43 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/55f171a00b1e7c7b290ee0dbbb3b8615.pdf 8f86a78468a2641412caed2067374997 PDF Text Text I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Courtney Smith, 12/31/1968] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Black Studies Board of Managers Faculty President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a999402240e00824ca17c2f4ed118cb9.pdf 2f3bfa134ffb9c722f3007f16b1fa618 PDF Text Text ���� ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Courtney Smith to Faculty 12/31/1968] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/102158ee8113b9ed94cf399d6d729fb4.pdf 37fbd3f898677cb66598fb187fca7238 PDF Text Text ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. ' "'. .,., .'l " ", c, 0 · "', · • " '" ,.' .' ' ,.' " : '! J. ,:' I, . . " t" ,\ " " "'.'/!,' . ,,',' : , . . , : " 1 ", . :. \ ' , ' ' \' I ,' ". ' , " ' , ', ", ." ~; 'j .. " . " . .. ... .. , ,,;' ", _ 1 ,1' .. . ", ~ ... ' I ",~ . , ' . ,; , " : '.' " ~ .. ' . . ., " ,:, • • I " .... ... · 'i.'· , . '7 ';' , ' , .,, ' "I. . .. '. . • "" ,: ", . :1 • .. : ... .. ', " '" , ~ ·1 '/ ' :'. ;, . .... , " , . '.',.. :.1 , . . .. , ' '. ,,' ,j .' ~ I ' " ' .. . ~ ,' " " ;. ,..: ..... " " , " ." " i 'I . (': . . . . ,' '" '. ', , ,': ' i, ~. '. ,'" , j ' I',:' . , .... t ' .. •· " I,,' . ' '~ " j . ..... , .. " . • . ... .. ....' ... ' ', ' ' • • 1, 1,: ' ~ • .... .. ~ ~ ", . " ': ": . ", ' . .':: r; .' ;' , " '. ' I .. .... . , ! " .' ','.J ,', ';': " . '." , . ' .. j' " " .... " , .... , ' .", '~ I ' ,' ,_'." ' ' .' .' ' : " .: ' I,). r • I \ • ~ ~." . . '... . ,: ... ' \ .,''; '., " .. : .' .. .,/, '" \ \ I' ~' ,~ " • I '" .... ,,' , ! ': .... . . ";. . ' ~ .. ', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. i' , � ASSOCIATION OF AMERICAN COLLEGES AREA CODE . 1818 R STREET. N . W . • WASHINGTON. D. C . 20009 265-3137 202 TELEPHONE December 31, 1968 President courtney smith Swarthmore College Swarthmore, Pa. Dear Courtney: In case it hasn't come to your attention, you may want to be aware of the enclosed paper by Chuck Stone, a hard-hitting attack on your prospective foundation milieu from the viewpoint of black power. Jean and I hope you and Betty will find 1969 the brightest of New Years. Sincerely yours, ~ A . 5· Richard H. Sullivan President . �b '.Vf} '. '. :'T\6 " 1 " ., . 1~cu'LhQ - ~. ) ' . CO NFE F E NC E 0 N , . N ewa r k . 0 ~~ /l'lP Cv-~ ptJUtA-<: - , PO \t:j r-.: I-~ DC • IJ I '. . . ,. . . N AT I O NAL .. . ., ~ D ea l! Ill! W'It I1 U n I t y and Empowerillent of Orack Am c ric i'lns n; A .Conferen I..: nge l ' N ew Y o r k C i ty Wa shin g t o n o tt-,ett ~L l t~ /0 ! I r " '~"' ! \ . . ~ ~..·5~. '. · () . · ...~ /". (' ,. . : f~The 3~d Nali~~al Canb~n,e 1". t r - lV" A'~' ~ . . tJ""\. . , . ' .. ' J .' . 0," . ~, 1 D )."'r. · 1] V'W;..~ · "0 I' \oJ/. .~ 2'... _".,.'.,.s'... '() ~ .·.· 'F~'\ .'tv?: · .y ivlYV . •,& ' 0/, 4.';>/ ,' .. I ... Bla , k Powe< - 19G5 Pllllodol prI;a , Panna. Augu:.t 29 · 0\ . Rcgi~trot ion ) . . . Sopto mLer ·1 Hcodq uor: c rs • " I Churc h 0 f'.- ! 'J\oI voc a tc . pc: 18th & D io'm ond St reets 1 '0 · ~vv Continun ti ons Commltlae N<:Itiona l Hoadqu1I rtofD clo Dr . Ni.l l hn \'i ri ulit , TAX -E)(EMPT FOU ND/l.T I Otl S AN D THE OPPRES S I ON OF BLAC K PEOPLE by Chuck Stone In a white ra c ist soc i e ty bui l t upon th e eco nomic . :, ' : .',' " . 1 e x plol t~ti on of ," , bl ack peopl e , the . , .' t~x - exempt foundati on has bee n the supportive .: .. crue lty tha t permits Ame ri can indus try to 'Justl f y Its continu~d subju g ~tion " of bl ack people . i nd ust ry ref uses to hire black people (and when ' ~. First, . ~meric a n Notional Continuations Committoe . Omar Ahmo d , . Vice -c hairman '. Ron Karonga , Vi~e-ch a irman It does it hires bl ac k peop le In the most demeaning and unskilled J jobs). white Next, it s et s up t ax-exempt foundations which employ only ~cople and wh ich add res s themselves to Inriocuous andirreleAnd f ln a iiy ~ . ' Chuck St ono, Vice-cha irman .. ' l aa iah Rob inson, . . Trea s uror ~· Or .. N atho n \';right, Jr,' '. ChOirmDn ' " vant Issues in American life . these foundatIons;. by an enormous dispensation o f funds., become a controlling Influence , '. . " .. " " " .' on the Intel l ectu al deve lo pme nt, employment of schola~s and' . . ', " ' . .