47 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d998b42b4f97259501f3fd9da35e25eb.jpg f7cdb49282a168f86c584703a17528b4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource New York Times, _70,000 Granted for Negro Study_ 16 July 1968_.jpg Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Nan Robertson The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 07/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d0bb3823e20bc4d230d81afad876e7b2.pdf 9d52c0b1415b29790cf893f5e396092e PDF Text Text Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . " ~ly ~poKn r!e.gl-·o_ eCOnC':TIls'(," l.S !:-rOL8SS0r 0_ l'"CC;:lOH)_CS o D:;"" A1_ Seaool of Busiucss _~_dc;lii1is-(,;'~D_tio(1 r, U~li-\lG!.'S:i_t::l of Hoch·2ste:c.;; ft JoJabor CQlu")se ( Fi:·2.!J~( hersorlj ~ sect:i..c~c;s of c Gu.rse d GEil 1-Tit·b Ef:.i11,lo:Y'l,lcllt eXld l.n1G~TIplo:y"-8 el'rt. il1 l..Lr·ba~! cC:fClters f. nl~y\..rf;1:~e11t. of 1ao01" fl"o~~ l<;"li~rGJ_ to 1J.rbD:n 8:",3 2.S ~ dis ,~~c:~.ln:LD 3.·~:.ion in b.iri·t1g and PI~O ':;lotiorl po1.icies o b12. cl{ p'nblic meJ1pOl1'6!-.4 dErveloprile{!-(. pl~Ggx"amsc ~7o!'kel" C9.reel"' patteI'i1S c p~(i'va:t,e al':.d Social EC(JDornic s sem:lnar ~;._ ·.'l_f i ;. "J~L • " _ D·,. . . -,.I"\ "'l). , l\f:eic2..Y! l'i~stol"Y CO·l1.!.~se t4.nd S 0:fli'18.i"' (}raJ.1I":i~so11 11r.:·igllt) ~ .t~.~Jlel~j.. c P-.11 B-:Lato:(~j.T cOV.l.'SCS and se::llir!D. ~~6 ( f~ol)(~ !.~-t Bar·!ni;rt·01~ ' E..ud c.JC'-Jiles Ft '3J_d) ; The ge~t18!."'c.l Cu1l1~,ses in. };'i.ll£J:icfl11 his'colj7 aDd the t . :;lC:ficE.rl ~'"lStO~C3T S ·8·~li~f~l; deal -w-ith selected 1[.:1 5 1.\e3 i"t1 th1s aIl ea~ Colloquium on special (.e cg~ :t 1. e.-s t. ~T0e. !:,:~ s Polttj. cs of UT'lJ2.n l~ccQ ~L"dirl.g 'GhEi~:"~o CO\.l;..~se (l),e:u.l L v:cz.:·~e~_; 2-1::1 t_·;.-Tj.. ~1 -GO ~:I~c ..; I.::..~tZtke:::l i l i!T:18 (;·)1.1i."se is c0"t1cei-,.red : 9,,8 a eon. i~~· 'o·(;te...'ci.on, of t hG ger:e1:\:?J. cD l~c e'pts s:nd. 'Gheo!:'G·ci cHl <1.ppr·o2~cl-1ef-J of the di.scirJlin.G ·;·;it.h tho CO·0.C8 ~~T1S o.r l~ch!)l~): ot.. p t.:: o~)l_ c i11-'.io~~\7 e d in CQ~:-':,0:"U.rlj_ '(.:1 ()]:~g2.TIj_Zg·G.:) n;,) : )=~"1 t·.:-hat 1'.: 2.)T8 c~n i,:.r i tll C 0!1':;l~0t8 p~tc-1)lG·Jls c123'i:ty- th f~. 8.l~b~_8·..1_ities of 'G~le cl.j,s c;ilJ]~ iT!euS I Ol"'"JiU.l. £.t.io i::s .0:::- §;e~lGl-'eJ_ ~y~5.ncipI05? I'a ~·:h2.t i,.·:2~lf3 C2Xl t110 ~;;o :rk of 9.cE:.de·~nics aid C.Or:lr::1.1_r::i·~3r c.~::·~, iO'(l ol""f;2x1izat.io1"}S in j):n.de~.~st9.·(~:ji.ng ·::.he y: ,?"tv, ~:e of" the decis-j.o'L 1"-' !71::.I{ i-(lg p?:o CGS S th 8;;- ti:ce t!."~r::_ ·(}g to itlfll', e~1c·e 01'; aJ_ -G e2:~? n .£'.~~" (, ~~cho 18 ;:, at2 9.c t i"J f) l e2.der i~1. ·i:.be Pl1~i_12.d~J_pbj"a Blc::. cl{ Gcrn;r,r),i1::.tJr;) is he.?.d :)f '~h8 l:or·th Ci-t~r (~o~g!:"'ess o' CDl1fTO"(:..t ~\-1:'j"G!1 08 3. 1' on 'CellS " . 1).. i:!""E'1!05~~ O J~ c ,:n).::'3es~, i·ClCJ"u.dir!~ I)S7Fcholo g:;,l' of .J':..ttitt1.~los: Soci3.1_ I s sF8s :, 2.ncl £'::"'01")1 0:",(:3 :Lrl D-:,:·bt~.n Ji:(~~;.c,::'~ tio n~ oe 2. !"~ �SOC:~~';~ies ·2.~:::f C'L;)_tt'.T03 of A.fj~ic [~. COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . " ~ly ~poKn r!e.gl-·o_ eCOnC':TIls'(," l.S !:-rOL8SS0r 0_ l'"CC;:lOH)_CS o D:;"" A1_ Seaool of Busiucss _~_dc;lii1is-(,;'~D_tio(1 r, U~li-\lG!.'S:i_t::l of Hoch·2ste:c.;; ft JoJabor CQlu")se ( Fi:·2.!J~( hersorlj ~ sect:i..c~c;s of c Gu.rse d GEil 1-Tit·b Ef:.i11,lo:Y'l,lcllt eXld l.n1G~TIplo:y"-8 el'rt. il1 l..Lr·ba~! cC:fClters f. nl~y\..rf;1:~e11t. of 1ao01" fl"o~~ l<;"li~rGJ_ to 1J.rbD:n 8:",3 2.S ~ dis ,~~c:~.ln:LD 3.·~:.ion in b.iri·t1g and PI~O ':;lotiorl po1.icies o b12. cl{ p'nblic meJ1pOl1'6!-.4 dErveloprile{!-(. pl~Ggx"amsc ~7o!'kel" C9.reel"' patteI'i1S c p~(i'va:t,e al':.d Social EC(JDornic s sem:lnar ~;._ ·.'l_f i ;. "J~L • " _ D·,. . . -,.I"\ "'l). , l\f:eic2..Y! l'i~stol"Y CO·l1.!.~se t4.nd S 0:fli'18.i"' (}raJ.1I":i~so11 11r.:·igllt) ~ .t~.~Jlel~j.. c P-.11 B-:Lato:(~j.T cOV.l.'SCS and se::llir!D. ~~6 ( f~ol)(~ !.~-t Bar·!ni;rt·01~ ' E..ud c.JC'-Jiles Ft '3J_d) ; The ge~t18!."'c.l Cu1l1~,ses in. };'i.ll£J:icfl11 his'colj7 aDd the t . :;lC:ficE.rl ~'"lStO~C3T S ·8·~li~f~l; deal -w-ith selected 1[.:1 5 1.\e3 i"t1 th1s aIl ea~ Colloquium on special (.e cg~ :t 1. e.-s t. ~T0e. !:,:~ s Polttj. cs of UT'lJ2.n l~ccQ ~L"dirl.g 'GhEi~:"~o CO\.l;..~se (l),e:u.l L v:cz.:·~e~_; 2-1::1 t_·;.-Tj.. ~1 -GO ~:I~c ..; I.::..~tZtke:::l i l i!T:18 (;·)1.1i."se is c0"t1cei-,.red : 9,,8 a eon. i~~· 'o·(;te...'ci.on, of t hG ger:e1:\:?J. cD l~c e'pts s:nd. 'Gheo!:'G·ci cHl <1.ppr·o2~cl-1ef-J of the di.scirJlin.G ·;·;it.h tho CO·0.C8 ~~T1S o.r l~ch!)l~): ot.. p t.:: o~)l_ c i11-'.io~~\7 e d in CQ~:-':,0:"U.rlj_ '(.:1 ()]:~g2.TIj_Zg·G.:) n;,) : )=~"1 t·.:-hat 1'.: 2.)T8 c~n i,:.r i tll C 0!1':;l~0t8 p~tc-1)lG·Jls c123'i:ty- th f~. 8.l~b~_8·..1_ities of 'G~le cl.j,s c;ilJ]~ iT!euS I Ol"'"JiU.l. £.t.io i::s .0:::- §;e~lGl-'eJ_ ~y~5.ncipI05? I'a ~·:h2.t i,.·:2~lf3 C2Xl t110 ~;;o :rk of 9.cE:.de·~nics aid C.Or:lr::1.1_r::i·~3r c.~::·~, iO'(l ol""f;2x1izat.io1"}S in j):n.de~.~st9.·(~:ji.ng ·::.he y: ,?"tv, ~:e of" the decis-j.o'L 1"-' !71::.I{ i-(lg p?:o CGS S th 8;;- ti:ce t!."~r::_ ·(}g to itlfll', e~1c·e 01'; aJ_ -G e2:~? n .£'.~~" (, ~~cho 18 ;:, at2 9.c t i"J f) l e2.der i~1. ·i:.be Pl1~i_12.d~J_pbj"a Blc::. cl{ Gcrn;r,r),i1::.tJr;) is he.?.d :)f '~h8 l:or·th Ci-t~r (~o~g!:"'ess o' CDl1fTO"(:..t ~\-1:'j"G!1 08 3. 1' on 'CellS " . 1).. i:!""E'1!05~~ O J~ c ,:n).::'3es~, i·ClCJ"u.dir!~ I)S7Fcholo g:;,l' of .J':..ttitt1.~los: Soci3.1_ I s sF8s :, 2.ncl £'::"'01")1 0:",(:3 :Lrl D-:,:·bt~.n Ji:(~~;.c,::'~ tio n~ oe 2. !"~ �SOC:~~';~ies ·2.~:::f C'L;)_tt'.T03 of A.fj~ic [~. COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the meeting of the Special Committee on Black Studies Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 09/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/57f5b994b1d1047b917d3dedf596a52a.pdf eb0c42b0060c2af4403f697b36127596 PDF Text Text /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � /~ Minutes of the meeting of Black Studies November 17, 1969. 4:00 I Members present: Frank Pierson, Charles Gilbert, Harrison Wright Jon Van Til, Bob Mitchell, Kathryn Morgan, John Shackford, Aundrea White ~rriculum Committee We began discussing what courses various departments will offer next semester in Black Studies, or related to Black Studies. Economics: Mr. Anderson will offer a course in "The Black Worker in American Society (Eco~omics 74). The course will deal with conventional labor economics, and also with larger problems related to the subject matter--employment, career and sociological problems. Mr. Anderson wants to limit the class to about 12-14 students, and hopes it will be of particular interest to black students. This raises the problem of how to limit enrollment. The usual pattern is to allow all students to enroll at registration and then limit the class either by chance or according to some principle (eg. seniors, majors, prerequisites, special expertise, etc.). Mr. Wright said that white students should take this kind of course as well as black students. Also, we should not use non-academic standards in selecting students for a class. Mr. Mitchell said that black students have a spe cial expertise in this field. Mr. Wright said that if a teacher is hired on the understanding that he will teach mostly black students, we would have to go along with the agreement. Philosophy: Is there enough interest for another "Black Philosophy" course sponsored by Mr. · Bennett? None is planned at the present time, but if there is interest·it could be offered. Aundrea was asked to check with SASS. Political Science: Mr. Gilbert's course in "Problems in Political Government" is the Political Science course most closely related to Black Studies. However ,Mr. Gilbert has little or no time this semester to prepare new materials, and therfore doubts that the course could count for Black Studies. He will know more definitely by early January and will report again at that time. English: Copies were handed out of a letter from George Becker, Chairman of the English Department, to SASS, listing six possible teachers that seem to be available to teach a course in "Black Literature" next semester . . The sooner discussioo. between SASS and the department begins, the better-preferably before Thanks., giving. Mr. Shackford will find out more information about these candidates and their relative availability so that preliminary discussion can be conducted with either Mr. Becker or Mr. Shack~ ford. If SASS can suggest other possible candidates, please do so as soon as possible. Mr. Gilbert suggested that if no one is available to teach a whole seme ster course, some other kind of course might be arranged--eg. a sponsor from the English Department, but with visiting lecturers throughout the semester. Black and non-black perspectives would be presented in this way. Mr. ! i I I ( ~ I 1 ! I , �-2- Wright said that it might be better to get black perspective straight before trying to mix it with other perspecttves. Mr. Shackford's plans for his course in "Twentieth Century American Fict±-bn." have changed since the meeting. He now plans to' include Richard Wright's Native Son and Ralph E~li son's Invisible Man. The other writers studied will be: Dreiser, Fitzgerald, Hemingway, and Faulkner. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. A separate. discussion group for interested black students will be arranged jf some would likto meet spearately (see note appended to minutes for further details). Mr. Pierson wondered how well we are reaching the black students with information about courses that will be offered. Aundrea said there are reports to SASS from every committee meeting, but it would be helpful to have fuller descriptions of the courses. The next topic of discussion was the nature of the Black Studies Director or Coordinator. Mr. Gilbert said that both he and President Cross think the job should be combined with an academic position, not with an administrative position (such as counseling). There is the possibility that the three colleges could make a joint appointment, but it seems more and more likely that SWarthmore would get the short end of the deal. The main point of debate wa s the relationship of the Director to the departmental structure of the College. Mr. Gilbert said that a Director would be much happier here if he is a member of a department. Mr. Wright added that if he teaches courses, they must fit into the departmental offering on equal terms with the other courses. Aundrea White objected: do we have to wait for an opening in a department in order to fill the Directorship? Might not this disqualify someone who would be very fit for the post (eg. Mr. Gwaltney)? Couldn't other arrangements be made? For example, he could head the program here and teach a course at another institution. Or perhaps his department would accept his courses as a gift, an additional offering, as long as his salary does not come from departmental funds. Mr. Gilbert added another possibility in regard to a candidate in Religion: estimating that the Directorship will take about one third of his . time, the Religion Department here could use another third, and the Religion Department at Haverford could use the last third. Haverford would withdraw from the agreement if the Directorship took up more than one third of his time. Another possibility is a course sponsored by several departments, like"India" last year. It does not count towards a major, but does count towards graduation. This might be very suitable for many Black Studies courses, including an introductory course if one is every organized. Also, Linguistics courses seem to be offered under an indefinite departmental status. Interdepartmental courses avoid the problem of finding an .- _ in a particular department. I I I i I ! 1 Mr. Gilbert said that there are three reasons for connecting the Director with a department. First, the departments are the normal channel for hiring. Secondly, the Director should be I �-3- a part of a department. Third, it is a t ,e st of his professional competence. Kathryn Morgan obj ected: a man can be ' 'a competent professor and still not be suitable as Director of Black Studies. Two other qua.lifications seem to be necessary. First, he must have a clear conception of Black Studies and of its seriousness. Secondly, he must be committed to Black Studies. Departmental acceptance seems to be very secondary next to these two qualities. Also, we do not want to impose the Directorship on just any black teacher whether he wants it or not. Mr. Gilbert said that the Black studies Committee ' will be one of the groups to interview candidates for Director of Black Studies. We concluded by discussing Kathryn Morgan's plans for her course next semster (appended to the minutes). The course was planned in consultation with SASS. They began with Don Miz ~ll ' s proposal and abstracted the ideas that would be tested in the course. What new things emerged from meeting with the students? They want more historical perspective than she had expected. Will this course be open intellectually to white students? Yes; it is a method that is applied to black materials--problems of historical research in folk sources. This me t hod can be applied to other materials. White students will also be able to do direct field research, even if they face limitations in a ghetto that black students do not face. Would white students have to ask impertinant questions in interviews? Mrs. Morgan said that she would have to find informants for white students. And if a white student is not comfortable with a black informant, then there is plenty of valid library work that can be done. Mr. Pierson said that Mr. Anderson faced a similar problem. The labor ' market situation in Philadelphia is such that he would be fearful of taking SWarthmore students to do direct field research because of the resistance they would meet. This is one reason why he wants to keep the class small. Mrs. Morgan agreed; she would have to be selective where she took students. Newark would be impossible; but the Schomburg collection in Harlem would be perfectly alright. Also, there is a difference between going as a group and going individually. If students could not go somewhere, it might be possible to bring a guest to the classroom. Are there going there going to be any "rap" sessions that Don Mizell's proposal discussed? Mrs. Morgan has taken the ideas that are relevant to her course. The class will not meet in a field; but when students attend a Father Divine 'service, or make interviews, or make the trip to Harlem, they will be there. Announcements: Raymond Day, a black social scientist and director of the Committee of Urban Studies at Wooster College, will be here on Saturday, November 22, for lunch and a couple of hours after lunch to talk about the Woost.er program which is invL.lved in getting students into field work. Paul Wehr will be here for lunch on November 29th to discuss the Haverford community program, which is open to 4 or 5 Swarthmore students. �English 44: Twentieth Century American Fiction - Mr. Shackford t " Reading list: Dreiser: Wright: Ellison: An American Tragedy Native Son Invisible Man The Great Gatsby· stories and essays Tender is the Night The Sun Also Rises For Whom the Bell Tolls The Sound and the Fury As I .. Lay Dying Light in August Absalom, ·Absalom~ Fitzgerald: Hemingway: Faulkner: The course will meet on Tuesday and Thursday, 2:40 - 3: p.m. The class will be divided into discussion groups of about 7 or 8 students. These groups will meet independently e a ch Tuesday at the scheduled class hour thlillghout the semester. The class will meet as a whole each TI1ursday for lecture and discussion. Though not a course in Black Studies, black perspective(s) are very welcome--on all of the writers. If a group of black students wishes to meet as a separate discussion, group, it can be set up. I would very much like to have a group of black students work out black perspectives on these writers as their basic effort . for the course. A separate discussion group would be very appropriate for such a project. These plans are still tentative. If you have any ideas or suggestions for the format or reading in the course, please let me know. I am also considering adding Baldwin's Go Tell It ~ the Mountain. �.. §.E=£.i~JLJ2Z9.. Ers. Horgan This C01.u·se deGcJ:'i'r>ti on :is intended to i nform stuc10nts and others of the content and objoctive s t m9t.hod~ and cV8.1u ~ tion of' t,h0 course' ~ 1. A. Goals .' To develop i1icreasing co.pa ci ty for focusing on ac.s.dem.:'l c m~i ter'ial from the black l11.t,-n ~ s point of :t'Ofo:t"311ca u ( i. 0. In this J.n st.9.nce tho m'ljo:::' emprw.sis Hill be plflCod on t.ho relovance of folk sources to the w ~ \..J 0" l"lac 1" 11'~ "' +o",",r cl.!.Jl t;v.. l,.