45 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/638f8e16ff3e5bcf2de6f9ca677c7485.pdf 92b38fe757512d880c0905f4bfc9d19e PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Survey results awaited 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 10/07/1971 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e7e637668f8c564655b809fc4bc507ef.jpg 3771049f7ea9b40999a74a8b2773585f 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 Swarthmore and the University City Science Center Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource SDS Labor Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7cad3fbb869cf7803d0007b86ade9b30.jpg 0cc6e0ec779579c5930f42cf7939d5a0 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 Swarthmore called tempting target Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource L. Sprague de Camp Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 02/17/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4c73190856c299c1b9ff1c64cfe05a.jpg 279879fa47209cc80b2113148016393e 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 Swarthmore can do as they please Creator An entity primarily responsible for making the resource W. Sproul Lewis 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 02/14/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2bea8bbb20816a07fd78c63d2cd5000a.jpg ef5bcc4a47b870dd76cd7994c6e13525 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 Swarthmore College Calendar [12/1968 - 01/1969] Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource [Swarthmore College] Date A point or period of time associated with an event in the lifecycle of the resource [12/20/1968] Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/568bf239f6ff7e7ec9bd4145b11acd60.jpg 2393eb2fc3bb0e3fd4bbb4035e6f75ab 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 Swarthmore College Calendar 01/09/1969 Description An account of the resource SASS Material 1969 (part 1) 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 01/09/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c372b8fb77efadbbce5da56bac4ff857.png c5c67cb34babf173dd4040effaa26b2c 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 Parrish Occupation 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 Swarthmore College Map -1964 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8bb1481e86aa84a92a54d7987afe935f.jpg 117cc8764e930a4e5b606b462029dae3 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 Swarthmore College Sit-In Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7d6ae9b783b92c95f6424e71dfcfd201.pdf 115b7fe11f4808f58ef71e454ce56155 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Narratives of Black Student Protest at Swarthmore College Description An account of the resource A set of accounts detailing the events of 1969. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College: A Community of Purpose Creator An entity primarily responsible for making the resource Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 2014 Type The nature or genre of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/210c01ce34c2a6dbc9a0ea85952dc52c.pdf 49b87049f2d67dc4242f47fe4cd76cd0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Narratives of Black Student Protest at Swarthmore College Description An account of the resource A set of accounts detailing the events of 1969. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College: An Informal History Creator An entity primarily responsible for making the resource Richard Walton Date A point or period of time associated with an event in the lifecycle of the resource 1986 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Cultural Center Courtney Smith's death Faculty FBI Frederick Hargadon President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e0151b41106ee4f94ca0ffe91d43d63b.pdf f20c4ec7e0f6039a9b131fcbe51f137a PDF Text Text ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � ::J"d. { "T~'7enty :1. ~/ ''J-/{q &~ t! - r\-4:L SJARTH10[tE CC LL E G ;~: IVORY TC}ER L : A CLASS SuCIETY BY Frank Ackern an '67 c.. ~ years of schooling and they put you on t~e day shift" Bob Dylan ~~arthmore College is entering a crisis. Ostensibly, the crisis is about Black admissions policies. But the roots of the problem go much deeper. The black students and their supporters are challenging the nature of the college as a training school for America's elites. If that challenge succeeds, as I hope it ~7i11. &t ; ~,r1ii affect much more than the admissions offi.c e. EDUCATION FOR vIHAT? Like many students, I came to college thinking that "an education" 'i~as an abStract e"I'rtit:Y • .unrelated to any specific job or positJon in society. I uas a little shaken in this belief by the problems of the multivervity. Students there felt they were moving along the assewbly line of an educational factory. being processed to fit into ruttine jobs in goverru:l ent or corporations. But even after seeing that large universities a mount to sophisticated vocational training, even after remembering that many college students go to teachers' colleges, or technical schools, or ~,other spe~ial