-_formulatI6n of re search programs within the Ame rIcan educational . commun I ty . Throughout this sequence o f deve lopments, white supremacy h~s _ , . • : ~ I ' ,, ' • " to .' ., remained the domIna ting et hic. L . _ -1 The foundations, as do their Industrial s i res, exclude b lack ' pe~prc with the · same a~ :Jndance of , - - ----- ~---_~ '! ~--- .' ' . :', " .. . . .. ' ' " ,'., . . �-, " Tax-Exempt Foundations and the Oppression of Black People Stone/po 2 ethnic contempt. As far as th ey are concerned. there Is no room for black people , in their orga niza t ions as empl oye es. executives. consultants or " I • subject studies. It is no a cc ide n' of history that the Ford Foundation. by Ame~ica. far the largest of the 6.803 found at ions In only hired Its first black program specialist t wo years a go and It is well known that this black ," " , , , ' man has little or no power to make f in a l decisions on grants . While foundations can be expected t o adopt the same racist patterns as .,.., ::'. ." . their corporate sponsors, t he r' ght o f tax- exempt institutions to perpetuate wh ite supremacy i s e spe c iall y intquito us . It Is comparable to an organlzaAnd this ' .", t, J . • . •• • '.' .•.•.. • • •.•. . , .,.....':. : .. ' . ... . ::.' . ,\ ,~ ! ' .' ,' . " , '. tion being given a donation Jus t t o mai ntain racial segregation. \ .. " . .. '. .,' . , " " .~ .~ :.~..',:':'; S ", is precisely vJhat 6,803 Ameri ca n ta x- exempt foundations have done. : , · :-'·',t·· : . ,". ." ; "".: ", . . ' . . .. f" . " " ' .,. f . . , ~/ho a re these founda t ions? \-/ha t do they do? How,much money do they con.' , .t.· • .....: :.: ... . .:'.. .. ." ..: .. : .. .... "I , . ' , '. .... . . ... ' ". , ', .' I " ~ . _ • trol? What kind of programs do they support? • . . • . l.. · · i , I " . • , I ' ". t ,.'::;" .: , I ' , . .' : •• • • • ' .. , .. ': '.... . ' '...... ,' :.!,.: The,following statistics were true as of. 1966: .' ~,' . ' . .:' :, ' . ,., . , ;' , ' '. " ' , '::", " ',.' . ." ..... ';' .I • .' ,' . • " .' .. There are 6,803 found a tio ns . They have combined assets o f $1~,927,OOO,OOO. , .. ' ! : ", '. . '. : :': '. ; 't ~ . ! ' . : ': ~"I , They made a total of $1,212,l,94,000 In grants that year. , ,</ ,, ~ .: , ', . .. " .~ . '~ , " " . ,. •• : ', ' .,- , • They • • ,~. ~pcrate \' • .- programs In s e ven major fields: . ' J ' .~ ., I ' .. " • • , . ' ' '. ! , ' I ·,".' .: • . : ' . . : .. ' , ' t· ' . :. ' Education, ~/elf.:lrc "'. : • . '., ,/J '. : . :t,. " :... . .. ' ,, , , I "I ' ' " Intern~tional Hu n1<ln j t i os , ~ctivlttes ' , ' .. .. , . ' ,' I ,: . :~ "..: ..... , \ Science s HO.:llth Ro 11910n : . " " , ,: " . I , ' .~ . ~ '\ .~ , '. ' ." ..' " " .. ..... " ;' , . • '. : ', ' ' . . .' . , " , ' I . '.' . , . ., . . .', , " . " .,' .' , .~ .. . I ',· . ~ " ,.... '. ,' . " , ,' • \ i , I , ' , , I . , . ', . ',' ,. ; , r d: \ .. ". , ', I ,. . ' ::- .' " , " , .... : • \ I ., . " " .~" ' ;.. ': .... . ," " :.,.,; .. ,' , ".. .' ' ,' " , , , ~ . . .' " , , ' .' ; " " " . ' ,. ~ ~. • I, . '. /. ' ... . . " " ', ' '.' '" .', " . . ,' ,", ' .. .. " .. - , '. , , " .' " �Tax-Exempt Foundations and the Oppression of Black People Stone/po 3 " . .I t I ! I I Because the foundations must mainta i n their t~x-exempt stntus, they fund no politics must be . polit i ca l programs and any s tud y or program dealing t heoretical in nature, non-partisan and , ~ I • ~ith ~s c l ose to non-actionable as posslble • :, ' Foundations also avoid controversinl programs, particularly racial, to avoid . ': " "\' ' the scrutiny of Congress whic h has neve r been enthusI~stic about theIr existence • , " Just as monopoly has beco me the prev.::! ling pra ctice in American business, the ,-.:',' .... . '" ',' ', " '. ' . same game has been played by the r ound.:: t· ons • , .. " , ': :"<:.:" .. " t:: . .. . , . - , Of the 6,803 foundations, 1'3 or O. lZ hold $7 ,750,000,000 or 38% of all t~.c " \ " ' . .. :' . ; · llsted assets of these found ati ons. " ." .~ :. .. ,' ,1 :', ", ." ;:.~. : .:~.. ' These 13 foundat ions 9 i C)0ts are: .. .' . .... .: ,', . ', ' .. \ ., , " , ' , ,' .' . . ,', ' '" " '. ' ', . , . ~" " ,... i '. . Foundat ion . '. ,'. .. . ..... As sets (in millions) .... .....:.".: " ',' , ., :: . .!. " ~ ", : '~ . ..' . .", .' . .. . ", "':.',". '" : ' .' . .'," " ', ' , ,,' . , . .,' "" .. ." ~ .' , ' , .' , ' Ford . . :." . , Rockefeller :.:':) ':;.:. .':: .:". ' Duke Ke I log 9 (W. K.) Charles S~ew a rt M ott .• : ,.>" . John A. Hartford Lilly Endowme nt ~\ , ~, ~' " .' Alfred P. Slo<l n , ' . Carn e gie Corpor6t i on of New York Pew Memorial Trust Longwood Foundation Moody Foundation Rockefeller Brothers Fund ' ~ 3 , 050 .' 854 692 1192 1124 ,' , " , ',' , .' . .- ' \ " I " ': " " •••• : t", ' ' 1 :,' :' 'of ' " 3LI2 320 309 289 273 251 2114 ., . :, ' " : I " ...: . 210 1 It would be hoped, but not expected, that the combined assets of these founda- .'