920dfc91c4479fc57deaf2e6.pdf eefe2dfd3917abaf631730211b4caef1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rockefeller Foundation Gives College $275,000 to Find, Aid Negro Applicants Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Format The file format, physical medium, or dimensions of the resource PDF Date A point or period of time associated with an event in the lifecycle of the resource 04/14/1964 Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c53f3036b13f94629c980da9b4e62ace.jpg e95959a3465a31c731e12b2d95266079 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rosalind Plummer (Wood) Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource jpg Rosalind Plummer (Wood) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/41b7832c8cfe5beca001e7d0637c146b.png b68a3ec7661eafd87e0c0910798cd376 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f0b13494631c4acdda115a82481a281d.pdf 9f473d0361c7ca9a31c52c1610733528 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Maria Mejia Ali Roseberry-Polier Interviewee The person(s) being interviewed Rosalind Plummer Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rosalind Plummer (Wood) Creator An entity primarily responsible for making the resource Rosalind Plummer Maria Mejia Ali Roseberry-Polier Date A point or period of time associated with an event in the lifecycle of the resource 08/07/2014 Format The file format, physical medium, or dimensions of the resource MP4 Relation A related resource During her interview, Rosalind Plummer (Ford) refers to artist <a href="http://www.bbc.com/news/world-us-canada-13582880" target="_blank">Gil Scott-Heron</a>, whose legacy includes the composition "<a href="https://www.youtube.com/watch?v=rGaRtqrlGy8" target="_blank">The Revolution Will Not Be Televised</a>" Description An account of the resource <div>Below is a list of times (00:00:00) in the interview where Rosalind Plummer Ford starts to talk about a certain topic:</div> <ul> <li>00:02:30 SASS</li> <li>00:03:23 1970 sit-in, Black Cultural Center, Gospel Choir, Black Dance Troupe, SASS</li> <li>00:09:11 FBI</li> <li>00:17:20 Kathryn Morgan, Black Studies</li> <li>00:21:22 SASS, Black Cultural Center</li> <li>00:24:31 1970 sit-in, Black Cultural Center</li> <li>00:31:15 1970 sit-in</li> <li>00:39:00 Black Studies</li> <li>00:46:40 1970 sit-in, President’s Office</li> <li>00:49:00 1970 sit-in, Black Cultural Center, President’s Office</li> <li>00:51:03 Faculty, Black Cultural Center, Student Body</li> <li>00:54:08 Kathryn Morgan, Faculty, Student Body</li> <li>00:56:50 Black Cultural Center</li> <li>01:00:00 SASS</li> <li>01:08:15 Black Studies, Faculty, Kathryn Morgan</li> <li>01:17:05 SASS, Faculty</li> <li>01:20:44 Black staff</li> <li>01:28:50 Black Dance Troupe, Gospel Choir</li> </ul> Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Rosalind_Plummer_(Wood)_Interview_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Rosalind_Plummer_%28Wood%29_Interview_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Rosalind_Plummer_%28Wood%29_Interview_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> 1970 sit-in Black Cultural Center Rosalind Plummer (Wood) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cbeb85cc629511fa506b2b2aa4966925.jpg 7ae121d6e8b4049e4b08d95f439ed904 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rosalind Plummer (Wood) Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1973 Format The file format, physical medium, or dimensions of the resource JPG Rosalind Plummer (Wood)