job-training programs, it is hard to believe that S~-1arthm ore, 'N'ith its s mall classes, easily accessible faculllY, and Friendly administration, represents anything other than a good place to get ' an educat ion". Ulth'. ately any education, even a S'H"arthmore education, ~-1ill give you son e skills, and not others. The choice of ,~hich skills you are given i mplies something about the role you are expected to play in society. Colleges like Swa rthmore offer tt.ro versions of training for life in the upper crust. On the on~ ·hand, they offer a well-rounded li~eral arts e ducation, leaving the student able to carryon intelligent conversation i'1bout almost anything, but unable to relate to most of society. This is the perfect education for a nineteenthcentury gentleMan, a sOMeHhat ardhaic prepi'1ration for me mbe rship in society's elites. On the othe r hand , they offer specialized kno~iledge of one academic field, teaching a good bit about the scholarly devate s and the ories of that fi e ld, and appallingly little about anything else. This is the perfect preparation for g raduate school, u hich adds the final touches, and produces one of the specialists ~'1ho are so' necessary for modern education, business, and gov erru<1 ent. I'leither alternative teaches you anything about creative art, social change , life ~-1ith the masses, etc. A STRATIFIED SOCIETY The facts are inescapable: 'He live in a society of glaring inequalities, of poverty a r.1 idst afflue nce , starvation surrounded by evereating,. The statistics, the muckraking, the stttdi e s are all available (see Kolko, (-1ealth and PO~'ler in A!"erica; Harrington, The Other A..:1erica; and Don hoff, ~jho Rules America?). r Unle ss you ~7ere born there, you . ~7ill not make it into the close d circle s at the ve ry toP. de scribe d by Dornhoff. But Swarthmore has peepared you for membership in the l e ve 1 just be 10'1;-] that, the elegant house i n the suburbs, t~TO cars, a respect e d position in your local coml'!1unity. On the other hand, Su arthmore does not prepare you to change th i n gs. S':1arthmore students do not learn hOt~ to t e ach "proglem children" in schools in poor neighborhoods (Ir:uch less to dirty the i r hands bui ld ing nev1 schoo Is) ; the y do not, except acc i denta lly ,learn hOll to organize M ovements for change, or hm<T to overcome pre judices about other classes and races. ',Ie live in a hlierchical soci e ty. In the a rmy, in the factory, in the office, in the classroorl , eve ryone follo't,T orders. Your position Hill be fairly high u p s the ladde r, Hhere you g i VB orde rs as 'tIe 11 as ta k ing then . If you are unlucky e nough to be draftmd, you can probably be a second lieutenant. ':-11 th better luck, you can teach acco~ing to someone else's syllabus, do research on increasing someone else' s prof its, or advise SOM eone i mportant in government on hm·1 to carry out his prograM S. Your ~~ork ~~ill be comple x and specialized, requiring considerable day-to-d~y latitude in the process; but the goals will still be some one else 's. A,fte i you h ave de veloped -some seniorl ty-; you may even be respe c t ed enough to suggest minor changes in the system. But within the ma jor institutions 8f our society, you ~~i 11 never control the goals of your llork. For this also, Sv arthM ore is an idea l training school. �At Suarthrnore, as in the job that a'!:- 1aits you, you have ~-1ide range of freedom in arranging the petty details of life. You can decide when to study and T-Then to sleep, u hat to do first and n hat to put off. But you cannot e scape a life in Hhich you take orde rs, in ~-1hlhch you 8acept and absorb the ~if isdom of the past. Someone else had decided ';That is i mportant, and hO't-7 n uch of it you need to kn~-1 in order bo get a degree and become a certifi e d adult. For instance, it had been decided that European history, political sci e nce, and art history are suitable areas in Hhich to offer I!Iany courses and permit student specialization, while Black studies, social change, and creative arts are tolerated in inferior status on the fringes of academia, certainly not suitable a �&-rarthrnore 00 lIege / By Frank Ackerman 2. subjects in ~lhich bb major. Strdents are : th~ proletarians of the uorld of pedantry, pern itted only to choose a favorite corner of the library. Like any social sy~te rn , ~4r system could not: exist for long if its norms were ahTays imposed by external authority. To assure stabl lity, the norms must be internalized and reproduedd by each individual. ~narthrnore stndents are subjected to a humanly impossible workload; no ohe does , it all, akd -almost everyone feeis guilty about ilot ,doing, it all. , ',Then friendly, gentle professors ask you to do theee tImes as much t, 0rk as You can, l1hen everyon<:i! around you talks const1 antlyabout hot-T hard they are uorking, you feel that the fallure is yours, not the system's. ' ln H'onots;the , xcessive ~vorkloads and the internalization of the e need to study reach a peak: you hear repeat:e'dly "that you are in an ,elite prograM, and get special attention, ' so you feel obligated