. : tlons dedic,:Jted to everything from world pea ce to more effective methods of " . ., birth control ...lOuld be a major force for th e betterment of r.:lclal relations and resolution ~f racl~l tensions In Amorrca," tho .country which provides their , ' : ', ' ,,' ', ". ' ' : , ', , ' .' , :, " \ .. . . . ' " " " tax-exempt statu~. ' .' I Dut they , ,' I • ~r e not. , " I ," ~ ', \ . ,' .' ; ~ , • .." ', ' , ' 'f , . ," , ' ,',' . , ,", " ", -, ,* ' . .. ,' .. ' , ' . .. " . ',: . '. " " , . .. . '. ' . �; ... / -"'''' Tax-Exempt Foundations and the Oppression of Dl'ack People Stone/po 4 , ,' . ! The fact Is that the overwhel min g ma jority of foundations vigorously eschew any ,. " \ pro~rams which affect, In f lue nce or improve r<lce relations. The indict~ , '. .. . , .. . ' ment by the Kerner Commission that Ame r i ca is a racist society discovers Its Justification In the p~o9rams of t hese foundations. ' " . , . ' ," . ,", ' Of the 6,803 foundations, on l y 40 or 0 . 5% m ade grants (94 In 1966) in the : ' ,' .' . . . f1eld qf rilGC relation!;, These 9rints tot u llcd $5,767,000 or 7'lv ·of the tot.:] 1 (in Itself, the categorization .:l $80,512~OOO , .' alloc()tcd to \'Je l f .:1 rc pro gr cJms . co rn~ one n t .' . ., ... . ' ., .' .. ' .' I " : ,.,.', , ', j , . . :- . . of " ra'ce re ations" as a : . ' .. ' -; ' of t he \·/elfure division Is sorry commcn - . ,:. . . ' . , ':, ':' ~ . ' . . . '. ' • tary on the found<:ltions' mental i ty and l ack of.urgency in resolving the racial . c r lsi sin Ame rica. ) . ' : ' .' ,: :~~" ':.:- ' .' , ... . . : : •.• : .••/Of ~he 6. 8~3 found" t ion •• not on e crop loys a black man In "ny major pI ann i n9 . or :" '}' '. j!, ., ' policy-making position. In fuct, these tax-exempt foundations practice Black experts _. .. ' r ·; ·' I ~ , . . .,I ', .. . .. . . ' ., , '. ' , employment ap<lrtheid as assiduously as their corporate founders. ,! ' . ' ~ . :':', , : ~: '. are not utllJzed and consistently, he vJhite "urbanologist", the white socio- "l ogist, the white political sc'cnt i st, t he white educator, the white economist; " '. ' : ', .: , t , , ~ .' .. ' .:" ' ; . . ' ., " the white urban planner, the white housing expert, the white journalist, the white anthropologist, the white historian and the white writer are hired .:lS ,; . : • : /:, ,.' ," ,," . " consultants, specIalists, Dwardcd fellowships and given the opportunIty to 0rlte , '. " ' foundation books. the II But, the black professional, to the average foundation, Is' i nv lsi b lema n' , • . .' " With malIce aforet~ouDht, the founclDtIon5dellbcrately exclude black persons " ', : " " . " from the oxecutlon 'of progr.:Jr,1s', " .' ' , ' ., , ,'. ,~ ~ " . t, . " • ', ' .. . . .' ~ . . ..'; .. ':: "! ; ., ...... : .' . I , " , " " ,: . ' I : . ," ;,,:, ' , .... ' , :, • " ...,· ,.: :.,~ :· :~·: r; '~.< :; , · . . ' " ., ..' , ..., ' ' , ,'.: :,' "· · .. " . ,. ,~:' . ' , t ' . , . ' . i .' , : . , ' ":'. , • ' . .. . ,' " ''''. I ' ;:. ' ,.. .! . '" .t • ~ :' . .. , : >.,'..' :,;> .} . < ':..:" '.' .:' ·i : ~ I " ":.. .,. .: . . '. ' ,. .' .... ."i.. . ' I "., , : , .' I . ~ " ' .' " ~ ', �Tax-Exempt ~ppression Found~tions and the of Black People Stone/po 5 Wh<lt, if anyth!ng, can be done to ch<::noe this " raclst pottern? '. found~tions ~apablc Are these " : of ch~ngin97 Do they WQnt to change? ~nd Can they be made , , .,' '. more relevant to the bl.:lck commur,i ty If so, hO."I? \·,1hnt speclflc()lly COln ," , ' ' the black community do to achieve greater black participation in the decision, .. , ' ," , ., . . making process of these foundations and to i nsure the employment of more black sta'ffcrs, more black consultcmt!:iilnd mo re grunts to blilck-orlented programs? "" . ;' ; ,: ,!' " " . : . .. ·· . ·. The answers are not simple. ' In fact, t hey are difficult. But they are answers , , , : " .,~ ' ; :' :'~~ ',~. :~: ; , ~ . . ··' ,: , ,'~ .. ·." .·. frontatlon, . ,' , .,', ' :" ': ' \ ", ,'f . whi~h must be ilccepted . Found ~ t j ons , in this era of burgeoning rilcial con- " h.:.vc no altern ati ve If they arc to accept their responsIbility to ' : . ' l" ... .. '.' : . ' help effect a peaceful chilngc. . '. .. , ","' .,: :"':".::'> . The 3rd International Confere nce on B ack Power, therefore, calls on the , . . . .. , ,',' : , " \1 .':.',' ." ,,' \ ~: .: : " .' :.. ... , : . 1. : ', ' , , ,., ' .. ::' ,~ " Elect immediately a t least One back man tol thei~boards of directors or boa rds of tiustees. the board, a second, W here there is already a token black man on militunt, should be elected. ~ .. : ',. 1',· , . ", , ," .. . .. " :: .. .,' , :.'i . ,',. ',': ' 1 ." .' ....: ·.