41 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/165d94a9e26fe197ea18cbd2bdac909a.jpg 878b258eee9429ddbaae93a4f1df78ff 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 An Open Letter to the Swarthmore Community Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Michael Fields Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Michael Fields SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3d58fef739ebe3b7c78c1b13d1044e8f.pdf 67f8cc59b7ff351ccf82a2b6c41fb97d PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 17 held following Wade House entry Date A point or period of time associated with an event in the lifecycle of the resource 11/14/1969 Format The file format, physical medium, or dimensions of the resource .pdf Creator An entity primarily responsible for making the resource Delaware County Daily Times Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/372251a411652c0c754841f99bf9b7f0.jpg 27dba9a834d7365012966671a0e3f39d 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 Letters to the Editor: SASS Support Creator An entity primarily responsible for making the resource Phoenix Steve Bardwell 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 11/15/1968 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/028ad334ac8d84bbe6eb6feac61cb4ce.jpg 1bba536be66c5f2b6400477c4d4ef8c0 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 SC Actions in SASS Row Termed Hasty Creator An entity primarily responsible for making the resource Phoenix Peter Max Zimmerman 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 11/15/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/57f5b994b1d1047b917d3dedf596a52a.pdf eb0c42b0060c2af4403f697b36127596 PDF Text Text /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Studies Curriculum Committee 17 November 1969.pdf Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/17/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4e2444d8eaa1b4a40c68ecbf916822.pdf 3763f1b49ebcfb045ca7cbed58b1cec8 PDF Text Text / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � 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 [Minutes of the Commission on Educational Policy, 11/18/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1653746fb11685df22b980e5d563f3eb.jpg c48b436c6c05e6ea3e5acfe20c0d8f5e 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 Area Students Tutor in Black Ghetto Creator An entity primarily responsible for making the resource Phoenix Abby Rabinovitz 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 11/18/1969 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/25e2988f02e46fbcedf57352d4e195b0.jpg 3791416916b85ba499d42ad22fe18eb6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource How Not to Run a College Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The Chicago Tribune Date A point or period of time associated with an event in the lifecycle of the resource 11/20/1968 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9b599153e5ebbefd408c224a1bb61a51.pdf 05dc8d7b8781b5cc4876b5a36bdb6161 PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bail set in Wade dispute Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 11/20/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5c86c4a2b034a6f7a811d431033a4f2d.jpg 1dd5da15a2826402d97fc3e10542c206 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 Etheridge Advocates Black Pride, Condemns Integrationist Ethic Creator An entity primarily responsible for making the resource Phoenix Clinton Etheridge 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 11/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Black Studies Clinton Etheridge SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/84ca3b1305ac1c785184c722b12a4736.jpg 247d105d9f1a93084515ddeea0553735 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 Up Against the Wall Creator An entity primarily responsible for making the resource Phoenix Hank Levy 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 11/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon SASS Student Body Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c2699bc6d88746663d2c83df5c4c0e28.jpg 04392ae25b3ac8a6543ed2ef7f432b54 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 Meredith Judges Readings, Awards Mizell First Place Creator An entity primarily responsible for making the resource Phoenix Bob DePrete 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 11/25/1969 Format The file format, physical medium, or dimensions of the resource jpg Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a97e8c9e139c4687580a699344e82a99.pdf 8f506d3d71eebb828f53344c16815a66 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 SC Discusses Housing, Tenure, Plans Afro-American Benefit Creator An entity primarily responsible for making the resource Phoenix Tom Marshall 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 11/25/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3fe8a2b1044ce07ab5f6dcdd3635732c.jpg 04624f0cac33cdffca81e9ec55c6737e 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 Fellowship House, SASS Produce 'Accent Africa' For Annual Fund-raising 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 11/26/1968 Format The file format, physical medium, or dimensions of the resource jpg Media Fellowship House SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/46d68011d208f3f686fca51132d09a9f.pdf 18c9642aaec790ce9c5bb55ce524302d PDF Text Text SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Gilmore Stott to Courtney Smith, 11/26/1968, re Upward Bound] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 11/26/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f5bc907c318208b464c9fc18ac0574c0.pdf 2b376e54a9770bcdc6c31bfc8b4a5a99 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 [Correspondence between SASS and Robert Cross 11/28/1969] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 11/28/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c0a24bba8509defe8c0f4b17c12d4a2e.pdf f64b7a58475256ce6cf4051ae092b822 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 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 Accent Africa Creator An entity primarily responsible for making the resource Earl Wilke Robert Woodson Media Fellowship House Swarthmore Afro-American Student Society Source A related resource from which the described resource is derived Media Fellowship House Publisher An entity responsible for making the resource available Terry's Stationers Date A point or period of time associated with an event in the lifecycle of the resource 11/30/1968 Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House Robert Woodson SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea3fd81bba0cf7ae3831e834eed5d833.jpg 8e080f95f4e3bb87258075648bbdfb1c 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 SC Backs SASS Policy Demands 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 11/8/1968 Format The file format, physical medium, or dimensions of the resource jpg SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f395ade0be4244f9588575e77a8693da.pdf 6b625c32ca9385117e1f7a0dc4c60b58 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Leon Bramson to Courtney Smith, re summer programs 12/02/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Leon Bramson Date A point or period of time associated with an event in the lifecycle of the resource 12/02/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f24fe26c3f8aec0a2b3da986a20c2337.pdf 642fa9b8aaca9f44110ab1d66acf9d42 PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Consumer educator to speak Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 12/04/1968 Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House Robert Woodson