~U. ) "'"\:1..1+" .J......, ~"'c' "'''l~'''''''''' \ . r~ J.. tY l , I .........')\.t ~, B. To make the study of black folk h;i.st.or.)"T an exciting exploration of the past Hh.'!.ch has considel"able relovancG to tho pl'ef.:Ont B.nd the future. To give.,; students an opportunity to of cr8at:j.ye~non-tl"adi ti()n~l c. exp.3ci::3.tiol1s bot.h ol'D.l1y 8.nd in ';V:i:'5..t:l.ng. thsd..J:' 0 . . .;1"1 idec~.s and To 0l1CO"LtT'D. G0 t Le d,ow01opms nt methods of. collecting arrl inv;:;:'],Jl'ctlng d::.d:.3. o ~xpr~ss D. To oxpose studonts to th8 :interdi:ciplirory l'lo;[::u:r'o of b::Ltiek folk history and the :r·olG ii!:J.))0') of such h:l.sto:ey to othcl' ethnic ' r;rl.nori-c.:~.8S in the Urn t ed S·t~;t.ef:; C11d o tllel~ I~.:lr·t~) of' tJ}.(;) 1;01-'1 ,1 . '1'0 introduce the stud.e rlt t.o th~l S01.:rC(:9 S :ror t,110 st::ud}r oi~ folk Enph:.?, s:l.s , ti.ll be .p~lac.:e[1 01-1 tJ19 :fo]J,,::LJ.fB S-t:,11d.iGS a.!)~prc:1Gb, Y-ii tIl speCl.!Ll. , ., Fe To enCOl..lY<'1ge stnQonts to e.xmr..ine corl't8!npOl'f'.l';Y :l£l.cts and :L:l.:fe ~" st'Jrl.es ~ t f!'\' ()Uts , r>9l'scm~,1 e:K})cl x~ierlces ~ 5.doas ft [ltt.l~G1..t(les et,c 4 of' l)l&cl~ :[~()lk itn:j t/b~)11 try to dctol'l)ti.l1\;> ·the G. of tho rn.c~ tt.er. To 0<'111 attent:i_ol1 to valuo of Y.'ecoi:'d:ln~ histo:r'y from the :lncide-out. The pursuit of tJ.\8S6 eoa1s w:Ul tA.l.ke place :in a fairly .t'!'ee·Kbw :U. ng which t nev'3}.'theJ.ess $ "iill fall vii thin the scope 0); t h,) cour:,8 alms s.o tha t students are not completoly at. lo() :;:;o o:-;O. s. \';;11..i.10 th3 ultimate d0clsion ro st.s wit.h tho instl"'uctor, each student will b~ cncouY.-Fi.gnd to select . a term: project geared to his olIn area of int.el~est. fill projo cts must L'6 complet.ed 1-Yith1n a given time span. 8. t.m.osphe:ce llhile some of the course '-iill be baf3Gd on l'8sding ~ 'a ss:i.p):lod readings "Jill '03 l1!.:irLi.m'.1l. Inst.Gad, e a ch student \..rill be encoUJ:'aG~'ld to c1.o\'eJ.op a bibliop;r·(':.phy ar-ound liis wrm project. Emph",'1. sis lr.i.ll h"3 placod on tb.e student's ability to do in:J.op8ndent reso arch . Since students D.1'0 · not expocted to be :t\mliliD.X' �2. !3 pri !2Z"..J21Q. I'll's. l'iorgan Hith fo1k :SO'Ltl"COS ~ each student. ',611 be provided Hi tll a list of such sourc c~.> at the beglm""Jing of tho seme~; t8r ~ ( ,students Hill. be encouraged to use secondary sources only in s ofa r as they suppleme nt primary sources. Origina l s ource s 1til1 be sh'Gssed. (Lf)~ c ol1e ctng ir om live in.formants, origj.l1D,l documents and personal r ecords etc.) There Hill be no '\:;,ri tton exaHuna tlons. .students "1il1 'be evalua t,8d on the basis of class p:rd,j.c i.pat)..:m~ th(~ quality of tho t e X'Til pr oject, its presentation and the f'lnOl.l F,,,P9:t'o The ::d:,udcmt p in conjunction 1 f:Lth the ins t:cnctor, 1 1 11 ,", evalua:oo hi'iS" OK11 1-l01'k. The inr:;t.ruecor is 1'8sponsible fo]~ t.he final grade • The ' coux'se -vrill be g:ca.ded in accorda nce 1'71th college r eguliUons. ( �S}?ri!~~.t..J3.1Q Nrs. HClr2<·m Lecture I- Intl'or).uct"r.cn- Distl'j.b.1U.on of c ourse outlir)<) ~rid som'C0 lists. Ex c11iln go ;i:-expe ct.~d:.ioi'is ~ courS'3 l'oquiromCl'lts . 'I'h~ blll~k perspective ahd -the intell e ctua l oxperiEmCG: The r e l ovance of f011<: sources for j_ns'i chts into tl~() b l,"l ck persp'') ctive. Definition of t e rms. Ethnoh:i. story p 01'al 'l'l'nc:1.itio!"!al HI s tory, Folk li'j.stOl'Y . Diffe rencos , . . ' -• " . , ana SllnJ. 1arl -'vlOS. '1" , .Lunc Clons 01~ f 0_ k h ~L sT, ory J.n corn:r'3mpOl'al Y ..n3 [, . 1_ culture s, Afri ca ilnd the Unite d St.a tes .. j. . V I LectUl'6 II'~ Net.bo;'i:01 :x).:y- Coll~ctj.l'1G o.a t.a. f or- folk hi st(J~:y . The il'l w r dj_5c:iplina ry 11:;,t.tlXe of black fol k h1Gtory . Probl e m st... 'ltC!;io nt .md t~nalys is. T-.I'pr;3S of proje cts. '1'110 libra y,y project , t ho :field pre ,jo ct. Time consiacP2. t icms and fj.old ~·iork. :typ'0 S of ShOl't term field projoct£1 . Suggested topics for independent :!::'E:) seaX"ch~ D:Lt.llogv.e. J lecture III- IVr9~ll(~Slo)~l;7.- f0:tl (:.~oj~irUi in f·o ri~1[~rrt /·lnfor-r1?:. :t'lt. s o In .TI~i2. .£:l.:.£k.Jl.C?:::,~}r)"ijy & SGlection of 1'h. 9 0s w.blis lne nt and maintenance of rllpport. The . ca lil~)1:'8. as a r 8seerch tool. The u se of t he te.pe N) c orciG1'" 8 Th0 cultural differonce f a ctor. DiD.logu.e. 'f118 l..~ f)O o:f cOl"SYDlnity :.peSOlll"'C(~ S . I.ecttlI'G IV·~ -l;o 'Ll;~ill" ;:':t;,,-~:'\l ~ ,"r~l p·.; ~OUl ...... \..... · J. ........ '''''''I O~''<J l g c·i v·;l .!:ll",..l c'b'l"ch r~co1'>ds f ·4C:"~~ . n"' V'v __ .... ('Jl·,:.ri ..... ...'" _ . 0" .. nOHspapoJ:'f. , biogrc,p1w r.m.d a.1.Xtob:i..ogl'a p~w 9 l'om:ln:x:E-mcGs ~ legerlds ; arld ]li s· t oric.~. l tes 'cit10'Z1Y I:5.?. .~~~'?_2~::~~t:1xic .~~&t..~:.:;o .§. . l>l'lint.s p dI'a l- il\[;S ~ ilJ_tlstr<1 tio11S t p}lot,ogJ y .'ar;J.1i3 c !t2....12l1.?r>vi8:~ 1'.})prc .9.S!h: . __ ~ HBtJl()dolo .o:y~ J. ,, ~''''!~J~.J The folklife stu.di8S approach to the stnc'y of ~....,....... bl<1 el'~ Q. h '" J.' _ _ _ , J _ ... J:..4 .. & t the qU0st5. oY'.naire. Le ctu_rB V- -Dia1'0gu3 . S ()l.n~C'e s- ThG S:J..r;n:i.f:\.c~mc<3 of thD :::;x -blavo nf).rra tiv~:3 ,4.s A Source r.~1"'-J3:Glck Folk Blstol'Y In the Un.:i.ted Statos . Dia logue . Class lieeting v6las~ lfe eting-Vrr- Dialogue and. smnma tion ' of pre"ious le c tures. .' Class Noeting-VIII- Student Pl'esentatiol1.-Dialogue ,( '.Ehe next section of thf) course ,..ill be dGvoted to the GX010l'a tion and presenta tion of datc'-l. by studGnts on special topic~;o ) ( �·. n"storv 36 h S£rill!Ll970 Hrs. Norga.n Required Iwading: Du Bois; · H.E~Bo Afr:ica k,j The HOl~ldo Chapt~r nfi':l'h8 \~j}"~it~-I'2~5i8;:s Of The Horld Chaptol' III tiThe l\.:~r:o Of Africa " Chaptcrvn IlAtlan'ci:; ll II Handsbel"l'Y t Leo. ' _____~_________......__ ~ flThe M.:lterial Cultul'0 of Ancient Nigeria ~ II . JNH , VI ( July, 1921 )t 261-29.5. The le.,ris s Roscoe ( ed.) ~JJeF"( :t:.Q I11Yir:S:'Lnj:.§-.. Chaptor ts I through XI ~ Butcher ~ Narg~.ret J e TIle, !'!O[Q:9. .~ l\.r'.~~::1.£9-11 Y21t3n:9..;;.. Chapter II 1:1'h8 Negro In il.meri.can G-Ll1t.uro a II · Chapt0!' TIl IIT1:e E3..rly Folk Gifts v r-:usie p Dance f Folklore. I I 1'lesle;>"p Charles H. l';e!ll£s:..t§£ JI-t.9t~::... '[~ liThe Treatme nt Of The Negro-Am3:rican in the Study and Teaching of United Stutes History II BaldWin, Jam0s . BrOi;'h t Claude. Jones, LeHoi. Additional b ooks ava:Uable read. if these have been c �History 36 . l • ,. §RrlnKEJ2ZQ ~h~ s . l'lor[!;an Required Roadini~ (-Anyone ) Garvey ~ furry <Jacque s ( ed ) P1.::?1:.9_~2.b.y pnd 0E'~_l]Jon s Of y[ir2:l~. G~~y. ~\ Fa.usett, A rthur H. N6wsp.!lp,·<:n~sp (Any five i ssues ) �---~ Historv 36 Host F.LVcila blc i n Ph:Uude1phin. Area . ,. I: AA CFQ Serial abbr eviations c-~~ .... _ Amel:'ic~D.n.., Anthropo 1 ogist (1888-1898- 1899- ) Ca1ifornla Fo11do);'e Clu.ar-ter1y (19'-!·2-1946 ; succeeded by HI") Ethno. Ethnomusicology EH J AF J FI J NH Ethnohistory Journal Of j\..m'H'ieftn Folklore (1888-) J oUl"na1 Of The Fol1r.lore Institute ( 19CJ4·- ) J ournal Of Eegro History (1916-) Negro History Bulletin (1937- ) NHB PAFS Publications of t.he AmEll'iean Folklox'e .society t Bibliog2':1phical and Spzclal Ssries (1950-) Phyl on' P PE'LF PTFS Publications of the Folklore Found8.tion, Vassar College PublicationfJ of the Texas Folklore Soclety (1916Record Research Southern Folklol'G Quarterly (1931-) Southern H01'kJJl2. D RR SFQ 81-1 TFSB (1872-1939) Tennessee Folklore Societ.y Bulle tin (1936-) \'JF Hestern Folklore (191,~6- ) �." ~~:U§. SOU.l'CElS : .S.P]~ll1.g 12.Z.Q. 1-11's . Horga n Abstxacts Of FolklorG Studies (1963- ) Bascom ~ Hil1iam "Fo1klor o Research In Africa " t ill 77 (196l j.) ,12- J1. Blues Research Blues Un1imited (m.onthly) (discographi es and articles on blues people) Check-list Of Hocorded Songs I n The Englis h I a nguaSEl In 1'h.o Archive Of Ameri can folksong To July 1 <;::40. Busic Division" Librtll"Y of Congress t Ha;;hinGton, Do Co l9f·/,2. Coffin p Tr istram 1\ An Anal ytical Index To The i£/)·~ t eols. l~,57 t68 t69 ~ 70. PAFS 7r 1958. The Al.iB J:"ican NeGro Reference Book p 1966. Dict:tol"L'lry CatalOG"!)'';; Of The 8e:homburg Colloction Of' Negr o Llt€l'D..tm.'c And Histo!'Y~ Bostol1 t 1962 .(iwa.ilo.ble a t rGi'orence ·~ UniYersity of Pcnnsy1vnnia. ) Dixon F Holx~r t HoH~ and Gool'ick John. DONl1b0at Blu83 And Gospel Records: 1902-19~·2.p HI~tch End p h .. i.cJ.d1os6x, England , 1963 . (bi-w€ekly) t Chi ca~o . Ethnohis to1"Y- (Vol=l-) Eps t ein v Dena J o "Slave Husic In The Dr.d.ted S:t.ates BGfore 1860, a Survoy of Sources ~ fI Husic Library 'Association l~ (196JL 195~211s J77-J90. Folk Husic: A Catalog of Folk Songs~ llill.:lds t Dances, Instrm':18ntal Pi0ces r And Folk Ta.los Of The United states And Latin IUl.'8l':Lca On Phonogra ph Records t rlusic Division, Library of Congress ~ H<?shingtol1, D~ C.. , 1964 (dis Gogr aphy of LPs pubLLshed by ArcD..iv8s of Folk Song). Fost,er ~ Daman, S. flThe Negl.... o In Early A,peric'~m Songsto:('s t II Pnpers Of The Bibliographical Society Of America, 28 ~ part 2. (19J4 ). IJ2~16J. S 01 1 George, Zelma Ha t A Guide To Negro Husic: An Mmot~at.ed Bibl10graphy Of Negro Folk 1-1us10 a nd Art r~usic, No L rr:.ni vel'si ty, diss., 1953. Gillis $ Frank and I1erriam, A_Ian P. Ethnol1lusicoloGY and Foll-:: }1usic : An Intel'lJ.?tional Bibliography of Disserta tions and Thesos, HiddletoHn ,' Conn. p 1966 . �, . !l\§.t2£L36 Soux'ces: §JJ.:t"ir:t§L.J?lO Hrs. HorGan f1&l.l.rvey of pro-H,u' BltlfJS J~l'tists Heissu0s on E~Po and L.P., 1950-l9C:>!-J. ,fl Bluos Unlimited, Bookl(~t 6; · (Apr il 19(5) Godrich, John Gospel NOHS J ourn-:tl (Phila.) Bibliography of North Amoric:m FolklGro 8.ncl Folkson1 ) Vol 1. O{ew York, 19(1) ( Billed liS a cOl'rected ed:i.d.on of the 1951 original. It isn I t- Soc section on IINc{gro ll .) ItGene1'll.l Indox; AltJ8riell.n Anthro polog:i.st ~ Curr61'!.t Anthropol op;ical 1Ji tera ture and Eemoil·s of the 1111l0x'ican A.l.1tlll'- Opolclg1cal Association , 1929-1938," Honasha, l·Jl.c::c. t 1S,\)4-0. (M~ L~2) v~ I I , r J I I Hn,;}'ifOod. t Charles I ~, Hel"zog ~ Geo):"'ge .. I 1 I 1 Jepsen, J 6:r.'g0n Grunnet Alan .T!1ZZ Rec·;)~'dq. lqh2~J.9,()2 __ ~.,; _ , .. t 4 v·o]• S 0' CO .,:'- ).0..", I'l ,(lAl~ h ~ cte ' c. "nd Hultc t LOf<1llX , 1963~64. List of Aln8ric&n Folk Songs On Conrrne reial P.ecords f Hashil1gton 9 . D.C e f 1940. l1erriam ~ A.lan P ~ _._t Hi.th th.o a.ssistatlCcl of no1Y~:t't J. BsnforJ HetfesfiBS ~ Julius The Folk l"i.usic 0:[' The 1 t.ex'!'l Hemisphel:'e : It List Of '!Cs RefElrenco s In 'l'n.::l NeH Yo:dc Pu.blic 1i.b:rc:.l~Y 0 NI3~i Yor-1::, 192-5 ( .fi:l'st issued und e l' the sam~:1 titlo in t h'.'l Bl1.11ot.in Of the NE)H YOl~k Publi(~ Libral....Y, 28~ 1928, 7'79~8J O and 861~·-389.) H:nl(~:'':' t Eli.zalx.:th He 'l'l').e Negr o In America.: A Bibliogr8.pby, Camb:ctdgc p Hass. f 1966. The Negro; A Sel(-)cted Bibliography. New' York }ub1ic Library, N.Y~, 1935. Record n.e seal"ch Reisner, Ror.:ort G. (Blues g jazZ', t discogra pl~y) The Literature of Jazz: A Preliminary Bibliogra phy, N.Y., 1954. NOi-! I I I I Work, Nonro0 t Nathan Bibliography Of the Negro In td'rica and America t 1928. York, ! i I 1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Studies Curriculum Committee 17 November 1969.pdf Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/17/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/51d5e3d3f7d0848370cdc29520fafe9d.pdf 40aeda6f618fc76e120343d9c8882d7c PDF Text Text Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Curriculum Committee 11/05/1968 Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/59778bd53765c639a7cbfae29c805dae.pdf 17e3241667fb0eec18a382f591929648 PDF Text Text ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I will continue to encourage departments to be considering what studies can appropriately and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � ,.. SWARTHMORE COLLEGE 5 WAR T HMO R E • PEN N 5 Y L V A N I A • 19081 DEPARTMENT OF ECONOMIGS ~ .,.;. Minutes of Black Studies Committee The Blac k Stu dies ComThittee met Ap ril 27 , 1970 at 12:15 P.M. in Sharple s. In add.ition to the regular members , a numbe r of stu dents a nd faculty interested i n the p ro g ram participated in the meeting. The members on the Committee represe nti ng SASS f or t he comin g year are: lv} a r k Blackburn Rosalind P l umme r Trac y Ni cholas Linda Datcher Don Nizell The l e tte r written in response to the SASS let t er of Ap ril 15 , 1970 about the Committee's structure an d f u nctions was r evised i n certain details and t he Chairman wa s author i ze d to send the letter a s modified to SASS: a co p y is attached . SASS member s felt i t woul d be ver y help ful if Clement Cottingham c o ul d vi s it t he College this seme s t e r and it was tentative l y a g re e d t h is woul d be don e if funds could be f ound . A major purpose of his visit wou l d be to give Professor Cottingham o ppor t unity to intervi ew candida tes and suggest name s of add it ional candidates . Su b sequently , arran g ements we re made to have Profes s or Cot ti ngham vi s it the College Hay 1 4-17 . Next , there was a discussion of Professor Cottingham's re sponsibilitie s in relat io n to t he ind ividual dep a rt ments. W hil e details would ha ve to wait on his arrival, it was agreed t ha t t he various dep a rt ments would be expected to work clo se ly wi th hi m, and he with the m, in the c ase of any pa r t -time or full-time faculty a ppo intmen ts wh ich h ad a beari n g on the Black S tud.i es p rogram. If a departme nt concluded a particular a pp oint me nt should not b e made , Profe ssor Cot t in g ham would be able, if h e wished, to deal direct ly with the Provost in determinin g whethe r the app oint me nt should be made outside the de part me nt in ques ti on . It was f urthe r agreed tha t P rof esso r Cottingham woul d have c h ief respo nsibi l it y for develop in g t he Bl a c k Studies cur r iculum in coop eration with interested f a c ulty , studen t s an d me mbers of the admin is t rat ion . As to matters of pe r sonnel an d financial sup p ort Professor Cottin g ham wo ul d work with the administra ti on in the way that de p a rt me nt chair men do. Frank C. Pierson FCP:mer �SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA May 1, 1970 Swarthmore Afro-American Students' Society Swarthmore Colleger This is in response to your letter of April 15, 1970 asking for a clarification of t~e structure and responsibilities of the Black Studies Curriculum Committee and its function vis-a-vis the incoming director. The original structure was the result of conversations which President Courtney Smith had with representatives of SASS and of the faculty in the spring of 19680 The proposal that was adopted was to establish a committee of five students, four of whom would be members of SASS, and six faculty members. The members of the original committee were: Marilyn C. Allman Allen J. Dietrich . Clinton A~ Etheridge Marilyn J. Holifield Don A. Mizell Charles Gilbert Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frank C. Pierson, Chairman While it was assumed that the committee would have responsibility for advising President Smith and the faculty on any plans for a Black Studies program, the specific functions of the committee were not spelled out. The only statement setting forth -the committee's jurisdiction appeared in President Smith's letter of May 17, 1968 appointing the members of the committee; in this letter President Smith said: I will continue to encourage departments to be considering what studies can appropriately and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts and see how individual additions to our program may build into some larger and more coherent pro gram. In line with this statement, the Committee assumed responsibility for recommending the program in Black Studies which was established in 19Q9. It also participated actively in the selection of a permanent director and cooperated with the various departments in developing course offerings in this field. �---_ ... _" --- - ,-.