··'.1 . .. , " . . I pre fc r~b l y ~ bl~ ck .. : . .' .: .. Appoint.Jt lc.)st one bluck m<:ln in one of the foundation's top policymaking positions and as one of the foundation's executive officers. (For example, If a foundation has a president, vice-presIdent, secretary, trcusurer, etc., one 6f these off Icers should be a black man.) . ,. . " ' 2. .... , • ~ t • , ,1 ... :, ,. . . . ' " " '. " , ,. t· · \ ~ .. , • i' . ',' ... :,. ' , ', . ' 3. ' " Appoint a bla ck man to serve on the policy-~Jklng committee that rovIc\'IS all gr.:lnts • . Th is .rcq ulro m ontdcr"lunds thtlt a blacK. man have ' .. .' ". ' , .' , ;.' " . ', .. .. .. , ',". : '. " .' ~ ' .. '. ~ ', ~ '. :" '.' , " , ,: , . I ". . ' :' . ' . ,I " , ~ . "'. . : _ ". • I,.",. , , '0 '" ": , ,'I' ' 1 ~ , \ ' ,' , " . ,", .' ". . ' ," .. ~': .... ' . '" , 1' : ' : ' ) : '" • '. . .. .' '" ~. I ~, • , " .'. . " �., Foundations and the Oppression o f Black People ,,', ,: ' Tax-Ex~mpt '. : '; . ',', · .. Stone/p.6 .' . ; ':. " '..' .. " .. the pov/er to help approve OJ- <.l!~nppr ovo 9r~nt$ :' . and , moro Irnportnntly" " submit prog rams for funding . .' '. ,, ' ;.: .',' . Of ., . Each foundation must fund programs . ' ln~olvlng at lanst 10% of their Thus, a founda - · , " " . . , .... ... . ", " , ' 9rants w~ich concern thcrn5clves with r~ce ~elations . tion \>Jhose gr<:Jnts ilre to black medical im lte: " to medi cal re5e<.lrcl1 would <.l\·J<.lrd gr.::nts ".' ', ' " 5chool~J block colleges Dnd universIties, the NQtlonQl " .':.' .. ':: ~ '. . .. . :. ,' •. I ,' , I ", Medical AssociDtlon (prcaominDntly bl<.lck professional society) and other blilck profess'onal groups capable of conducting research. The · : . ' , ', " ::' , \ . .. , 'r · ' , ,' , . ,, ' , ... ;.. " • • , o ',',' ;, 1.,: ';. , . " .. " • ..,\ ' , • I ," , ' ." , ~ " . '::.,,', ', ," :; . ' ' •• , .... ' important aspect of th's measure is that it forces the foundatIons to refocus their ilttention to\'/<:lrd the black community In ilre<:lS they . ·..: : . '. '' . ,' . .' ,~ ,. ". " ',' '.' he~etofore h<:lvC never cons'dared pe rtinent to thelF program areas. wh~thcr ':..' / , '. ' . '"-" .. .' . . . I "I , ,. ' ,-, This applies .• it's the arts, internati onal Dctlvities, the ., t I. , '. '. " " humanities, relig'on, heillth or 'he sciences. Black consultants must be hI red by the foundations. experts in every disclp ine and ilrea of life . There are black . ," ,', . , .' ",:',' '.:f .• ~: .: !. As'a matter of policy, . .' \,.' .: . ... • .~ ' . '. ' . ~ . .. . .' .~. . I • " '. :' found~tions should <.lttemp: to h ire a black consult<:lnt in preference It is a grinding insult to black people for · i i' .~ " ' ..:." , '" t', :' : :~ • ': .: .. • :,' ; .~. .' .~ . , ,.. ' to a white consult<:lnt. t o, • . .. " , .', ' . . I·• . · • . ,'. .. .. " foundations to hire wh ' te consultants to "study" us • \ . I," ," l.: " ' I 6. Black vJriters and appl icants for grants must be given prefErence over whites. Unless his is done, black people will never be able .' to overcom~ the disadvantages under which they suffer -- disadvantages foun d()tl on~. " , \' • ' ,' I built up by the ., In the first pl<.lco. : ' ,,:, '., . ,' ,', : I,' .' ' , t, ' ,' ,f " " :' : . I. ' . . : .,; ,. ., . " - " ---~-~~.:...';. ':":' ~~--....:. ' " , , ",' ' " " . , ! ,." , - t., , i ... . . : ', ' · ' .' • • . :'. ~.'; .:.'.:' ;:': '::...:.~ "" : ',, - , .' :.; .:<. ,.',,; " ,.:;.. ' . • " I,': . . , . . '. , ' " : '.- , ' . ' "• . ' I '" .' .. ,. , .... .. , " ', ~" ',' ~ ,'./ .:' .' t:'~:, , . ,. .:, ,', -.' . ' . . \ :' �, Tax-Exempt Foundations and the Oppression of Black People Stone/po 7 7. A black m~n~ust be hir ed as ~n exe cutive in the personnel departmen t of the foundations to help Integrate the staffs of these foundations. Where such a dipzrtmcnt Is too smal to hire a black man to conccn- trate on fair employmcnt,t ,cn the f6undatlons should be encouraged to utilize such minority-grou p s)ec ~ ~llst s as Richard Clarke and Associates , t ' \ ' .. ' in , Rockefeller Center, New Yo rk City. The days of "VIO- Jus . ., ' ' i .."" .. t-cnn' t- f i nc.: - a - qu-J; , f i cd -b 1<:lck - person" are ove r. Tha t They are . ,' :I . .' .: .; . ,', ;1 , ~ ~ .' , " , gone . They don't exist anymore. xcusc is no longer acceptable to the by the foundations as a white .