to perform betterthau. the average;': , orr' th~ other hand, many ,ass igru"letits are complete ly open-ended, , and the day of Jl..idgment is as Much , as t't-70 years al-iay, 'so you lose any sense of how much ~.rork is enough. But, you 'say, the internaliZation is far from complete. True enough: you are sti 11 ' a~.yare that an external authority is commanding you to do absurd a mounts of work. But ~vhat do you do about it? Are yo\) able to divide your "leek into a ' part that bc lones to schooh-rork ~nd a part, that does not, and then e~cap~ the feelings of guilt shen you are not ~'10rking? h ost .likely not. h ore frequently, you have a very~dolescent relationship 't· ith your schooh.ork: l·1hen you are not y ~'Torking, you sneak aHay to the student center, complain to your friends about hOH I'luch you have to do, hot. far behind you have Lillen, hOl-T much you want to leave. And then" having ,sustained each other in gui It, you return to uotk. , -If a professor takes pity on you ; and lightens his assignments, you spend more tiMe on the other' courses where the pressure is on. The professor soon learns ' the futility of marginal change, and returns to assigru:lents as usuC!-l. The school Is not as bleak as that n ay sound. Smirthnore has many Bood features: it aas f.l sense of comn.1 Unity and a relaxed social life '(,l hich . are' rare in the outside ~10rld, and a healthy tradition of politiaal activity. But these do not exist because of the academic life; rather, they exist in spite ,of ,it, in the spac'e and time left over. ,. HO~'7 fitting that in studying changes in the college, "student life" Has one compartment, ona par 101ith educational policy and l-1ittt the I i brary '! . ' ,' ' .. ' THE . COLLEGE IS A CGRPORATlo i~ ~ lhy does this oppr.ession continue to exist? lihy do students have so little choice 'o f .,,yhat and hOH much they '-Till study? Simply because 'the ' people who control the college are content ~1'ith things as thyy are. S~'1arthrnore, like r.:tany colleges. is privately financed; and Hith fingacego~s controL . A society which taxed the rich more heavily (see Kolko), a society uhich did not spend its taxes on Har, might be able to provide public financing and democratic control of edUcation. (This is ,pot to be confused Hith the provinciaL oligarchic contro I Hhich state legislatures (harply a bastion of democracy) currently exercise over ~t ~ t ~ un i ver s! ~t ':! s' But He do not live in such society, and pdvate .fiunds are necessary. t To ge t ~ Vff1ci C! nt private funds, it is nedessary to ha va b,-:sine ssmen and bankers on the board of rnanagers; it 1s necessarlr to 'have a pres ident l-Tho can I!Iaintain the right king of iMage for the school, and do a good job of fund-rais- , ing; it is necessary ~o maintain the facade of stringent social regulations, a gross infringeM ent on stndent privacy.. i :ost vita I to' the current crisis, the probleM of private financing ofeducat-ion rt.s. ke it ~ d G sl r ('1 bl o t o ,,"d:'1 it 3tud c I].ts S l-Tho will become rich alUmni, and to keep the number of scholarship(or high-risk or sin ply poor) students to a minimum. Since so many of the poor are' black, limiting the number of poor students has rac.,ial implications; but the effects are no less crue I for Spanish-speaking groups, and for poor and uorking-class ~1hites. There.is much that can be done: at present, much more than those in power ui11 adMit, but a completely satisfactory solution requires public financing and democratic control of all education~ , • a �COl'l:ITTEE h EETUr;S :". THE OPIATE OF THE ELITES There ' 'las a tine "Then Quakerisn , uith · its ideas of community and . consensuli, l,Tas a rebellious force · in the Anglo-Saxon Horld. But tin es have changed. Quakers are nou-: part of the established oreer, at least in the Philadelphia, area, Hith a socio-economic status similar to that of Episcopalians. Today in 'S"rarthmore, the consensus and the dialogue occur between .t he po,,,erful and the p~1erless, and the outcoM is never in Qoubt. Cons-ensus be-t t,reen drasti-c a--lly unequa 1 groups is e an apology for the status quo, ' substituting unanimity and' glacial drift for l e g itimate, open conflict and the . possibility of rapid change. (See Coier, Functions of Social Conflict, for a defense of open conflict. The consensus is evolved through cOmI!1 i ttees. The : mere functioning of the · college requires an enormous number of corn:t ittees. Lany of the~e, like ' Student Council , Haste their time making petty administrative decisions"are n aoe by the administration , or better still, done by trad ,ition~ And, whenever a ' new problem rears its ugly head, new com.- ,ittees are formed ,to ·debate it ad nausean t Selection of nel-)' cot;m itte escan be extended into an 'ela.borate iritual,requiring several , r:onths. Then, leaving tir.le fot' several, conrn itte'e neetin~s' , at the rat e of one a ~*-insert:while the signifIcant deCisions) . , . 