-. '. ------ - - - - - 2 - The original / committee was appointed for the year 1968-69 and on July 11, 1969 Acting President Edward Cratsley appointed a successor committee fO.r the year 1969-70. This committee also consisted of five students, o'f ' wnom,. four were members of SASS, and five faculty members. The members of the 1969-70 committee were: Charles Gilbert Robert Co Mitchell John S. Shackford 'H~rison M . Wright • Laura Hassler Don Mizell Julius Nicholas Delmar Thompson Aundrea White Frank C. Pierson, Chairman In general, the committee has welcomed visitors, both faculty and student, who have expressed an interest in attending meetings. During the past year, particularly, members of the faculty actively involved in the Black Studies program have been invited to join informally in the committee's deliberations; these faculty members are: Daniel Bennett E. L. Harris Raymond Hopkins Kathryn Morgan J. Deotis Roberts Jon Van Til There has been no discussion as yet about the relationship between the committee and the new director, Clement Cottingham, sinQe it will be necessary to get his views before any decision is reached. Presumably the committee will continue to function in an advisory capacity, however, for at least a brief period of time. Sincerely yours, j Black Studies Curriculum Committee � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of Black Studies Committee 04/27/1970 Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 04/27/70 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield Rosalind Plummer (Wood) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1aea97e81ee8f4066586202194ab29df.pdf 88302954ed04588065d667be5840bd27 PDF Text Text SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � SVTAR'rHMORE COLLEGE Swarthmore, Pennsylvania February 8, 1972 To: Charles E. Gilbert / cc: Robert D. Cross ,.;. Edward K. Cratsley Cl~ment Cottingham Joseph B. Shane Kendall Landis On Thursday, February 3, 1972 Clem Cott i ngham and I met with John Wideman, the director of the Afro -American Study group at Penn. Wideman is also an P,ssociate Professor of English Literature at penn . The purpose of the meeting ..ras to discus's lihe poss i bilities of exchange' programs between Swarthmore and the University of Pennsylvania on the one hand , and the University of the west Indies and the three universities of East Africa on the other. Clem outlined vThat had already transpired between the University of the West Indies and Swarthmore . Starting in September there will be an exchange program of between three and four Swarth.lllore students and an equal number of students from the University of the West Indies. The costs involved seem to be minimal. It appears to be an outright even exchange. There are , of course, incidental expenses such as trans portation and student out-ofpocket expenses. Even the transportation seems to be possible. Air Jamaica is interested in he+ping with the expenses. In regard to the Universities of East Africa, there is a different story. First , our students (both those from Swarthmore and Penn) will suffer from a cultural dislocation. They will not be familiar with the food, the habits, or the living conditions of the East Afric ans . Consequently, we may have to subsidize them to make their daily living more comfortable :;'01 klrem . For the students coming from East Africa t here are two problems: 1) culture and 2) a different educational background . Like our students going to Africa, the students coming from Africa will require som amenities to make their e lives more pleasant . It is doubtful whether they will be able to work at part time jobs because of visa problems and cultural backgrounds . In addition, because the University of East Africa is modelled on the British System of three university years, the students coming from East Africa will most likely have to be graduate students. This is where Penn comes into the pi cture. We send the undergraduates, and Penn takes the graduate students. To start the figures are : 3 undergraduates from both Swarthmore and Penn fo r two graduate students from East Africa. If all three East Afri can univers ities take part, we are talking about nine undergraduates going f rom Penn and Swarthmore and six graduate students coming from East Africa . Now for the costs. For ea ch Ameri can student going to East Africa t here will be the follm'ling costs: $500 for transportation, $500 for personal costs (books and incidentals), and $800-$900 for food costs. Roughly about $2 ,000 per student . For East African students coming to the U.S. the cost will be $500 for transportation and maybe $500 for personal expenses. It is estimated that the full tuition at Penn covers most incidentals. . The logistics are these. We will plan to send 3 undergraduates to the University of the West Indies and.3 undergraduates to the Universities • �~- of East Africa. Penn will send 3 undergraduates to the University of the west Indies and 3 undergraduates to the Universities of East Africa. In turn we will acce~t 3, undergraduates from the Unive~sity of west Indies. Penn will accept 3 undergraduates from the University of the We~t Indies and 2 graduate students from the Universities of East Africa. ~ What kind of support can we receive from the Office of Education? In the guidelines it is quite clear that the main costs which we will encounter-scholarships and travel--are not included. We can cover program costs such as administrative expenses and partial faculty compensation. Roughly we think we can re-coup the following costs. limited to less than $30,000. Administrative Travel for administrative Secretarial $2000 2000 2000 The grants are $6000 10,000 10,000 $26,000 5 partial faculty at Swarthmore 5 partial faculty at Penn There are some problems beyond the costs. The first is - are scholarship students allowed to go to an institution other than the one designated in their scholarship? If a student ha s a scholarship at Swarthmore, can he spend a year at the University of the west Indies and have his scholarship cover the costs of an exchange student from the University of the west Indies? Second, how can such an exchange program be evaluated? When is the evaluation to be undertaken and by whom? Third, can such a program be expanded into our Social Science Research center? At this point this is a 'rhetorical question but may have a basis for later reality. Fourth, can the cooperative arrangements, particularly the financial, be worked out with Penn? On the positive side, if such a program can be worked out, we would be taking a substantial step forward toward better international education and institutional cooperation. �SWARTI£';ORE COLLrnE Sl.:arthmoro, Pennsylvan:i.a February 11 , 1 972 HEHORANDUM To : Charles E. Gilbert cc Robert D. Cross Ech-lard K. Cratsley Clement Cottingham Richard 11. Schrader International Exchange Errata. on my previous memorandurt'l of l?et:ruo.Ij-· 8} 1972 Joseph B. Shane Kendall Landis Gilmore btott From: ,s'-ubject: Clem Cottingham brought to my attention two number of participants for the exchan ge program . 1. erl~rs regarding the In regard to the exchange with the university of the Hest Indies Swarthrr.ore wlll have an even exchange of 3 or 4 students . It may be that Penn 1-Till send 1 or 2 students to the Urliversity of the West Indies as part of our quota, but would receive no students from the Uni versi ty of the I'lest Indies. That is, if everything can be ,vorked out 3 or 4 students from Penn and Swart}1..more VTou~d be exchanged for 3 or 4. students from the Urii versi ty of the 1{est Indies l-lho would be enrolled at Swarthmore. The munbers for the East African Uni versi ties are: 3 under graduates from Swarthmore, 3 undergraduates from Penn in excha.nge for 4 graduate students ,..ho Hould go to Penn. The tiVO East African unive rsities now involve d are the University of l1akerere and the University of Nairobi. 2. < ~' .. ',,, The second problem Clem raised was do lr€ wai ve the room and board fees for Swarthmore students going to the East Africa universities, or do we charge the full amount and use the money to cover their living expenses in East Africa and to h€!lp compensate Penn for the exchange students coming ;from East Africa? If this program looks good in priniple we will move ahead and see if the Office of Education is interested. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo re exchange program Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Richard Schrader Date A point or period of time associated with an event in the lifecycle of the resource 02/08/1972 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2092beaf6c907b955b4f37745add0a66.pdf de539c24976626b97393ba1768ccd9ab PDF Text Text SWARTHMORE COLLEGE SWARTHMORE , PENNSYLVANIA 19081 t ' September 27, 1971 MEMORANDUM To: From: Regarding : Clement C ottingham Edward K. Cratsley Speakers f or the 1971-72 year Black Studies Program Many thanks f or your me of September 21 pertaining t o the matter of speakers and also the matter of a student exchange fund . Let me cover the matter of speakers in this memo. We are all in agreement that it is quite appropriate to draw on the Michener Fund for speakers such as you have arranged f r and we therefore will earmark approximately ~1 , 500 t or the speakers you have suggested. When such speakers come t o the campus , ~ou can arrange with Caroline Shero f or the proper payments and if any are shared with other funds or groups , please let her know so that she can charge the sharing of costs in the pr per way. cc: Rober t D. Charles E. Gilbert David Closson aroline Shero C cro.~ �::>VVAn: I nIYI ,-,,",,,,, SWARTHMORE, PENNSYLVANIA 19081 BLACK STUDIES PROGRAM (215) K14-7900 ~', September 21, 1971 To: From: Edward Cratsley Clement Cottingham I am now in the process of getting up a schedule of speakers for the 71-72 year. The following persons have agreed to give lectures at the College under the auspices of the Black Studies Program. I. 1. Person Clyde Giles Assoc. Prof., Univ. of Buffalo Ronald V. Dellums Congressman Prof. Inez Reid Assoc. Prof., Brooklyn College Mr. Haskell Ward Ford. Foundation Nikki Giovani Assistant Professor Rutgers University (tentative) Speakers: Expenses: Cost $100.00 and expenses 2. 3. 700.00 and expenses 100.00 and expenses 4. 5. 100.00 and expenses 300.00 and expenses Sub-total Total ./ $1,300.00 210.00 $1,510.00 I spoke with Dave Closs Gn and President Cross in June about drawing upon Michener funds to meet these cost s. They bo t h agr eed that it would be appropriate to us e Michene r Funds for this purpo s e . � SWARTHMORE COLLEGE SWARTHMORE , PENNSYLVANIA 19081 t ' September 27, 1971 MEMORANDUM To: From: Regarding : Clement C ottingham Edward K. Cratsley Speakers f or the 1971-72 year Black Studies Program Many thanks f or your me of September 21 pertaining t o the matter of speakers and also the matter of a student exchange fund . Let me cover the matter of speakers in this memo. We are all in agreement that it is quite appropriate to draw on the Michener Fund for speakers such as you have arranged f r and we therefore will earmark approximately ~1 , 500 t or the speakers you have suggested. When such speakers come t o the campus , ~ou can arrange with Caroline Shero f or the proper payments and if any are shared with other funds or groups , please let her know so that she can charge the sharing of costs in the pr per way. cc: Rober t D. Charles E. Gilbert David Closson aroline Shero C cro.~ �::>VVAn: I nIYI ,-,,",,,,, SWARTHMORE, PENNSYLVANIA 19081 BLACK STUDIES PROGRAM (215) K14-7900 ~', September 21, 1971 To: From: Edward Cratsley Clement Cottingham I am now in the process of getting up a schedule of speakers for the 71-72 year. The following persons have agreed to give lectures at the College under the auspices of the Black Studies Program. I. 1. Person Clyde Giles Assoc. Prof., Univ. of Buffalo Ronald V. Dellums Congressman Prof. Inez Reid Assoc. Prof., Brooklyn College Mr. Haskell Ward Ford. Foundation Nikki Giovani Assistant Professor Rutgers University (tentative) Speakers: Expenses: Cost $100.00 and expenses 2. 3. 700.00 and expenses 100.00 and expenses 4. 5. 100.00 and expenses 300.00 and expenses Sub-total Total ./ $1,300.00 210.00 $1,510.00 I spoke with Dave Closs Gn and President Cross in June about drawing upon Michener funds to meet these cost s. They bo t h agr eed that it would be appropriate to us e Michene r Funds for this purpo s e . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo re Speakers for the 1971-72 year Black Studies Program Description An account of the resource Box 12, Black Studies Program Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 09/27/1971 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c0c683fd5ae135d66b06c90ca2a04fa1.jpg 8f964f7df9ab8144581a593f2ce05670 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 28 February 1972] Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 02/28/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/428644f0b66a694a4bcbb66580b020a6.jpg ece5f2b94925dc60d76f36c2dcfb4968 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 24 May 1968] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 05/24/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9363b806296723780296e0d746c3fe12.jpg 0c461d0d63f95f78fefa51f8adc51daa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 18 May 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Chuck Gilbert Date A point or period of time associated with an event in the lifecycle of the resource 05/18/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/05a0d09384e8ba11d90c2155f63b1995.jpg 53bae475b2f8bce8efc84c373657fce6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 17 May 1968] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 05/17/1968 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield President's Office Sam Shepard http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ccc52510e52f7397e000d555e20f6ce2.jpg 945e603c5d3ee2579e728c9bdbf2b060 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 13 March 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Paula Skallerup Date A point or period of time associated with an event in the lifecycle of the resource 03/13/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies President's Office Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/840f61b363c580e1f44b8bcebd61c007.jpg 2cb1beb8bfe01374efe6f1a1a9038c24 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 13 July 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 07/13/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fe4cd270762f27daf542e23afe65f774.jpg 31aac37b3391c9ff02a2e73f06a7f105 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo re Black Studies Committee, 6 March 1972] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 03/06/1972 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Faculty President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0bf95c6bd529cb21f660cb92021d17e8.pdf bf822122bfd9d01a064c54e911796544 PDF Text Text DRAFT At i t s £ina l meeting , W ednesday, May 1 7th , - t h i Black S t u dies the Connni tt ee met to draw up a b r i e f summary repor -t' ou tl ining a re as of consensus and dis e:1sus that h;.\d d(?veloped on s:x~cific is:-~ues re l atin~l fO}~n1ed to the SA S pro?osal fe.:· a Black Stuoies Major discus~;i(ins" which tlH:: pri_ncip.::\l frame-work for: the Conmittee.fs I. Co110(1ui~: -:.......;.;;;,;;;:;.....; 1. If there was space availab P t studen t s no t ma j ori n g i n collonuium offered during BJrCI( Studies could take the l ess adv~n c ed t h e' - jun i or year. The major should include three colloolia: two in the social sciences and one in the huma n i -ie s. co.