~ .:: . \ '" " , . " . :,;>' : . ...,' ... ' . ;, .. , . ~ . . ~. , bla ck communtty and its .cont inued cx ploi~Qt lon . ', ' racist alibi will only esci"ate the co ho t Cj warbetwaen whites and blacks tnto , a ; .. , , . ', . v j 1 . ./c:l r . American industry, the roost Inventive and imaginnti ve complex In the ,hi story of mankind, which has been able to orbit men in space, send rockets to the moon, ' i' " cure incurable diseases, build gr~vity~dcfying skyscrnpers and weave an intrlcate web of i ntercontinen tal highways must surel y be able to encourage its; . :. . tax-exempt \'/rlte-offs known as found<:ltlons to solve the problems -- not of , mank i rid but between white Americans and black Americans . ~nd : " '. ,: . " t' " ," ~" .' " ':. ,;' .: ' If there is no change In the employment I . granting pattern of American founda- I '.'> .. "". j tlons, then the blc:lck cornmunlty next year must mobilize its polItical strength to spotlight the racism of these foundations by publishing a detailed Investiga- , tl on of ' their activities and enorg"zlng c f ull-scale Congressional investigation . '£) .. , . ...... , . . , ':' t both the House und Sonn te i e ve 1 and demand I n9 ll n I nves t r gn t I on by the s ta to , . ,' ·'., ••• . i.· ••• . ' ,' " lcgl!ilaturc:i w-/hcro. these 'foundctton!i .no\'J opor£lto.'" ' . . > \ I " : . . I' " ' . .\ . ' ~ : • r~ . .' . ". " ., I <_,", 'I , .. • I • " , ' . .... : ••• . • '. " , ' 0 • ' ~ "'. , . :" '. ' I',~ . , " " . \ ,: , ,', (:.! ':.', , It " \ \ \ """ . :.~ . . ;. . ,; ,', .~.. . ' " , . :. '. ...., �.~ .., ' T':lx-Excmpt Foundations and the Oppression of [n ()ck Peop 1e '.' \" " , . Stone/p o 8 ': .' It s to be slncerey hoped tha t t he foundations , with their heightened problem~ sensitivities to the mQnifold :. . "'" . \ ,;' '1 ,' of s ociety and man's relationship to relev~nt his fellows will rr.ove forthrig htly to become of racial ':. ', Instrument5 in the cause , pc.:\cc. Law an~ order start wIth . ,'f; " thi~ requ I remen t. ," \ , " , '" , .. ~', . .J ,,. .' . , . .. t. , .:... : . j.,: ' / \ ," .. " ; . " , .. ' "'. .,., .'l " ", c, 0 · "', · • " '" ,.' .' ' ,.' " : '! J. ,:' I, . . " t" ,\ " " "'.'/!,' . ,,',' : , . . , : " 1 ", . :. \ ' , ' ' \' I ,' ". ' , " ' , ', ", ." ~; 'j .. " . " . .. ... .. , ,,;' ", _ 1 ,1' .. . ", ~ ... ' I ",~ . , ' . ,; , " : '.' " ~ .. ' . . ., " ,:, • • I " .... ... · 'i.'· , . '7 ';' , ' , .,, ' "I. . .. '. . • "" ,: ", . :1 • .. : ... .. ', " '" , ~ ·1 '/ ' :'. ;, . .... , " , . '.',.. :.1 , . . .. , ' '. ,,' ,j .' ~ I ' " ' .. . ~ ,' " " ;. ,..: ..... " " , " ." " i 'I . (': . . . . ,' '" '. ', , ,': ' i, ~. '. ,'" , j ' I',:' . , .... t ' .. •· " I,,' . ' '~ " j . ..... , .. " . • . ... .. ....' ... ' ', ' ' • • 1, 1,: ' ~ • .... .. ~ ~ ", . " ': ": . ", ' . .':: r; .' ;' , " '. ' I .. .... . , ! " .' ','.J ,', ';': " . '." , . ' .. j' " " .... " , .... , ' .", '~ I ' ,' ,_'." ' ' .' .' ' : " .: ' I,). r • I \ • ~ ~." . . '... . ,: ... ' \ .,''; '., " .. : .' .. .,/, '" \ \ I' ~' ,~ " • I '" .... ,,' , ! ': .... . . ";. . ' ~ .. ', ',' , . . .. .. ,'. ,', ,. ,. ' ' . . ,I I. , " . ' :. '" " ,I ., ~ '. :: ':'" ....:.. \' .',. .' , . " ". ' '. " ", .: \ '.' ...~ . ,) ' ;. : \. ' . , ,,' :," ' ,' ,' . , I ~ .~ \ . ,' , ' . .' " ." ~ ' , '. , 1 . ." :, / .. :i t " ~ .... " " " :,,,' . ~. " ... '" , .' " ; ",' I . , " :' • .. " . .' ' . .,;., '. ." ~ .' " . .,.1. " ' .. " ,', '. . , ' ', \1; , ! " ," . .' ':< , : , ,: . . :. . to .: ,; . " '. ': " ,' " , :' . ,', ' , . j " '.' \ " ,:,. ', ': "...... . .. ' ." ,', " ',. : ,. : " " " ' 1 " ' . '"I, . ,', : :' " " :, I . : .' , , : ; . ,'.' ,', I~:" l , • • ," " t ·. ',; i' I .. i' , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tax-Exempt Foundations and the Oppression of Black People Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource Chuck Stone Publisher An entity responsible for making the resource available National Conference on Black Power Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fbab09ff9f12570de6e83f4aedfe5e03.jpg f4c17b398281a34218e8a242aac637ba 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/GUvBGZnL9rE" frameborder="0"></iframe> 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 "Swing Low, Sweet Chariot" Description An account of the resource The earliest known recording of "Swing Low, Sweet Chariot" is that of the Fisk Jubilee Singers in 1909. <span>It was written by Wallace Wilson in the 19th century.</span> Date A point or period of time associated with an event in the lifecycle of the resource 1909 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a><br />This video represents licensed content on YouTube, meaning that the content has been claimed by a YouTube content partner. Publisher An entity responsible for making the resource available Nathaniel Jordon<br />published via YouTube.com Creator An entity primarily responsible for making the resource The Fisk Jubilee Singers Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm This recording is a part of the National Recording Registry. Joyce Frisby Baynes '68 recalled that she and others sang and listened to old spirituals such as “Swing Low, Sweet Chariot”. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6094c6d2571ce41e395843c233648d24.jpg 9bc992768656a5fdd917a9ce65e9cb66 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/VrLBK2WXFQE" frameborder="0"></iframe> 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 "Spiritual Trilogy: Oh, Freedom; Come And Go With Us; I'm On My Way" Description An account of the resource <span>"Oh Freedom" is a post-Civil War spiritual heavily associated with the Civil Rights Movement.&nbsp;Joan Baez famously performed it in 1963 at the March on Washington.</span><br /><br /><span>This version of "Oh, Freedom" was recorded as a part of "Spiritual Trilogy" on&nbsp;</span><em>Odetta Sings Ballads and Blues.&nbsp;</em><span>Also included on the track are&nbsp;</span><span>"Come and Go With Me" and "I'm on My Way". The album was released by Tradition Records in 1956.&nbsp;</span> Date A point or period of time associated with an event in the lifecycle of the resource 1956 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available Grammercy Records<br />published via YouTube.com Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Joyce Frisby Baynes '68 recalls singing "Oh Freedom" with others while at Swarthmore College. Marilyn Holifield ‘69 recalled listening to Odetta’s music. Creator An entity primarily responsible for making the resource Odetta http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2fe5ed60f5768255c1bfba8482fad243.jpg 17ca05d439a331dc6dc59fe9f72a60bc 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/BqwjUtf0bas" frameborder="0"></iframe> 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 <em>Sketches of Spain</em> Date A point or period of time associated with an event in the lifecycle of the resource 1960 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available SShogun872Shogun<br />published via YouTube.com Description An account of the resource <em>Sketches of Spain&nbsp;</em>was recorded at the&nbsp;Columbia 30th Street Studio.&nbsp;Gil Evans, an arranger and composer, worked with Miles Davis to create the album.&nbsp;<br /><br />Miles Davis recorded the album between November 1959 and March 1960; it was released later in 1960. Creator An entity primarily responsible for making the resource Miles Davis Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm It is considered Davis' most accessible album. Evans and Davis won the 1961 Grammy Award for Best Original Jazz Composition for&nbsp;<em>Sketches of Spain.&nbsp;<br /><br /><br /></em><span id="docs-internal-guid-61335b5e-cbc3-6083-0a00-943f15a7a869"><span>Marilyn Holifield &lsquo;69 recalled listening to this album.</span></span> http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6fa88ffb52a82e1ff170a8e3ea77aa94.jpg c31cf2f912ad8b0f340164e86d339b97 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/fOxA3AK1foI" frameborder="0"></iframe> 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 "Jump In the Line" Description An account of the resource The song was composed by Lord Kitchener. Harry Belafonte's cover was released in 1961 by RCA Viktor Records on <em>Jump Up Calypso</em>. Date A point or period of time associated with an event in the lifecycle of the resource 1961 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available burakpaktan<br />published via YouTube.com Creator An entity primarily responsible for making the resource Harry Belafonte Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm <em>Jump Up Calypso&nbsp;</em><span>reached #3 on the&nbsp;</span><em>Billboard</em><span>&nbsp;Pop Albums chart.</span> http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5007ba725ff9afc907b0caa5c659c6c3.jpg 7cc5a144be5ec2a10f045ad1e1def309 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Morrow Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1962 Format The file format, physical medium, or dimensions of the resource jpg John Morrow http://s3.amazonaws.com/sc-lib-ds-bl1969/original/58acad7059bd7e4105f38398a88be5c0.jpg 509074bb47ab28b78a839552dca8e4fe 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/_bpS-cOBK6Q" frameborder="0"></iframe> 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 "Green Onions" Description An account of the resource Volt 102 of Stax Records first released the song as the B-side to “Behave Yourself” in 1962.. Stax 127 later released it. Date A point or period of time associated with an event in the lifecycle of the resource 1962 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available dutchmanmm<br />published via YouTube.com Creator An entity primarily responsible for making the resource Booker T. & the M.G.s Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm "Green Onions" entered the&nbsp;<em>Billboard</em>&nbsp;Hot 100 the week ending on August 11, 1962 and peaked at No. 3 the week ending on September 29, 1962.