1: ·; .. r " . ~ , �Swarthmore College ••• by Frank Ackerman 3. M onth, as well as vacations and exams, a whole school year has passed before anything could conce~vably be done. The outc~e of the comm ittee meetings may ~'Te 11 be a HishY"vlashy compromise betu een the cidrn inistrat ion and student me mbers of the committee, in t",hich case a nevY cycle of discussion vTill be necessary to force any further action. If a cot:lr:litteec~)!1es up ~07ith explosive recont!lendatlons, it is aluays posslble t9 set up anothercornm ittee to discuss i mplehlentation of the first comm ittee's recOr:unendations. The inplementatlon cornn ittee can then recomrn~nd, after the unAvoidable year's delay, nothing ~ut gradual i mplen entation of the least controversial parts of the first c~ittee's recOQrnendations. Observe the IH s ~'or¥ of the CEP. Truly, the process is a ' narvel to behold. On contemplating it, . one comes to understand ' the depth of Clair 'n lcox' s characterization of students as "transient parasites". The conmittee process operates so s moothly that, unless you ~Tatch carefully, you cannot te 11 v1heh you have b(;len refused or stalled. You ~~1l1 sirJply \Take up one day, about to graduate, and realize 'that the changes you Horked for never quite happened. SnaIl \ionder, then, that the black students refuse to serve on any nore co&n ittees unti'l their denands are met. If they can stick to this positic)n, they ~71l1 set an extremelyiEportant precedent for the future life of the college. . �UP AGAINST THE iVORY TO';lER: THE NEEDED CHAl\'CES · Beyond refusing totoler~te the committee systeni , and putting their acadenic work in some ~ pe:tspective, \yhat should students do? I can only sketch the broad outlines; the detai-led prograns and tactics ~lill be evolved by the actual parti .. cipants. . The primary purpose of an educational institution should be to satisfy the needs of the people ~·1ho study and Hork there. The interests of society at large nust also be represented, to insure that everyone has equal access to educational resources; but Most of the · control of any education institution should rest with those ':1ho study and ~~ork there l' Of course these idea Is sannot be fully rea lized until the ,~hole society is transDoroed, but considerable progress can be made, Nore important, the struggle to transforn society is as ouch uorth fighting here as an~'lhere. ~Jhat are the needs of students, faculty and ~~orkers at Suarthnore? First, all should be considered adults with complete control over their private lives, subject only to regulations protecting the privacy of others. The cont:epl> of social rules, of anyone acting in loco parentis for college-age stUdents, is repulsive and indefensible. Next, education should meet the needs of each person involved, as he defines then. Faculty and other nore experienced persons can oDfer advice, but each person should be able to make the final decisions about what he studies. Grades should be abolished; if necessary, the uhole institution could vote to auarEi certificates to persons \-Tho have perforned conscientious ,~ork at the college. But the person Hho -Hants to study creative arts, or experinent in the techniques of social change, or learn about ghetto life by talking to ghetto residents, should be no less legitiM ate at Sllarthmore than the devotee of physics or ancient literature. Broadening the definition of edUcation is, ultiL~tely, the best solution to' the problem of admitting Uhigh-risk" poor students. A student fron a ghetto or poor rural high school could contribute a·t least as much to a program in black stUdies, social change, creative arts, etc., as any of the overprivileged students ':lho are Im>1er "risks". Conversely, as long as the current definitions of acaden ic ~·10rk are n:>.aintained, the "high-risk" students Hill rerr-. ain at a drastic disadvantage compared to middle-class students. There are two types of functions uhich the ad!'1inistraiion currently perforn s, the important and the trivial jobs. The important decisions, the hiring, adnissions, expenditures, etc., should of course be Dade democratically by the v1hole institution, u ith sone provision for protecting th~ interest ~of society as a '1hole. The trivial ~-10rk, the clerical, secretarial, and other petty administrative lt70rk, should be handled in the same loJay as the nanual uork necessary t o maintain the college. A denocratic institution, cOrnilitted to eliminating the class distinctions in society, should arrange to share this "york equally , S0 that ~~~-------ewryon mio -I; or KS- Can also ear , ana everyone woo stua es or teac e sa 1£,;::. s r!,s res in the unpleasant Hork. It goes 1;d thout saying that such democracy would Te q '. lire revolutionary changes in the concept of education at SWarth!'1ore. ~lhat kind of educational or cultural activity ,~ould raeet the needs of those who, until nOv7, have only been a IloHed to vyork? The changes described here are clearly utopian: they could not be established, or financed, in their entirety, until society is drastically changed. Such changes are still worth considering, if only to ill~Jinate the problems of our society and the kinds of education and work it pert'iits. The struggle to change Swarthnore is only part of fhe struggle to create a classless, de~ocratic society Hhich provides a decent! education and job to everyone, and shares unpleasant work equa lly. �S':Ie.rthn ore College ••• by Frank Ackerr.an t.