~ ..loquium One social science would offer a. det.::l..ile< analysis of th0. r- i t '; cal >?conom:v .ol of the bl a c k urban communi ties; and the other 'vauld focus on a v ar i ety of hi stor ical and politic. 1 cevelop~eD-s affecting t.e black colloouium ommun i +y durinq t he 20.:h century. The humani~ i e: to prOV-irl2 fay ('\ rno'-e f1 exj ble us"? of -fa(T l"~ ' resources. The focus of the htmanities co l loquium wou l d cover materials in the a rts and li 2rature e to tal<.e tiVO out of " "he thre e colloouia. during thei r junior or senior ye.::l..r c L~~ In c\.ddi tioD to the col l oquiE\; ma.joy.s in Bl a ck S "1-1 Hes ~o would also bp r00uired to take a senior seminar and tvrite a thesis. �2. 1. In g eneral, for there wcs not firm agreement on the credits the senior seminar , or the thes i s, two .he to b e ~iven the colloquia, al that 911 . t:he.' d~veloping consensus of the Cammi ttee was thrJ. t fo.>: e?,c~ ( ' 0 l ] credi t s shou d be' senior semina.r ~ offr.:.w(.~d o c::.uium; two err.: dj ts for 8 cDei one credi T.' for the senio 'C thesis ~\ 2. With recard to the - abov e-mention~( ere it offerings} - i t was nO,ted th t i.t 'woul d not ena.blc prospective Black Stu c'ie s present r0.n98 o f conrse requirE:~7nents 'w " u Id lea v e s tud'2n ts wi th for .'3, .reak disciplinc'.ry b0.se , "'hieh might lI1C1.k(:: i t rnor(C:; difficul t future bl cck studies ma jors to g a in entr&nce into gradua te or professional schools. 3 $ It \\'<'\5 3.1 so p ro ~')()sed that 1 in some cases 1 bvo courses might be a ccepted as equi ~ l ent from the p :esen t progLam of~ering . to one colIc o..uium upon the a pproval of the Di rpctor of Bl2o.ck Studj (.:> s or the Black Sturl i es COM9ittpc 4. A cl ear delinoation of the relation of the tDO e~(pec i a lly so ci~l science colloqui,?\ to one another t and leve l of a n a lysi s s in terr:1S of content h2o,S not yet · n eE: n fu lly develope , nor is i t pLE~sen t (>d l? clear ho\'! su r v2Y mateLl.a ls in BJacl< Stndics P rogram sub stantir\lly courses, but 2..1so covered in t colloquia, wil l differ.-. and Intro uction to SconoMics ( Economics 1) would be prerequisites to t1' (': SociC).l Sci0nce Co ll oquiC\. on FO .ndatio's of Pulitical Thought mi ght be off0red~ Committee �3 me~bers were unclear as to what the content of the course should be ideally i t might differ in focus. or hry~ ," ap~roach, or content fr0~ simil ar courses in Political Theo r y currently being offered in the Poli tica.l·~Sd"el:~ce Department. 2. Questions were also raised about whether the c o urs,-s now considered p :cerequi si tos to the Colloquia ;' ere b :r:oad enou<.;Jh to provide prospecti0e'm~jors with a sufficient backgroundto the r2,nge of topics that ,\,liould b(? covered in the Colloquia .. I II. §taffing Problems .. " faculty for the Black Studies Program , since it ' vas recognized that this ",'ould have a substantial bearing upon the shape of and prospects fo r developing a Black Studies the meeti.ng 2,t major~ W('.:l.S The Provost, '~10 attended WG\.S 1.'-'bich this issue cliscussPcl f agreed tha. t: it ' both necessary and urgent to recruit additional black factlty more intens(?ly~ B ., The Co:nmi ttee also recognized that the nUr.1ber and interests of faculty members v'ould v.l tir;lately influence the char(-\cter 2,nd scope of the Black Studi(?s najo}: D.nd that the Cornmi ttee ' s conce _,tio1) of the Jd nd of facul t;y de.:i.red for Program 'vould inflLence Fin0.11y ~ i t ~\t<\S 2n ex;:vmded BJ ClCK Stud::'es f~culty ~he ava:l~bility of certain , r0SOUTces. recos;nized t at sDeci~'inc . ... -- the contert of the coI J. oqnia in c;re."\t det2:i.l "-,(mId a.lst) c..ffect the numbe r of available facu1 ty menbe:cs • .l B. The T"E<I21tion of +:he CnlJ.oC}uiC\ to , B~ c'.ck Studj, -.5 courses. C. Th(~ rc:~ .L",. ti'_"lnsl' iT) of L cC'urses offered in Black S ' Helies to �the ack studios D~ Progra~. T e relation of the Bllc< Studies ma j or t o the spec i r-· . II. Pre r eguis~t e s (cont$) Issues ( cont. ) Be Unr~~ q 3. There was not agreement on whether Black Studies majors should take 4 o r 5 courses within the disciplines. � DRAFT At i t s £ina l meeting , W ednesday, May 1 7th , - t h i Black S t u dies the Connni tt ee met to draw up a b r i e f summary repor -t' ou tl ining a re as of consensus and dis e:1sus that h;.\d d(?veloped on s:x~cific is:-~ues re l atin~l fO}~n1ed to the SA S pro?osal fe.:· a Black Stuoies Major discus~;i(ins" which tlH:: pri_ncip.::\l frame-work for: the Conmittee.fs I. Co110(1ui~: -:.......;.;;;,;;;:;.....; 1. If there was space availab P t studen t s no t ma j ori n g i n collonuium offered during BJrCI( Studies could take the l ess adv~n c ed t h e' - jun i or year. The major should include three colloolia: two in the social sciences and one in the huma n i -ie s. co.~ ..loquium One social science would offer a. det.::l..ile< analysis of th0. r- i t '; cal >?conom:v .ol of the bl a c k urban communi ties; and the other 'vauld focus on a v ar i ety of hi stor ical and politic. 1 cevelop~eD-s affecting t.e black colloouium ommun i +y durinq t he 20.:h century. The humani~ i e: to prOV-irl2 fay ('\ rno'-e f1 exj ble us"? of -fa(T l"~ ' resources. The focus of the htmanities co l loquium wou l d cover materials in the a rts and li 2rature e to tal<.e tiVO out of " "he thre e colloouia. during thei r junior or senior ye.::l..r c L~~ In c\.ddi tioD to the col l oquiE\; ma.joy.s in Bl a ck S "1-1 Hes ~o would also bp r00uired to take a senior seminar and tvrite a thesis. �2. 1. In g eneral, for there wcs not firm agreement on the credits the senior seminar , or the thes i s, two .he to b e ~iven the colloquia, al that 911 . t:he.' d~veloping consensus of the Cammi ttee was thrJ. t fo.>: e?,c~ ( ' 0 l ] credi t s shou d be' senior semina.r ~ offr.:.w(.~d o c::.uium; two err.: dj ts for 8 cDei one credi T.' for the senio 'C thesis ~\ 2. With recard to the - abov e-mention~( ere it offerings} - i t was nO,ted th t i.t 'woul d not ena.blc prospective Black Stu c'ie s present r0.n98 o f conrse requirE:~7nents 'w " u Id lea v e s tud'2n ts wi th for .'3, .reak disciplinc'.ry b0.se , "'hieh might lI1C1.k(:: i t rnor(C:; difficul t future bl cck studies ma jors to g a in entr&nce into gradua te or professional schools. 3 $ It \\'<'\5 3.1 so p ro ~')()sed that 1 in some cases 1 bvo courses might be a ccepted as equi ~ l ent from the p :esen t progLam of~ering . to one colIc o..uium upon the a pproval of the Di rpctor of Bl2o.ck Studj (.:> s or the Black Sturl i es COM9ittpc 4. A cl ear delinoation of the relation of the tDO e~(pec i a lly so ci~l science colloqui,?\ to one another t and leve l of a n a lysi s s in terr:1S of content h2o,S not yet · n eE: n fu lly develope , nor is i t pLE~sen t (>d l? clear ho\'! su r v2Y mateLl.a ls in BJacl< Stndics P rogram sub stantir\lly courses, but 2..1so covered in t colloquia, wil l differ.-. and Intro uction to SconoMics ( Economics 1) would be prerequisites to t1' (': SociC).l Sci0nce Co ll oquiC\. on FO .ndatio's of Pulitical Thought mi ght be off0red~ Committee �3 me~bers were unclear as to what the content of the course should be ideally i t might differ in focus. or hry~ ," ap~roach, or content fr0~ simil ar courses in Political Theo r y currently being offered in the Poli tica.l·~Sd"el:~ce Department. 2. Questions were also raised about whether the c o urs,-s now considered p :cerequi si tos to the Colloquia ;' ere b :r:oad enou<.;Jh to provide prospecti0e'm~jors with a sufficient backgroundto the r2,nge of topics that ,\,liould b(? covered in the Colloquia .. I II. §taffing Problems .. " faculty for the Black Studies Program , since it ' vas recognized that this ",'ould have a substantial bearing upon the shape of and prospects fo r developing a Black Studies the meeti.ng 2,t major~ W('.:l.S The Provost, '~10 attended WG\.S 1.'-'bich this issue cliscussPcl f agreed tha. t: it ' both necessary and urgent to recruit additional black factlty more intens(?ly~ B ., The Co:nmi ttee also recognized that the nUr.1ber and interests of faculty members v'ould v.l tir;lately influence the char(-\cter 2,nd scope of the Black Studi(?s najo}: D.nd that the Cornmi ttee ' s conce _,tio1) of the Jd nd of facul t;y de.:i.red for Program 'vould inflLence Fin0.11y ~ i t ~\t<\S 2n ex;:vmded BJ ClCK Stud::'es f~culty ~he ava:l~bility of certain , r0SOUTces. recos;nized t at sDeci~'inc . ... -- the contert of the coI J. oqnia in c;re."\t det2:i.l "-,(mId a.lst) c..ffect the numbe r of available facu1 ty menbe:cs • .l B. The T"E<I21tion of +:he CnlJ.oC}uiC\ to , B~ c'.ck Studj, -.5 courses. C. Th(~ rc:~ .L",. ti'_"lnsl' iT) of L cC'urses offered in Black S ' Helies to �the ack studios D~ Progra~. T e relation of the Bllc< Studies ma j or t o the spec i r-· . II. Pre r eguis~t e s (cont$) Issues ( cont. ) Be Unr~~ q 3. There was not agreement on whether Black Studies majors should take 4 o r 5 courses within the disciplines. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Draft of Black Studies Committee] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource [05/17/1972] Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/aeed68c707e6a47c1bc049a4f976dbb3.pdf 44fa88d88dabdc6e00a79e2b456d4612 PDF Text Text Swarthmore College Curriculum Offerings in Black Studies Economics Social Economics course (Marcus Alexis): the economics of race g discrimination and poverty; comparative educational~ housingg and health patterns 9 consum tion patterns in center city areas g programs for dealing with urban povertyo Dro Alexis g a nationally known Negro economist 9 is Professor of Economics School of Business Administration 9 University of Rochestero j Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centerse movement of labor from rural to urban areaS g discrimination in hiring and promotion policies g black worker career patterns g private and public manpower development programso Labor and Social Economics seminar (Frank Pierson and Frederic Pryor)g several weeks on the foregoing topicso African History course and seminar (Harrison Wright): American History courses and seminars (Robert Bannister and James Field): The general courses in American history and the American history seminar deal with selected issues in this areao Colloquium on special area (Harrison Wright): eogo on South Africa_ Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mro Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the . concerns of people involved in community organizationo In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?" Mro Echols s an active leader in the Philadelphia Black Communityg is head of the North City Congresso Politics of Africa course (Raymond Hopkins) Other courses and seminars 9 such as Political Development, Political Sociolosyv and Politics and Legislation~ bear on this general areao g last year's colloquium �~ 2 = Psychology . A number of courses~ including Psychology of Attitudes, Social Psychology of Social Issues~ and Problems in Urban Education~ bear on this general areao g>ciologz and Anthropology ~\ Courses: Societies and Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the UoSo (Jon Van Til) Social Change (Robert Mitchell)g in studying theories and case studies of social change, special attention is given in this course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) Urban Sociology (Jon Van Til) ". � Swarthmore College Curriculum Offerings in Black Studies Economics Social Economics course (Marcus Alexis): the economics of race g discrimination and poverty; comparative educational~ housingg and health patterns 9 consum tion patterns in center city areas g programs for dealing with urban povertyo Dro Alexis g a nationally known Negro economist 9 is Professor of Economics School of Business Administration 9 University of Rochestero j Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centerse movement of labor from rural to urban areaS g discrimination in hiring and promotion policies g black worker career patterns g private and public manpower development programso Labor and Social Economics seminar (Frank Pierson and Frederic Pryor)g several weeks on the foregoing topicso African History course and seminar (Harrison Wright): American History courses and seminars (Robert Bannister and James Field): The general courses in American history and the American history seminar deal with selected issues in this areao Colloquium on special area (Harrison Wright): eogo on South Africa_ Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mro Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the . concerns of people involved in community organizationo In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?" Mro Echols s an active leader in the Philadelphia Black Communityg is head of the North City Congresso Politics of Africa course (Raymond Hopkins) Other courses and seminars 9 such as Political Development, Political Sociolosyv and Politics and Legislation~ bear on this general areao g last year's colloquium �~ 2 = Psychology . A number of courses~ including Psychology of Attitudes, Social Psychology of Social Issues~ and Problems in Urban Education~ bear on this general areao g>ciologz and Anthropology ~\ Courses: Societies and Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the UoSo (Jon Van Til) Social Change (Robert Mitchell)g in studying theories and case studies of social change, special attention is given in this course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) Urban Sociology (Jon Van Til) ". � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 Curriculum Offerings in Black Studies 1968-1969 Description An account of the resource Box 12, Black Curriculum 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 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c070782afe9bb609798bb273747175b2.pdf 33077cc09788de693ebcfa769f63f42c PDF Text Text -= SWART HM DRE COLLEGE PEN N SYLVANIA JUN 11 1969 10 June 1969 SWARTHMORE. PRESiDE N T'S or-Flee: No te: The Americ~n Council on Educ~tion special report referred to on pages 2 and 3 is available in the President!s Office for those Hho di·a !Yot ,_ see it previously. �&~3)O})~l1~~li@rm @if TH~PHON~ ~~rrB(\!~Jfr)l oc!