44 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b9e8fb81343c21064111056e9bb26ce1.pdf 6fc0671a4f4347013536219c59201a64 PDF Text Text 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � 10- i -/9 il ,. S'HARTHMORE COLLEGE -' Swarthmore) Pennsylvania 8 october 1968 To Swarthmore Faculty and Students: Early in September I asked the Chairman of the Student Affairs Committee to have that committee review our present and long-standing practice in regard to the use of campus facilities by commercial firms, graduate and professional schools, and government agencies for discussion with students concerning career possibilities. The committee will take up this matter at the earliest opportunity. Our practice, followed without exception for many years and never seriously questioned by the College community, is consistent with the positions (see enclosures) of the American Civil Liberties Union and the Council of the American Association of University Professors. It is salutary to review such practices from time to time, hmTever, so that our policy may be based on general understanding and support. In making its review, in which others will eventually take part, the Student Affairs Committee will welcome eXpressions from all members of the College community. Courtney. Smith President �STATEMENT OF AMERICAN CJ:ilIL LIBERTIES UNION CPRPORAT'rON AI-ID GOVER~IMENI' RECRUITERS ON THE COLLEGE CAMPUS Concerning Many ' Ame£i~an colleges and universities are currently confronting a major controversy with respect to the use of campus facilities by corporations and government agencies for discussion l'lith students concerning career recruitment. In some instances, the disruption caused by demonstrations against the presence of particular recruiters on college grounds has led institutions to rescind temporarily their invitat~ons to controversial recruiters and to re-examine their traditional policy of extending invitations to accredited agencies on a non-discriminatory basis. The complexity of the problem is reflected in the differences of opinion within the academic community concerning the university's role with relation to recruitment. The American Civil Liberties Union has given careful attention to the many aspects of this controversy in an effort to understand and determine where the civil liberties and academic ·freedom issues lie. We offer the follmTing conclusions. On~~ampus central to university the use of infringing career recruitment is essentially a service to students and not the educational purposes of the university. Therefore, college and officials may decide, as a matter of institutional policy, to refuse their facilities to all recruiting agents of any category without on the basic precepts of academic freedom or civil liberties. On the other hand, if the established policy of the institution permits outside recrUitment, it is incumbent on the administration, in the interests of academic freedom, to assure that facilities are made available, without discrimination, to the representatives of any commercial firm or government agency, including the military, invited to the campus for that purpose by any authorized administrative, faculty or student group. The same rules and regulations that normally govern the appearance of outside invited persons on campus should prevail. The Union believes that any decision to exclude some recruiters, arising primarily from a political controversy, poses questions of civil liberties interest. Whether based on the imposition of an ideological test, concern for the physical safety of its students, disruption of the orderly processes of the institution, or protection of students from the threat of reprisal by draft reclassification, the barring of accredited outside agencies strikes against the concept of the open university and the right of students to hear all points of view. Moreover, selective exclusions that deny students access to particular recruiters are discriminatory in their application and suggest a possible infringement of the spirit of the equal protection clause of the Constitution. For these reasons, it is our judgment that no issues of civil liberties are raised if an educational institution decides as a matter of policy to admit all accredited recruiting agents from the campus or to admit none, but a decision to admit some and exclude others would be discriminatory and an incursion into the basic principles of academic freedom. We also believe that free speech and academic freedom require that protests on campus relating to recruitment by any segment of the academic community should also be fully protected. This includes all forms of legitimate protest �such as speeches, peaceful demonstrations, picketing, rallies, etc. However, demonstrators who are moved by conscience or the intensity of their convictions to use means -of -'protest whic!l result in depriving others of the opportunity to speak or be heard, physically obstruct movement or disrupt the educational or institutional process cannot expect support on civil liberties grounds and must be prepared to accept the consequences of their action. We assume that regardless of the manner in v1hich protest is expressed, procedures of due process will be strictly pbserved by the college and university