~ • Nonetheless, this is not an excuse for inaction. Thoogh the fight cannot be finished at S";7arth!'10re, it certainly can be ~e8un. i :ore def,10cratic adnissionspoor ';Thites, aS ~'T~ll as blacks, should be adn itted- are desirable, as ~"el1 as higher uag , a!irl better ';Torking conditions for the':Torkers. Lighter ~'lork loads and 17:0re freedo!'1 in the acadep ic prograr: are ent'irely possible. ':Hll these changes r1ake itharder"or ,2"'ore ex!'ensive, to run S~Jarthr:1ore Hithin the present society? Cf course. , The only sensible reply is that these are the beginning, not the end, of ~'That He ',r ant to change. ' iitat ca,n YQ.u do? You can act around the problens you face. You can organize students . "::.yorkers, 'faculty, around the problensof Suarth:iore." You can organ ize br08.der ' cor1r.lunities around the problen s ~Je all face. I have no insta,n t p rog [81':: to offer you, only the certainty that to change ALerica He need , a radi ca1. :"oven ent rlany, f'lany tin es the size of Hhat exists, no~n liberal adn inistrators ~Ji n n ot s!r'ply read your petitions and grant yoLlr ' dernands. Think of yourself as representative of the n illions of ~ passive Ar~'ericans. Does change , see,~ h~j)o s5~_iJ l e? It is only because the pOl:Ter strud'ture has been too 11 tt Ie shaken, be c a " .l~~ c,/o u have been silent too long. Do those on the left sound hostil e and lrr C:l;:i~l;';::l '.i It is only because they despa ired 'Hhen they could not count G:-I yOlJ .r-S\ .i~) po rt . Dae s a lUe of cm-'~n itl:'1ent to radicalis!11 threa'ten your n iddl e - c l 21 ,: ,s Dscur ity, with no : certain result in vie~'T? It is our only chance for fundar~-ental social change. � 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 Swarthmore College: Ivory Tower in a Class Society Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Frank Ackerman Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/229d71bc206d5a27df59c5baa900265b.jpg 7d255c1e2ee22b666e8727cc2f87832b 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 Swarthmore Dean Returns to his Office Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 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/99364b8003db1d0089052490928ebac4.pdf 6ae221daaa2465309e05c8a147ad9a0f 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 Swarthmore Faculty Joins in Proposals to Admit More Negroes Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Dominic Sama Publisher An entity responsible for making the resource available Philadelphia Inquirer 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 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/33efbf143a067f6c063bc52c49615231.jpg d9be2dc427dc8323341a62217402b0fe 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 Swarthmore Head Fatally Stricken; Sit-In Called Off Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Philadelphia Public Ledger 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/0be7bbd6cb5939b60f6924d1bc3634a8.jpg d73c2ca8875eeb213fc7959d2b5c7efa 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 Swarthmore Offers to Take More Negroes Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2ca7d207cb10bdc4ce0d8a726549ecc3.pdf ba21cbf1326996b06a5badb68c9c6e2d PDF Text Text ������� ������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore Office Held by 20 Black Students Creator An entity primarily responsible for making the resource Arlene Notoro 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 01/10/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1bebfe4da7f0a63cf564a97ac772d80b.jpg 4529078795d62c944ac079bfaef8c5af 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 Swarthmore Prexy Stricken, Dies 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 Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/16/1969 Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a4c30e2f37cf6559ed861203787b278a.pdf bda24e72a8980e7bb01fb221c4749811 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 Swarthmore Sit-In Halts Classes, Registration Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dc55588e05e8048ab744260b6cf3ba01.jpg 5ebfa1a1df509985c1eeeb4a2b4d8749 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 Swarthmore Students End 8-Day Sit-In After President Dies Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Frank Heick Al Haas Publisher An entity responsible for making the resource available Philadelphia Inquirer 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 Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/00a2d40964caec7b5d99064dd970b15a.jpg 2447623383bfbe6a9ed15a0fb8ccb5c2 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 Swarthmore's Untold Potential As a Small Educational Arena Creator An entity primarily responsible for making the resource Phoenix Duncan Holloman 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 10/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Student Body