®fin~~~~ 1 R STREET, NORTHWEST, WASHI N '818 GTON, D. C. 20009 (202) 26$-3137 June 3, 1969 Racial Problems and Academic Programs Dear Colleague, ~', The Commission on Liberal Learning and the Commission on Students and Faculty have both been giving earnest consideration to the problems faced by our member colleges in meeting the special needs of black students and the larger responsibility of academic institutions to help close the widening gulf between the dominant majority and racial minorities within the American nation. Those problems are rende,r ed complex and intractable by the inter-· twining of emotional with intellectual fae-tors, as well as by ethical, legal and political considerations. Our efforts to grapple with the problems must, in the opinion of the standing commissions, take account of at least six basic propositions: (1) American educational programs are intellectually defective so long as they rest solely on various interpretations of the European or Greco-Hebraic cul tural heritage. Neglec·t of the cultural experience of minority groups, and especially the Afro-American group, in American society is as indefensible as neglect of the experience of non-Western societies. (2) Racial prejudice, conscious and unconscious, in the dominant majority is in part the result of almost complete lack of contact on equal terms with members of racial rninorities and pervasive ignorance of their contributions to the development of fu~erican society. (3), The general welfare of the nation, no less than simple justice, requires that members of minority groups ~ave equal opportunities with members of the majority group for unfettered self-development and professional achievement. (4) At the same time, the aspirations of the more sensitive and public-spirited members of minority groups will not be satisfied with unlimited opportunities for self-advancement within American society as it is, at the price of turning their backs on their own distinctive heritage and the needs of their less fortunate fellows. They may not wish to be . lifted out of the ghetto but to help lift the ghetto above i tsel f. �Page 2 (5) It is not enough to provide academic programs that will satisfy the above needs and to ensure complete equality ' of access to such programs • . Many members of minority groups not only lack intellectual preparatlcm ... for a worthwhile undergraduate experience but have to surmount grievous psychological barriers to the development of personal identity and self-respect. They need the supp.ort of both fellowship and privacy in their effort to cope with an environment which at the outset is largely alien and to make it their own. More than other students, they need a sense of being rn~.pters of. their own destiny, a sense of that power·of choice whose absence is the most degrading and debilitating characteristic of an underprivileged status. Surely this is a large part of what black students are saying when they speak of "black power" and "decolonization of the mind." (6) The nation owes a debt of gratitude to its minorities for giving a fresh and morally compelling impetus to the movement for restoring relevance to academic programs, not in any trivial or opportunistic sense but in the sense that the worth of an educational system is ult imately measured by the quality of the society it serves. Many colleges and universities, foundations and other agencies, public and private, are striving to respond to the challenge by dev ising black studies programs and related enterprises -- with or without full appreciation of the practical difficulties to be overcome and the intricate inter-relationships of the factors involved. The Association of American Coll eges is anxious to play its part without adding to the confu sion by duplicating and competing with the endeavors of other organizati on s. We believe that a broad range of imaginative experiments n eeds to be coupled with a concerted effort to coordinate them under a co~non st rategy. We therefore welcome the decision of the F.merican Council on Education to make the theme of its 1969 annual meeting "The Campus and the Racial Crisis." We understand that, in preparation for that meeting, the Council is assembling a mass of relevant information such as has hitherto been lacking. I should like to commend to your attention the en clo sed Special . Report on "Bl ack Studies Programs and Civil Rights," which endeavors to classify the various kinds of activities that are emerging under the gen eral rubric of black studies and to summarize the issu es that remain to be resolved. I believe Y9u will find the report illuminating and )h elpful , but I should also be grateful if, between now and yuly 1st, �Page 3 the light your own !you would examln;' it critically in significantof ss ues have experience and let me know if you think that any i be e n omitted. It would be helpful if you would go on to outlin e any programs or projects in this area which your institution h as und e rt·aken, has in contemplation, or would wish to recommend for cooperative action. The aim of the exercise is to ensure tha t any 'cQPcerted ~ttack O F). the problem s in que st ion takes full account of the distinctive functions and potential contributions of liberal arts colleges. Cordially, ';\c~~rd Enclosure J:~,,4I/1Jvf~ H. Sullivan President / � -= SWART HM DRE COLLEGE PEN N SYLVANIA JUN 11 1969 10 June 1969 SWARTHMORE. PRESiDE N T'S or-Flee: No te: The Americ~n Council on Educ~tion special report referred to on pages 2 and 3 is available in the President!s Office for those Hho di·a !Yot ,_ see it previously. �&~3)O})~l1~~li@rm @if TH~PHON~ ~~rrB(\!~Jfr)l oc!®fin~~~~ 1 R STREET, NORTHWEST, WASHI N '818 GTON, D. C. 20009 (202) 26$-3137 June 3, 1969 Racial Problems and Academic Programs Dear Colleague, ~', The Commission on Liberal Learning and the Commission on Students and Faculty have both been giving earnest consideration to the problems faced by our member colleges in meeting the special needs of black students and the larger responsibility of academic institutions to help close the widening gulf between the dominant majority and racial minorities within the American nation. Those problems are rende,r ed complex and intractable by the inter-· twining of emotional with intellectual fae-tors, as well as by ethical, legal and political considerations. Our efforts to grapple with the problems must, in the opinion of the standing commissions, take account of at least six basic propositions: (1) American educational programs are intellectually defective so long as they rest solely on various interpretations of the European or Greco-Hebraic cul tural heritage. Neglec·t of the cultural experience of minority groups, and especially the Afro-American group, in American society is as indefensible as neglect of the experience of non-Western societies. (2) Racial prejudice, conscious and unconscious, in the dominant majority is in part the result of almost complete lack of contact on equal terms with members of racial rninorities and pervasive ignorance of their contributions to the development of fu~erican society. (3), The general welfare of the nation, no less than simple justice, requires that members of minority groups ~ave equal opportunities with members of the majority group for unfettered self-development and professional achievement. (4) At the same time, the aspirations of the more sensitive and public-spirited members of minority groups will not be satisfied with unlimited opportunities for self-advancement within American society as it is, at the price of turning their backs on their own distinctive heritage and the needs of their less fortunate fellows. They may not wish to be . lifted out of the ghetto but to help lift the ghetto above i tsel f. �Page 2 (5) It is not enough to provide academic programs that will satisfy the above needs and to ensure complete equality ' of access to such programs • . Many members of minority groups not only lack intellectual preparatlcm ... for a worthwhile undergraduate experience but have to surmount grievous psychological barriers to the development of personal identity and self-respect. They need the supp.ort of both fellowship and privacy in their effort to cope with an environment which at the outset is largely alien and to make it their own. More than other students, they need a sense of being rn~.pters of. their own destiny, a sense of that power·of choice whose absence is the most degrading and debilitating characteristic of an underprivileged status. Surely this is a large part of what black students are saying when they speak of "black power" and "decolonization of the mind." (6) The nation owes a debt of gratitude to its minorities for giving a fresh and morally compelling impetus to the movement for restoring relevance to academic programs, not in any trivial or opportunistic sense but in the sense that the worth of an educational system is ult imately measured by the quality of the society it serves. Many colleges and universities, foundations and other agencies, public and private, are striving to respond to the challenge by dev ising black studies programs and related enterprises -- with or without full appreciation of the practical difficulties to be overcome and the intricate inter-relationships of the factors involved. The Association of American Coll eges is anxious to play its part without adding to the confu sion by duplicating and competing with the endeavors of other organizati on s. We believe that a broad range of imaginative experiments n eeds to be coupled with a concerted effort to coordinate them under a co~non st rategy. We therefore welcome the decision of the F.merican Council on Education to make the theme of its 1969 annual meeting "The Campus and the Racial Crisis." We understand that, in preparation for that meeting, the Council is assembling a mass of relevant information such as has hitherto been lacking. I should like to commend to your attention the en clo sed Special . Report on "Bl ack Studies Programs and Civil Rights," which endeavors to classify the various kinds of activities that are emerging under the gen eral rubric of black studies and to summarize the issu es that remain to be resolved. I believe Y9u will find the report illuminating and )h elpful , but I should also be grateful if, between now and yuly 1st, �Page 3 the light your own !you would examln;' it critically in significantof ss ues have experience and let me know if you think that any i be e n omitted. It would be helpful if you would go on to outlin e any programs or projects in this area which your institution h as und e rt·aken, has in contemplation, or would wish to recommend for cooperative action. The aim of the exercise is to ensure tha t any 'cQPcerted ~ttack O F). the problem s in que st ion takes full account of the distinctive functions and potential contributions of liberal arts colleges. Cordially, ';\c~~rd Enclosure J:~,,4I/1Jvf~ H. Sullivan President / � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Racial Problems and Academic Programs Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Association of American Colleges Date A point or period of time associated with an event in the lifecycle of the resource 06/03/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8f5fca0e91cb081ca4527dfc20b5b090.pdf c497ac5501ee6c97242e42db47d0865d PDF Text Text April 8, 1969 , Black Studies PrograDls and Civil Rights On March 5, 1969, the Office for Civil Rights of the U.S. Department of Health, "Education, and Welfare warned all colleges and universities participating in Federal assistance programs against violating the Civil Rights Act of 1964 when establishing black studies programs. The theme of the annual meeting program of the American Council on Education, to be held in Washington on October 8-10, 1969, is to be "The Campus and the Racial Crisis" and will deal in part with black studies. Because the HEW memorandum raises immediate questions, it seems useful to provide now for ACE members a document based on some of the materials being reviewed for the meeting. Members of the Council will receive two copies of this Special Report so that their presidents can, if they wish, pass one or both along to others who may now be working with black studies programs. This Special Report may be quoted and reproduced without restriction. Logan Wilson President Text of the Memorandum from the Office for Civil Rights, dated March, 1969 It has come to our attention that many colleges and universities are initiating special programs for Negro and other minority group students. These programs range from those that will help the minority student who may have unique problems to those that look to the establishment of a separate school on campus solely for the use of the minority student. We wish to make you aware that, for whatever minority group is sought to be served, certain actions on the part of an institution of higher education constitute a violation of compliance requirements of Title VI of the Civil Rights Act of 1964. 1. Separate Housing for Students Based on Race-AU housing which is owned, operated or supported by the institution or a public agency must be available to all students without regard to race, color or national origin and assignment to such housing must be made in a nondiscriminatory manner. 2. facilities facilities color or Separate Social Activity Space-Where the institution donates or otherwise makes available institution-owned or land for student use or activities or where it provides funds or other financial assistance to acquire or operate for such activities, it must be assured that the activities are to be operated without discrimination based on race, national origin. 3. Separate Colleges, Schools or Institutes-Every service and benefit offered by the institution to students must be open and available to all students without regard to race, color or national origin. The Office for Civil Rights has encouraged, and will continue to support, the institutions' efforts to recruit, enroll and matriculate "high risk" students, minority or otherwise, and to offer such students a well-rounded and relevant social and academic environment on campus. However, we must enforce the Congressional intent of prohibiting Federally assisted institutions from offering services and benefits which result in segregation on the basis of race. We realize that each institution is confronted by separate and unique problems, and we are prepared to discuss the legality of any program with individual college representatives. Mr. Solomon Arbeiter, the Higher Education Coordinator of my office, is the individual to contact in this regard. Mr. Arbeiter's telephone number is (202) 963-4418. �2 Black Studies Progranls and ,., Black Studies Progra:ms and Civil Rights Violations w. TODD FURNISS Director, Commission on Academic Affairs The warning issued on March S, 1969, by the Office for Civil Rights of the Department of Health, Education, and Welfare indicates that lhree specific" practices of some colleges and universities constitute violations of the Civil Rights Act of 1964 and thus may jeopardize the eligibility of the institutions to qualify for Federal funds. The practices all concern the establishment of programs or facilities on the basis of race: separate housing for students; separate social activities space; and separate colleges, schools, or institutes. The warning poses some possibly difficult problems for institutions like Antioch, Harvard, Berkeley, and Federal City College in the District of Columbia, which have already adopted or are now considering the adoption of "black studies" programs with one or more of the prohibited features. 1 Others, like Yale, Cornell, and a large group of colleges which so far have only instituted a few courses that are open to both white and black students, may for now be avoiding Civil Rights Act problems. But many of the institutions in this group are encountering continuing pressure for separate programs, faculties, and facilities for black students; some of them are already operating special programs for highrisk black students both before and after their admission to college; and a few are considering whether special preferences based on race are to be incorporated into the policies and practices of the institution as an entity within the community-as employer, investor, or force in community planning. How should they respond to these pressures? The issue of Federal funding and the possible violation of the Civil Rights Act of 1964 is by no means the only-or even the most important-issue raised by black studies. The black student activist would likely put Federal funding very low on the priorities for his attention. The average faculty member is likely to be more concerned about the quality of the curriculum . Others, inside and outside the college, will be concerned about the redress of wrongs and the mechanisms for redress. And still others will consider only such issues as integration versus separatism, or responses made to demands of one minority as offering precedents for meeting possible demands of other ethnic minorities-MexicanAmericans, American Indians, Jews, foreign students, or even the recently formed Queens College group I.R.I.S.H. Thus, as college and university presidents, curriculum committees, and others consider their practices, adopted or proposed, in the light of the Civil Rights Act, they will have also to weigh other factors. What follows is an aftempLto isolate these factors by describing and categorizing the curricular responses made thus far to the problems of one minority in America, the Negroes. This review begins with the standard curriculum, which forms the academic base of most American colleges and universities, a curriculum designed by whites for whites and containing little information about historical or present-day black experience. The two principal modifications, which I call Black Studies A and Black Studies B, are described next, and are followed by a summary of the issues that seem still to be unsolved . 