where infractions are charged. ~, A collateral issue to on-campus recruitment is raised by the use, in some instances, of outside police to quell disturbances on university grounds. Traditionally, universities have been self-governing institutions which have settled their internal dissensions and difficulties through the art of discussion and persuasion and, only when unavoidable, by the use of campus authority and discipline. We believe that outside police should not be surnraoned to a campus to deal with internal problems unless all other techniques have clearly failed and then only on the basis of rules made in advance with the participation, consultation, and preferably, concurrence of representatives of students and faculty who have been selected in a truly representative fashion. February 19, 1968 �-. ; ,. SPECIAL RESOLUTION On October 28, 1967, the Council of the American Association of University Prof'essors adopted the following special resolution: . .. . . ) -' The American Association of University Professors and the academic community have long stresded the furidamental principle set forth in the 1940 statement of PrinciEles on Academic Freedom and Tenure that "The common good depends upon the free search for truth and its free exposition. Universities and colleges are dependent for their very life on the maintenance of this principle within their walls_ The Council of the American Association of University Professors has again asserted this principle at its meeting of October 28, 1967. 1I The Council also approved the Jolnt Statement on Rights and Freedoms of Students, which affirms that if Free inquiry and frE:e expression are indispensable to the attainment of the goals" of academic institutions. The Joint Statement emphasizes that "the responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community" and develops other implications of these principlesQ The Statement notes that students should "be free to support causes by any orderly means which do not disrupt the regular and essential operation of the institution. 1I In view of some recent events, the Council deems it important to state its conviction that action by individuals or groups to prevent speakers invited to the campus ~~om speaking, to disrupt the operations of the institutions in the course of demonstrations, or to obstruct and restrain other members of the academic community and campus visitors by physical force is destructive of the pursuit of learning and of a free society. All components of the academic community are under a strong obligation to protect its processes from these tactics. 384 AAUP BULLETIN Winter 1967 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of American Civil Liberties Union concerning Corporation and Government Recruiters on the College Campus Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource American Civil Liberties Union Date A point or period of time associated with an event in the lifecycle of the resource 10/08/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/70b47df4434b3cbc499c7578f2530fe0.pdf 946744015dc6f0072bd58cde6531b998 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement Regarding Sam Jordan by President Keith Spalding Creator An entity primarily responsible for making the resource Keith Spalding Date A point or period of time associated with an event in the lifecycle of the resource 05/14/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ac9e77189fbc636b34ac694b1b9a7ddd.jpg 6146e0524a81afe611169a241351b39f 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 Steve Piker Creator An entity primarily responsible for making the resource Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource JPG Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8f7e3d712805984926f19f18e231353f.jpg 6146e0524a81afe611169a241351b39f http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f6d5bac92d1e12b67a004c07e1c527eb.mp3 f7bb8caf0b66806e5875052ca4449290 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3c864ee2506d87a9dae7f0e0e59dbe22.pdf 259bda60c3fc6b32026679434fb52378 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview John Gagnon Interviewee The person(s) being interviewed Steve Piker Location The location of the interview Steve Piker's House Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1 hour, 45 minutes 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 Steve Piker Interview Creator An entity primarily responsible for making the resource Steve Piker John Gagnon Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 06/24/2014 Format The file format, physical medium, or dimensions of the resource mp3 Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dbb4c5547688008d25e91661fcb0c54b.pdf 4ab77301dd71b44667a8a169286a8337 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Steve Piker Interview Transcription Creator An entity primarily responsible for making the resource John Gagnon Steve Piker Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 08/11/2014 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a374d815698302c428479aa66a34474d.jpg d183d1b7f0a6a53e60a856e91ece1d3d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Student Claims Issues Unresolved Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 