<br /><br /> <p dir="ltr"><span>Don Mizell &lsquo;71 recalled listening to the band.</span></p> http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6c94383906ccf995f37acd0d1004491e.pdf 56fec5a98bcf30980989ded2433fea45 PDF Text Text ���� ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Revolt of the College Intellectual Creator An entity primarily responsible for making the resource Everett Hunt Publisher An entity responsible for making the resource available Aldine Date A point or period of time associated with an event in the lifecycle of the resource 1963 Format The file format, physical medium, or dimensions of the resource pdf Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/211c1b3f678bee1b0c05f9179112bdf2.jpg b274ba7889a3309a2c13791155cd433b 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/hRcSX1ebyFo" frameborder="0"></iframe> 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 "I've Been Trying" Description An account of the resource "I've Been Trying" is the second track on <em>Keep on Trying,</em> released in 1964 by ABC-Paramount Records. Date A point or period of time associated with an event in the lifecycle of the resource 1964 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available MrJohnnyNumbers<br />published via YouTube.com Creator An entity primarily responsible for making the resource The Impressions Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm <span>Don Mizell &lsquo;71 recalled listening to the band, and Clinton Etheridge &lsquo;69 remembers dancing to the song at &ldquo;soul parties&rdquo; on Saturday nights.</span><br /><br /><em>Keep on Pushing</em><span>&nbsp;#8 on the&nbsp;</span><em>Billboard</em><span>&nbsp;Pop charts and #4 on the R&amp;B Album charts.</span> http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3d723263f2a9997a8af955615abf5d2b.pdf 4728d3f37bfa17a44cc3b08f888a17f6 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 Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Prospectus Creator An entity primarily responsible for making the resource Chester Home Improvement Project Source A related resource from which the described resource is derived [URB 25/2 Formation 1965], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965 Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/da442277feaf9b67b5664e6be5fcfa8c.jpg 10e43d3315517a5a9640713303663738 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Karen Johnson Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1965 Format The file format, physical medium, or dimensions of the resource jpg Karen Johnson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f628fa22c10107f4c09044b592bf5fe0.jpg 9b8b4461a77f119afa78693c34690048 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/TmD16eSy-Mg" frameborder="0"></iframe> 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 <em>A Love Supreme</em> Description An account of the resource The album was recorded in 1964 and released in 1965 by Impulse! Records. Date A point or period of time associated with an event in the lifecycle of the resource 1965 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available RadioJazz891<br />published via YouTube.com Creator An entity primarily responsible for making the resource John Coltrane Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant |3|0.0000000|0.0000000|osm The album is a part of the Smithsonian’s National Museum of American History’s “Treasures of American History”. Marilyn Holifield ‘69 recalled listening to Coltrane’s music. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9159d3693ffa9a783558c07cd105093b.jpg ced53ac1692a39b29fba3f1beb139d81 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/ughAVo2ZAag" frameborder="0"></iframe> 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 "Strange Fruit" Description An account of the resource <span>"Strange Fruit" was first a poem written by Abel Meeropol. It was first performed by Billie Holiday.</span><br /><br /><span>Nina Simone recorded the song for her 1965 album&nbsp;</span><em>Pastel</em> <em>Blues</em>, released by Philips Records. Date A point or period of time associated with an event in the lifecycle of the resource 1965 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available WiseMonkey568<br />published via YouTube.com Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm The album hit #8 on the&nbsp;<em>Billboard&nbsp;</em>R&amp;B charts.