1Antioch, for its black studies institute and associated dormitory facilities; Harvard, for the proposed "social and cultural center for black students- something of a counterpart to Hillel House for Jewish students, the Newman Center for Catholic students, and the International Student Center," See below for Berkeley and Federal City College. According to the Chronicle of Higher Education (March 10, 1969) "about a dozen" private institutions besides Antioch have also been questioned about activities that exclude white students. The names of the institutions have not been released. �Jivil Rights Violations 3 ,. THE STANDARD CURRICULUM For simplicity I shall use "white colleges" to include those four-year colleges and universities that have traditionally enrolled a preponderance of students other than Negroes. The number in America today is about · f.,40tL . At the latest count, the colleges traditionally enrolling a predominantly Negro student body number about 110. Virtually all offer what I have called the "standard curriculum ," devised by white scholars in the sciences, history, the social sciences, literature, the arts, and the professions. Commonly the materials used, except when they deal at an advanced level with foreign cultures, were prepared by white Americans. The aim of the institutions is to ready their students to live and work in American society as it now is. ~, The standard curriculum, besides its white orientation, is predicated on mmlmum requirements for admission which, though varying from institution to institution , are stringent enough to keep out those whose native ability may be good but whose standard test scores and academic preparation fail to disclose it. Further, access to an increasing number of desirable jobs in America requires at least a twoyear collegiate certificate, which, again, has its academic base on the standard curriculum . Several arguments against maintaining the standard curriculum have been advanced. For example, it is said to inform students inadequately about the historical or contemporary role of Negroes in America. For this reason, it is often called a "racist" curriculum. The curriculum is criticized because it is taught in terms and with materials that, it is claimed, cannot be readily grasped by many Negroes. Also, opponents assert that it is designed only to prepare white students for a white world and, therefore , neglects important needs of white and black students who are preparing to work with or in the black community. A fmal criticism, not curricular in character, applies to white colleges and claims that these institutions provide no social center or retreat for minority black students where they can, when they wish, be themselves and take off the masks they assume when they deal with whites. Many thoughtful educators have recognized these criticisms as valid and have proposed what I have called Black Studies A. A distinction needs to be made here. "African Studies" is a term proper to the standard curriculum and refers to studies of Africa-its history, culture, language, geography , economics, and so forth. It is the study of a foreign , not an American, culture. There are now 13 African Studies language and area centers on American campuses, all funded in part by the Federal government. The centers may provide their campuses with limited services for black studies curricula, sketching in the African background of the black American experience, and they may open their language courses to the general student. In what follows, I preserve this common definition of African Studies. For studies dealing principally with American Negroes, I have chosen to use "black studies" rather than the equally common " Afro-American studies," chiefly to avoid confusion with African Studies. BLACK STUDIES A Black Studies A is a modification of the standard curriculum designed to correct faults with respect to the black experience in this country . Curricular modifications at present range from a single course in Afro-American history to a bachelor's degree program which comprises related courses in several fields. Because some important elements are not included within Black Studies A, it is worth listing what is included. The elements of Black Studies A fall into four categories: course work and programs for credit ; workshops and institutes; cultural adjuncts; and social programs. The credit programs are based on courses, the most common being those in the history of the Negro in America and carrying titles such as "The Negro in the American Experience" and "Afro-American History." Next most common are courses in literature: "Afro-American Literary Relations," "Black Literature and Culture," "Recent �4 Black Studies Prograll1s and Black-American Literature." And there is a scattering of courses in other fields: "The Political Economy of Racial Discrimination," "Negro Politics in Urban America," "The Sociology of Poverty," "Afro-American Contemporary Politics," "The Negro in Music," and the like'. Some of tliese-'Co~rses incorporate an especially noteworthy element: they are designed to give students off-campus experience in the black community. The purposes include: introducing students firsthand to the community they are studying, providing data for research programs (the ghetto as laboratory), and helping the black community. Generally, the courses offered are not integrated into programs, either as minors and majors for undergraduates or as minors for graduate students. With the lead given by Stanford, Yale, Cornell, and Harvard, such concentrations may everttually become more common, but at least two serious problemsstaff and costs- may make such development slow. To institute a program of courses, especially if it is at all comprehensive, can be a costly enterprise. One needs only to look at Harvard's estimates of the new faculty needed to get its program under way: ten new positions the first year. And even when the money is available, qualified staff may not be. Complaints of the predominantly Negro colleges over the raiding of their better faculty are being heard in increasing numbers. The upshot of the combination of high cost and scarcity of staff is that even those institutions persuaded of the need for moving into Black Studies A have sometimes had to settle for very little, perhaps only a series of lectures by visiting speakers each semester. In a few of the institutions adopting the Black Studies A approach, training black students for the professions such as medicine, law, and business will raise consideration of the need for special programs. To the extent that curricular changes are called for, the courses involved will need to deal with the application of professional knowledge to the special problems of the black community . Black Studies A has an interesting variant, and perhaps a surprising one . Predominantly Negro colleges might have been expected to develop their own specialized curricula, very different from anything established or contemplated on white college campuses. This seems not to be the case. In the summer of 1968, the Southern Regional Education Board (SREB) assembled a group to recommend appropriate curricula for the black colleges. 2 They identified the principal problem of existing curricula as their orientation toward too narrow a group of occupations (teaching for women, the minor whitecollar jobs for men) and came out strongly for what looks very much like Black Studies A, the principal orientation for which is the preparation of students for productive lives in our society as it is, with some, but secondary, attention to the history and current problems of the Negro. Thus, the recommendations of the SREB conference do not occupy a separate taxonomic category. On several campuses, black and white, Black Studies A activities go beyond courses and in addition include noncredit workshops and conferences dealing with special problems of the black community or of black studies. Ordinarily, these bring together limited categories of participants (e.g., health workers, educational administrators, teachers, librarians) to work out a program of study, to foster the production of educational materials, or to plan a program of action in the community. Several such workshops were funded by the National Endowment for the Humanities in the summer of 1968. The number of such activities may be expected to increase. Colleges and universities have also shown some eagerness to provide for general audiences, on campus and off, a variety of infonnational and cultural activities through lectures, concerts, dramatic presentations, music festivals, and exhibits. A good many of these cultural presentations took place during Black History Week, February 7-15, 1969. 2New Careers and Curriculum Change (Atlanta, Ga.: Southern Regional Education Board, 1968). �Civil Rights Violations A final, but currently very important , note on Black Studies A: Those .who have studied the problems of the black student on the white campus recognize his special and sometimes serious social problems and ha.v~ agreed that the institution should attempt to accommodate them . Princeton, for example, has involved loeal black families with both the student and the institution. In other instances, separate dormitory or social facilities have been prescribed, but these latter provisions run directly counter to the terms of the Civil Rights Act as interpreted in the memorandum from the Office for Civil Rights. Whether a court case will be needed to determine the propriety of such attempts at social segregation remains to be seen, but it is worth noting that those who have proposed or adopted such segregation in their Black Studies A 'pr«,grams have ,done so only at the social level but not at the curricular level. BLACK STUDIES B " The situation with the proponents of Black Studies B, however, is quite different . The principal characteristic of Black Studies B is a segregated academic program for black students only . Usually coupled with Black Studies B are demands for a separate "black studies department," with a program determined solely by black students and faculty and taught by black faculty whose qualifications are to be determined by blacks alone. Whereas it is possible to identify curricular elements of Black Studies A, it has been very difficult until recently to say what Black Studies B might include. Our ignorance stems from the brevity and opacity of most of the proposals. The rhetoric of those making demands and often of their supporters and the tactics that have sometimes accompanied the demands have raised a host of unanswered questions. Trustees, legislators, and the public have felt forced to resist in case it should turn out that what is wanted is not a reasonable, well-taught academic program but something else-a base for teaching revolution, perhaps, or a center from which attacks on any part of the society could be made under the protections of academic freedom. And yet, we do have some indications of what a Black Studies B curriculum could be, two of which are worth noting in some detail: the proposals at Berkeley and Federal City College. The Berkeley Proposal On February 6, 1969, at the University of California, Berkeley, Dean Walter D. Knight distributed to the chairmen of departments in the College of Letters and Science a "Proposal for the Establishment of a Department of Afro-American Studies." 3 The basis for the proposal was a document prepared in the spring of 1968 by the Afro-American Students Union at Berkeley. As presented, the program differs in several important respects from earlier programs on the campus (Black Studies A courses) in its aims: "Creating a regular Department of Afro-American Studies, staffed predominantly by black scholars and oriented toward the black student body, will provide more certainly for the unique educational needs of black students than any sort of special program, no matter how excellently designed ." Faculty, principally blacks, will be recognized scholars who will, if possible, hold joint appointments with disciplinary departments, but the faculty will also include "scholars, artists, writers and other intellectuals who have mastered a body of knowledge by means other than the traditional academic graduate study. The general pattern of appointment recommended for these teachers is that of lecturer." The curriculum "is designed to focus specifically on understanding and developing the history, culture, language, and contemporary economic, political, and social conditions of black people in Africa, the New World, and particularly the United States. Further, such a course of instruction must be 30n March 4, the Academic Senate voted its endorsement of an ethnic studies department of which the Department of AfroAmerican Studies would at lust be one of four divisions, perhaps later to achieve departmental status if the department of ethnic studies becomes a college. �6 Black Studies PrograIns and pursued from the black perspective, that is, it should adopt the viewpoint of 'black culture and orient itself toward the learning needs of black students and the leadership needs of the black community." More specific~llY;' the. student will do half his work in the freshman and sophomore years in special courses in the department. After that, he may concentrate in one of the standard disciplines (e.g., political science or economics, with a faculty preferably holding joint appointments) or in black culture. His major program, whatever it is, will "assure him of a training sufficient to enable him to go on to graduate study in his discipline of concentration, should he wish to do so ." Admission to the university will bet, handled by. existing procedures (Berkeley's Educational Opportunity Program , in operation for some time , will take care of the poorly prepared); admission to the Afro-American Studies major will be determined by the faculty of the department under ordinary procedures of the college. In addition, there will be a deliberate attempt to involve the student with the local black community. As might be expected, the cost of the program will not be insignificant. It is estimated that it will require at the start the equivalent of ten faculty positions, and it is planned to make classes small and contacts between faculty and students frequent. No estimate is given of the costs of new materials, library additions, and the research that inevitably would accompany the new venture. Courses prescribed for the first two years include "Orientation to Black Studies Program (an overview of the Black Experience from economic, historical, political and sociological perspectives)," "The History of the United States (A Black Perspective)," "Introduction to Black Culture," "Sociology of the Black Family," "Racism, Colonialism, and Apartheid,'" "Economics of Racism," "Urbanization of Black People," "Psychology of Racism," and a noncredit Freshman-Senior Seminar that will focus on "academic, personal, social and other problems experienced by freshmen." For upper-division students, a list of offerings includes approximately 30 courses dealing with aspects of the black experience, to be taught in regular departments. How far does the Berkeley program go toward meeting the common demands for Black Studies B as outlined at the opening of this section? It will be a separate academic division and perhaps ultimately a department; its faculty are to be blacks in most cases; it recognizes and hopes to meet the special problems of blacks as students; its aim is to prepare them for active lives in a wider world than the white world only, but not exclusively for the black community; its admissions standards may be different from those of the rest of the university, but consistent with university policies. Among items not included is student control: participation is implied but control remains in the hands of the faculty. And no special provision is made for a social center for black students. The place of the essential element of Black Studies