04/21/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7b713aba03db10eb544530f979147681.pdf 68bfcbccfb7e97b14e98dc848e88f01a 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 Student Council Minutes, 6 February 1967 Description An account of the resource Box 74, Student Council Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 02/06/1967 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/39712bd6f1dacd9e645a5cbebb271976.jpg 1ba81f34359047ec78020cc074bf076b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Student Council President's Statement Creator An entity primarily responsible for making the resource Phoenix Ellen Schall Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 01/29/1969 Format The file format, physical medium, or dimensions of the resource jpg Courtney Smith's death Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b1fceea2f358a88120a7037ffdd08e0f.jpg 6cf553d65bd180918ead1e3792008200 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 Student Statement of support Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/978ee4bbbcc7ca40e0d6d27bbc125100.jpg 52e1d5e184ce33af9a33ebfb6c1770ca 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 Student Takeover Ends at Swarthmore Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/17/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c8737f36289f605fb17cf3190b233b38.pdf c79154a85cd50c5985a38a3ee755127a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Students Assail Racism, Pragmatism Of Council Black Studies Appointment Creator An entity primarily responsible for making the resource Phoenix Alex Aleinikoff Barney Brown George Roache Randall Cooper T. J. Morrison Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/13/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b23d74bc9cd7864f7d57b3113fb0d15.pdf 626496a94ccef9806ab6ec052f8ec5fc 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 Students Get Roles in Hunt for New College President Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Ray Didinger Publisher An entity responsible for making the resource available The Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 01/07/1969 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3a83f34099773d14149237e451b51d36.jpg f5ebc8fc023f3bc4404341ca729287ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Students in Parrish Hall during the January 1969 sit-in Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/aadfb57c1e89e7768f726d2a48006ef8.pdf 358f39775b08d528371c5693f5d6ea7b 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 Students Take Over, but it's all Academic Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Israel Shenker Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 03/07/1969 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/85dbbb5388645b8c7edb79348c708bfa.jpg 6705abe615770fc96db73e29946491a7 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 Subversion of Reason Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e6e5da9c263479ff631405e7ad097f1e.pdf d9921f54cf737d47f9086dc4811d7dc8 PDF Text Text IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � 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 Suggestion for Discussion Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions post-enrollment support Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/47ddbdfc73a9ae46efd79b210e6c4f3a.pdf bebbf2272877c3ee60ab9d997b4160cc PDF Text Text ���������� ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Suggestions for an Alternative Approach for Black Studies Description An account of the resource Box 2, Administrations File Creator An entity primarily responsible for making the resource Don Mizell Date A point or period of time associated with an event in the lifecycle of the resource 08/19/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b86d8776f51880f23835e777cc03f91e.pdf f139e25467a4e6087976f2adf61d6245 PDF Text Text EirL~}Jjil[{ },}~l ai' )):l. £; (:1}.rj[~:t.. ()1;. c:1 {)0 1 1t (:l J.. tS~:Cilr:~ t :t\TGS }': (}~>? D p~eo [~i.':'8i·~1 ai ' 131~ ~.1 (~lc S 1;t\c15.8 0 [~ ·t IS ·t~J8 ::: t;11YlO :~:~; 1' =~,~,c~~. ~~~~~i~,~:mg()'~; l~:~~~~{i.~~l ~ ~~a~I~ 3'~~ ~ ~3'~: ud :lc:s fit. ~ J c!1Jl..t:y~ .. ?G :L7:~ f1·Lt ?. (; ;:! f~ t ~;~ ~.Ci..l :-t ]'~ ·L ir}.(~ f~: ':~ lIl~~y r:~:G ~~.:' t) 8 ~r;~ , i3C-?J.G: pnx~t t J E1E)~ nIl. 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summary of Discussion about alternatives for a program of Black Studies at Swarthmore Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/606708f9443d5bdb9f365ac015586daa.pdf d0e4f75b9d893a01c8d20aa36ba81040 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summer Upward Bound to Feature Internship, Control by Counselors Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 04/25/1969 Format The file format, physical medium, or dimensions of the resource PDF William Dorsey http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f5958d680784fed245454f8a9541361.jpg f3a4166b93fb99ee681754eaa93acf05 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Support Program Succeeds Initially Creator An entity primarily responsible for making the resource Phoenix Andy Low Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 12/17/1969 Format The file format, physical medium, or dimensions of the resource jpg post-enrollment support