&nbsp; <p dir="ltr"><span>Marilyn Holifield &lsquo;69 recalled listening to this song. &nbsp;</span></p> Creator An entity primarily responsible for making the resource Nina Simone http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f006a53ea0daf2bfd414898ee7f9a9d8.jpg 32baec12e58561cd1bb31bea2088b916 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 Liberation 1969: the Playlist Description An account of the resource Inside and outside of SASS, the Black students of Swarthmore College bonded with each other through music. Whether it was remembering the concerts off-campus that they drove to see, the soul parties they held on Saturday nights, or their own musical undertakings, particularly the Gospel Choir, music was constant in their lives at Swarthmore. SASS’s first Student Council funding was in part for musical performances; they brought Conga drums on their midnight march to President Cross’s office in 1970; and they sang songs during meals in the Sharples Dining Hall. A depiction of Black students at Swarthmore College from 1968 to 1972 would be incomplete without a soundtrack. The following twenty-five songs were chosen for their popularity, for their lyrics, and for the fact that Swarthmore alumni remembered them specifically. Encapsulated in these songs is a glimpse of music from the late 1960s and, more importantly, a sense of how Black Swarthmore students related to it. Below you will find genre-influencing, career-shaping singles and albums. Hits like Otis Redding’s “(Sittin’ On) The Dock of the Bay” and The Supreme’s “You Keep Me Hanging On” are mixed with the timely, poetic, graphic depiction of a Southern lynching in Nina Simone’s rendition of “Strange Fruit” as well as James Brown’s empowering "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)". Students sang spirituals such as “Oh, Freedom” and “Swing Low, Sweet Chariot” together; some of the same students danced together to The Impressions’ “I’ve Been Trying”. These songs, albums, and artists were chosen from those remembered by alumni. I would like to thank Joyce Frisby Baynes ‘68, Marilyn Holifield ‘69, Clinton Etheridge ‘69, and Don Mizell ‘71 for sharing their musical interests and memories while at Swarthmore, and I would like to thank Harold Buchanan ‘69 and Myra Rose ‘72 for remembering that Feliciano was played in the halls of Parrish, at least for a few nights. Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms" target="_blank">Standard YouTube license</a> Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="640" height="360" src="https://www.youtube.com/embed/FGVGFfj7POA" frameborder="0"></iframe> 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 "In the Midnight Hour" Date A point or period of time associated with an event in the lifecycle of the resource 1965 Source A related resource from which the described resource is derived http://YouTube.com Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available fabrizio autore<br />published via YouTube.com Description An account of the resource <span>"In the Midnight Hour" was written by Wilson Pickett and Steve Cropper. It&nbsp;was recorded in 1965 and released as a single and on&nbsp;</span><em>In the Midnight Hour.&nbsp;</em> Creator An entity primarily responsible for making the resource Wilson Pickett Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm <span>"In the Midnight Hour" peaked at #1 on the R&amp;B charts, #21 on the pop charts in the US, and #12 on the UK singles chart.</span> http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1d70bcf91ff4d98954e8e7e00d2850f4.jpg 0a01f15ef82752dbd33f6c48bfe7de41 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Marilyn Holifield Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8816ff62b6f59f53558ffed89b5c3e6b.jpg 0fe82c58988b70f3f8eb715e805f742b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Aundrea White (Kelley) Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Aundrea White (Kelley) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9f8399fd81eaa2726d0e7614e838559d.jpg f0c8fe4cca74ccefd59e00cb8c86ea31 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bridget Van Gronigen (Warren) Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Bridget Van Gronigen (Warren) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/756c984ee7132b8faef1ecdee338ae1e.jpg 9b45a0dc185bbe993e3f9a0a321d8d26 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Myra Rose Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource jpg Myra Rose