B, separateness, is not wholly clear. On March 4, speaking of the ethnic studies proposal, Chancellor Heyns said, "Any unit created must not be segregated as to faculty or students." The three "major goals" of the Afro-American Studies proposal are, in order of priority, to provide "an intensive, high quality program of higher education for black students," to develop "an intellectual field of study which has hitherto been grossly overlooked," and to educate "white students and faculty in the culture of their compatriots." Although white students are to be served, some portions of the program (for example , the Freshman-Senior Seminar) seem to be designed for black students only and to be inappropriate for whites. For this reason and because the program is to be "oriented toward the black student body" and its curriculum is to "adopt the viewpoint of black culture and orient itself toward the learning needs of black students and the leadership needs of the black community," it falls into category B rather than A. Federal City College Proposal In a different way, the proposal for a Black Studies Program at Federal City College in Washington, D.C., also falls within this category, but it presents some special problems of classification. In order to " �~ivil Rights Violations 7 l understand what these '\t:e, we must approach two elements of the proposal separately: the program itself, and its stated aims. For this review, it is of significance that the initia1.student body of 2,200 (1,600 full-time equivalent; the college opened in the fall of 1968) is approximately 98 percent black; the faculty is divided about equally between black and white. , The proposed program is a total one, covering four college years. Its focus is on the acquisition and application of knowledge for technical and social change in those areas of the world inhabited by black Africans and the descendants of black Africans in the Caribbean and the Americas. One might, therefore, compare the program to similar ones focusing on other areas of the world, for example, South Asia: providing courses about the culture, language, politics, and economics of the area, along with courses in technical, political, and' cultural fields. Together, the two kinds of courses are designed to prepare the student to give effective help to the people of the area in overcoming their local problems, whether of health or economic development or education. In the Federal City College proposal, the first year's offerings consist of quarter-long courses in six areas: The Pan-African world History and Society in the African World African Civilization Contemporary Prospects in the Pan-African World Natural sciences Uses of Science in History: A Basic Course History of Mathematics, Biological Sciences, Physical Sciences (one to be chosen) Application and Implementation (one of the science areas) Communicative skills Uses of Language Seminar Workshop in Development of Communicative Skills Compositional Procedure African peoples and world reality Uses and Techniques of Pacification Politics of Dependence Quest for Unity and Solidarity: African Peoples in the Third World Languages Swahili Kikuyu Arabic French Spanish Portuguese Physical development (An assortment of sports and skills, including dance) The second year continues the language and physical development components and adds the following areas : Interpretation of the African Experience Cultural Concepts of African Peoples World's Great Men of Color Seminars in Developmental Skills (Interpretative Skills, Technical Skills, and Applied Skills in one of the areas of mathematics or science) In the third year, the student is to begin a major in one of the three "cores" under the general title "Nation Building": Technical Core, Political Core, Cultural Core. In the fourth year, emphasis is on "the development and acquisition of advanced skills with direction always toward applications." No courses are specified. The curriculum outlined above might be thought of as a four-year preparation for Peace Corps work in the areas inhabited by black Africans and by their relatives in the New World. It does not exclude white students; in fact, no distinction between white and black is made in the program. However, if one looks at the proposal apart from the program details, one may doubt the appropriateness of the program for a white student. For example, the "focus" of the first-year program is given as "Decolonization of the mind. Development of the ways of looking at the world (Interpretative Skills)." In the introduction, we find these statements: "If education is to be relevant to Black �/ 8 Black Studies Progralns and people, it must have a two-fold purpose: revolution and nation-building. If the education of Black students is to be meanIngful, it must direct these students toward the destr~ction of the forces of racism, colonialism and oppression that continue to drain Black people all over the world; and it must develop in them. the skills which will allow them to conceptualize and structure the projections of future Black existen'"Ce.'~ . The introduction goes on: The main emphasis of Black Studies will be toward the liberation of the African world. Since education should serve to expand the minds and spheres of action of the people involved in it, Black Studies must prepare Black people for the most complete self-expression, which must, in fact, be liberation and self-determination. Black Studies will take the position that the tqtal liberation of a people necessarily means that those people separate themselves in values, attitudes, social structure and technology, from the forces which oppress them. Concurrent, then, with the liberation of African people must be the construction of a durable, productive and self-sufficient nation. The building of a lasting and meaningful African nation must be the end-product of the Black Studies Program. From these statements, it is clear that (a) the program is designed for black students only and thus is a variety of Black Studies B; and (b) no matter how much it may appear to resemble a South Asia or Peace Corps program, it differs in one conspicuous way: Neither the student of South Asia nor the Peace Corps volunteer is expected or required to be or to become an Indian to do effective work in India; the burden of the Federal City College proposal is that the black student must become, himself, a member in full of the "African nation" before he can render service. The Differences These signal differences seem to distinguish between the Berkeley and the Federal City College proposals. The first-Berkeley-calls for special work for the black student to free him from the debilitating effects of his background so that he may apply his skills in white or black communities with some measure of academic detachment. The Federal City College program seems to say that the student will be freed from the debilitating effects of his background but, instead of acquiring academic detachment, he will have substituted a commitment to a fresh black perspective. To push the consequences of this distinction further: A trend in American education over the last decade has been to prepare students as "world citizens," to break down some of the more obvious chauvinistic tendencies we all acquire as we mature, but to preserve understanding of and sympathy for the best in our own culture. The chief means of bringing about this "decolonization" of our minds is a broad and liberal education, to cultivate in the student a sense of objectivity in observing in perspective both his own and other cultures. Of the two Black Studies B programs, only that at Berkeley seems consistent with this aim. Thus, programs like the Federal City College proposal will unquestionably raise serious doubts about their propriety in an academic setting. THE ISSUES From this review, it is clear that issues with respect to black studies and related programs go beyond those raised by the memorandum from the Office for Civil Rights and that many of these issues are as yet unresolved. The issues may be summarized as follows: Separate facilities. One of the issues raised by HEW, the question of separate social and living arrangements, could be settled solely on the basis of the provisions of the Civil Rights Act of 1964. However, at least some of the proposals for such facilities rest on the considered judgment of college faculties that there is a sound educational and social justification for them. �~ivil Rights Violations 9 Separate academic programs. Between providing a precollege program for blacks (limited to them perhaps because the 'cominunity may have no whites in the same educational. plight) and establishing a college curriculum specifically excluding non blacks there are some gradations of exclusiveness that mayor may not .run cQunter to the Civil Rights Act. Even the totally exclusive programs have sometimes been advoc'a tecr on.,.educational grounds. Separatism and civil rights. The American community is currently engaged in a new debate over "separatism" as distinguished from "segregation." Segregation is involuntary; separatism in this sense is the voluntary separation of the blacks from the white community. In today's uncertainties, college decisions about separate facilities and academic programs may be based on today's educational theory or on civil rights laws and may b~ subj.~ct to modification if the current debate results in fresh social theories or modified laws. Primary commitment. An academic program that requires a primary commitment to racial identity rather than to academic principles raises a very difficult issue. In the history of American education we have seen parallels in institutions basing their academic programs on religious commitment. Comparisons might be instructive. Autonomy. Totally autonomous programs have no precedent in our colleges and universities. Because members of a unit are better equipped in certain matters than anyone else in the institution, a large measure of freedom may be granted in establishing a curriculum, in determining which students shall be eligible to enter it, in selecting and promoting faculty, and in allocating the unit's budget. Nevertheless, this freedom is exercised within parameters based on institutional aims and resources and embodied in procedures and regulations. Is there any compelling reason to exempt black studies from such parameters? Appropriate courses and materials. Although the standard curriculum is generally conceded to need modification toward what I have described as Black Studies A, open to all students, there are as yet few guides to appropriate courses and materials involving the black experience. Some bibliographies have been published and a few institutes have been held to conisder these matters, but little is available to guide those entering unfamiliar territory. A vailability of staff Faculty competent to teach Black Studies A courses are in short supply. Black colleges fear a "brain drain." Many colleges find themselves faced with appointing as faculty those who do not have the qualifications they are accustomed to demand. Although Berkeley's proposal provides for "lecturers," other institutions may have to work out different arrangements if they choose to add such faculty for black studies. Costs. Even with the best will in the world, some institutions will be unable to make more than token moves toward satisfying demands for black studies. Financial limitations on educational programs are not easily overcome. The issue here will be priority. Thus usually it will be resolved after a collective consideration of alternatives. The allocation of funds may, then, become a test of power. Political considerations. Clearly, in some institutions the demands for a black studies department are not really proposals for curricular change but rather a set of "nonnegotiable" political demands to provoke retaliation from faculty and administration or the public. These will inevitably call forth political rather than curricular responses. Definitions. Basic to most of the problems that have arisen in connection with black studies on our campuses is the question of definitions. As the foregoing makes clear, the names "black studies" and "Afro-American studies" or a term like "the black perspective" are understood variously . It is to be hoped that future discussions on campus or between campuses and the Office for Civil Rights will put a high priority on agreement on terms. �10 In the past year, some progress has been made toward correcting deficiencies in the standard curriculum. Some of the modifications have been minor; others have struck out. into unexplored territory, encountering difficult and sometimes unexpected problems along the way. It should be clear, however, that although the Civil .Rights Act of 1964 may prohibit certain features suggested or adopted for black studies, there ;till 'remain a wide range of acceptable programs that can be established without regard to possible legal violations. It would be unfortunate if the recent memorandum from the Office for Civil Rights were to halt or delay consideration of such programs. An A.C.E. SPECIAL REPORT The material in this report is not copyrighted, and may be quoted and reproduced in the interest of education. Additional copies are not availab.le for distribution. AMERICAN COUNCIL ON EDUCATION 1785 MASSACHUSEITS AVENUE, N.W., WASHINGTON, D.C. 20036 � April 8, 1969 , Black Studies PrograDls and Civil Rights On March 5, 1969, the Office for Civil Rights of the U.S. Department of Health, "Education, and Welfare warned all colleges and universities participating in Federal assistance programs against violating the Civil Rights Act of 1964 when establishing black studies programs. The theme of the annual meeting program of the American Council on Education, to be held in Washington on October 8-10, 1969, is to be "The Campus and the Racial Crisis" and will deal in part with black studies. Because the HEW memorandum raises immediate questions, it seems useful to provide now for ACE members a document based on some of the materials being reviewed for the meeting. Members of the Council will receive two copies of this Special Report so that their presidents can, if they wish, pass one or both along to others who may now be working with black studies programs. This Special Report may be quoted and reproduced without restriction. Logan Wilson President Text of the Memorandum from the Office for Civil Rights, dated March, 1969 It has come to our attention that many colleges and universities are initiating special programs for Negro and other minority group students. These programs range from those that will help the minority student who may have unique problems to those that look to the establishment of a separate school on campus solely for the use of the minority student. We wish to make you aware that, for whatever minority group is sought to be served, certain actions on the part of an institution of higher education constitute a violation of compliance requirements of Title VI of the Civil Rights Act of 1964. 1. Separate Housing for Students Based on Race-AU housing which is owned, operated or supported by the institution or a public agency must be available to all students without regard to race, color or national origin and assignment to such housing must be made in a nondiscriminatory manner. 2. facilities facilities color or Separate Social Activity Space-Where the institution donates or otherwise makes available institution-owned or land for student use or activities or where it provides funds or other financial assistance to acquire or operate for such activities, it must be assured that the activities are to be operated without discrimination based on race, national origin. 3. Separate Colleges, Schools or Institutes-Every service and benefit offered by the institution to students must be open and available to all students without regard to race, color or national origin. The Office for Civil Rights has encouraged, and will continue to support, the institutions' efforts to recruit, enroll and matriculate "high risk" students, minority or otherwise, and to offer such students a well-rounded and relevant social and academic environment on campus. However, we must enforce the Congressional intent of prohibiting Federally assisted institutions from offering services and benefits which result in segregation on the basis of race. We realize that each institution is confronted by separate and unique problems, and we are prepared to discuss the legality of any program with individual college representatives. Mr. Solomon Arbeiter, the Higher Education Coordinator of my office, is the individual to contact in this regard. Mr. Arbeiter's telephone number is (202) 963-4418. �2 Black Studies Progranls and ,., Black Studies Progra:ms and Civil Rights Violations w. TODD FURNISS Director, Commission on Academic Affairs The warning issued on March S, 1969, by the Office for Civil Rights of the Department of Health, Education, and Welfare indicates that lhree specific" practices of some colleges and universities constitute violations of the Civil Rights Act of 1964 and thus may jeopardize the eligibility of the institutions to qualify for Federal funds. The practices all concern the establishment of programs or facilities on the basis of race: separate housing for students; separate social activities space; and separate colleges, schools, or institutes. The warning poses some possibly difficult problems for institutions like Antioch, Harvard, Berkeley, and Federal City College in the District of Columbia, which have already adopted or are now considering the adoption of "black studies" programs with one or more of the prohibited features. 1 Others, like Yale, Cornell, and a large group of colleges which so far have only instituted a few courses that are open to both white and black students, may for now be avoiding Civil Rights Act problems. But many of the institutions in this group are encountering continuing pressure for separate programs, faculties, and facilities for black students; some of them are already operating special programs for highrisk black students both before and after their admission to college; and a few are considering whether special preferences based on race are to be incorporated into the policies and practices of the institution as an entity within the community-as employer, investor, or force in community planning. How should they respond to these pressures? The issue of Federal funding and the possible violation of the Civil Rights Act of 1964 is by no means the only-or even the most important-issue raised by black studies. The black student activist would likely put Federal funding very low on the priorities for his attention. The average faculty member is likely to be more concerned about the quality of the curriculum . Others, inside and outside the college, will be concerned about the redress of wrongs and the mechanisms for redress. And still others will consider only such issues as integration versus separatism, or responses made to demands of one minority as offering precedents for meeting possible demands of other ethnic minorities-MexicanAmericans, American Indians, Jews, foreign students, or even the recently formed Queens College group I.R.I.S.H. Thus, as college and university presidents, curriculum committees, and others consider their practices, adopted or proposed, in the light of the Civil Rights Act, they will have also to weigh other factors. What follows is an aftempLto isolate these factors by describing and categorizing the curricular responses made thus far to the problems of one minority in America, the Negroes. This review begins with the standard curriculum, which forms the academic base of most American colleges and universities, a curriculum designed by whites for whites and containing little information about historical or present-day black experience. The two principal modifications, which I call Black Studies A and Black Studies B, are described next, and are followed by a summary of the issues that seem still to be unsolved . 1Antioch, for its black studies institute and associated dormitory facilities; Harvard, for the proposed "social and cultural center for black students- something of a counterpart to Hillel House for Jewish students, the Newman Center for Catholic students, and the International Student Center," See below for Berkeley and Federal City College. According to the Chronicle of Higher Education (March 10, 1969) "about a dozen" private institutions besides Antioch have also been questioned about activities that exclude white students. The names of the institutions have not been released. �Jivil Rights Violations 3 ,. THE STANDARD CURRICULUM For simplicity I shall use "white colleges" to include those four-year colleges and universities that have traditionally enrolled a preponderance of students other than Negroes. The number in America today is about · f.,40tL . At the latest count, the colleges traditionally enrolling a predominantly Negro student body number about 110. Virtually all offer what I have called the "standard curriculum ," devised by white scholars in the sciences, history, the social sciences, literature, the arts, and the professions. Commonly the materials used, except when they deal at an advanced level with foreign cultures, were prepared by white Americans. The aim of the institutions is to ready their students to live and work in American society as it now is. ~, The standard curriculum, besides its white orientation, is predicated on mmlmum requirements for admission which, though varying from institution to institution , are stringent enough to keep out those whose native ability may be good but whose standard test scores and academic preparation fail to disclose it. Further, access to an increasing number of desirable jobs in America requires at least a twoyear collegiate certificate, which, again, has its academic base on the standard curriculum . Several arguments against maintaining the standard curriculum have been advanced. For example, it is said to inform students inadequately about the historical or contemporary role of Negroes in America. For this reason, it is often called a "racist" curriculum. The curriculum is criticized because it is taught in terms and with materials that, it is claimed, cannot be readily grasped by many Negroes. Also, opponents assert that it is designed only to prepare white students for a white world and, therefore , neglects important needs of white and black students who are preparing to work with or in the black community. A fmal criticism, not curricular in character, applies to white colleges and claims that these institutions provide no social center or retreat for minority black students where they can, when they wish, be themselves and take off the masks they assume when they deal with whites. Many thoughtful educators have recognized these criticisms as valid and have proposed what I have called Black Studies A. A distinction needs to be made here. "African Studies" is a term proper to the standard curriculum and refers to studies of Africa-its history, culture, language, geography , economics, and so forth. It is the study of a foreign , not an American, culture. There are now 13 African Studies language and area centers on American campuses, all funded in part by the Federal government. The centers may provide their campuses with limited services for black studies curricula, sketching in the African background of the black American experience, and they may open their language courses to the general student. In what follows, I preserve this common definition of African Studies. For studies dealing principally with American Negroes, I have chosen to use "black studies" rather than the equally common " Afro-American studies," chiefly to avoid confusion with African Studies. BLACK STUDIES A Black Studies A is a modification of the standard curriculum designed to correct faults with respect to the black experience in this country . Curricular modifications at present range from a single course in Afro-American history to a bachelor's degree program which comprises related courses in several fields. Because some important elements are not included within Black Studies A, it is worth listing what is included. The elements of Black Studies A fall into four categories: course work and programs for credit ; workshops and institutes; cultural adjuncts; and social programs. The credit programs are based on courses, the most common being those in the history of the Negro in America and carrying titles such as "The Negro in the American Experience" and "Afro-American History." Next most common are courses in literature: "Afro-American Literary Relations," "Black Literature and Culture," "Recent �4 Black Studies Prograll1s and Black-American Literature." And there is a scattering of courses in other fields: "The Political Economy of Racial Discrimination," "Negro Politics in Urban America," "The Sociology of Poverty," "Afro-American Contemporary Politics," "The Negro in Music," and the like'. Some of tliese-'Co~rses incorporate an especially noteworthy element: they are designed to give students off-campus experience in the black community. The purposes include: introducing students firsthand to the community they are studying, providing data for research programs (the ghetto as laboratory), and helping the black community. Generally, the courses offered are not integrated into programs, either as minors and majors for undergraduates or as minors for graduate students. With the lead given by Stanford, Yale, Cornell, and Harvard, such concentrations may everttually become more common, but at least two serious problemsstaff and costs- may make such development slow. To institute a program of courses, especially if it is at all comprehensive, can be a costly enterprise. One needs only to look at Harvard's estimates of the new faculty needed to get its program under way: ten new positions the first year. And even when the money is available, qualified staff may not be. Complaints of the predominantly Negro colleges over the raiding of their better faculty are being heard in increasing numbers. The upshot of the combination of high cost and scarcity of staff is that even those institutions persuaded of the need for moving into Black Studies A have sometimes had to settle for very little, perhaps only a series of lectures by visiting speakers each semester. In a few of the institutions adopting the Black Studies A approach, training black students for the professions such as medicine, law, and business will raise consideration of the need for special programs. To the extent that curricular changes are called for, the courses involved will need to deal with the application of professional knowledge to the special problems of the black community . Black Studies A has an interesting variant, and perhaps a surprising one . Predominantly Negro colleges might have been expected to develop their own specialized curricula, very different from anything established or contemplated on white college campuses. This seems not to be the case. In the summer of 1968, the Southern Regional Education Board (SREB) assembled a group to recommend appropriate curricula for the black colleges. 2 They identified the principal problem of existing curricula as their orientation toward too narrow a group of occupations (teaching for women, the minor whitecollar jobs for men) and came out strongly for what looks very much like Black Studies A, the principal orientation for which is the preparation of students for productive lives in our society as it is, with some, but secondary, attention to the history and current problems of the Negro. Thus, the recommendations of the SREB conference do not occupy a separate taxonomic category. On several campuses, black and white, Black Studies A activities go beyond courses and in addition include noncredit workshops and conferences dealing with special problems of the black community or of black studies. Ordinarily, these bring together limited categories of participants (e.g., health workers, educational administrators, teachers, librarians) to work out a program of study, to foster the production of educational materials, or to plan a program of action in the community. Several such workshops were funded by the National Endowment for the Humanities in the summer of 1968. The number of such activities may be expected to increase. Colleges and universities have also shown some eagerness to provide for general audiences, on campus and off, a variety of infonnational and cultural activities through lectures, concerts, dramatic presentations, music festivals, and exhibits. A good many of these cultural presentations took place during Black History Week, February 7-15, 1969. 2New Careers and Curriculum Change (Atlanta, Ga.: Southern Regional Education Board, 1968). �Civil Rights Violations A final, but currently very important , note on Black Studies A: Those .who have studied the problems of the black student on the white campus recognize his special and sometimes serious social problems and ha.v~ agreed that the institution should attempt to accommodate them . Princeton, for example, has involved loeal black families with both the student and the institution. In other instances, separate dormitory or social facilities have been prescribed, but these latter provisions run directly counter to the terms of the Civil Rights Act as interpreted in the memorandum from the Office for Civil Rights. Whether a court case will be needed to determine the propriety of such attempts at social segregation remains to be seen, but it is worth noting that those who have proposed or adopted such segregation in their Black Studies A 'pr«,grams have ,done so only at the social level but not at the curricular level. BLACK STUDIES B " The situation with the proponents of Black Studies B, however, is quite different . The principal characteristic of Black Studies B is a segregated academic program for black students only . Usually coupled with Black Studies B are demands for a separate "black studies department," with a program determined solely by black students and faculty and taught by black faculty whose qualifications are to be determined by blacks alone. Whereas it is possible to identify curricular elements of Black Studies A, it has been very difficult until recently to say what Black Studies B might include. Our ignorance stems from the brevity and opacity of most of the proposals. The rhetoric of those making demands and often of their supporters and the tactics that have sometimes accompanied the demands have raised a host of unanswered questions. Trustees, legislators, and the public have felt forced to resist in case it should turn out that what is wanted is not a reasonable, well-taught academic program but something else-a base for teaching revolution, perhaps, or a center from which attacks on any part of the society could be made under the protections of academic freedom. And yet, we do have some indications of what a Black Studies B curriculum could be, two of which are worth noting in some detail: the proposals at Berkeley and Federal City College. The Berkeley Proposal On February 6, 1969, at the University of California, Berkeley, Dean Walter D. Knight distributed to the chairmen of departments in the College of Letters and Science a "Proposal for the Establishment of a Department of Afro-American Studies." 3 The basis for the proposal was a document prepared in the spring of 1968 by the Afro-American Students Union at Berkeley. As presented, the program differs in several important respects from earlier programs on the campus (Black Studies A courses) in its aims: "Creating a regular Department of Afro-American Studies, staffed predominantly by black scholars and oriented toward the black student body, will provide more certainly for the unique educational needs of black students than any sort of special program, no matter how excellently designed ." Faculty, principally blacks, will be recognized scholars who will, if possible, hold joint appointments with disciplinary departments, but the faculty will also include "scholars, artists, writers and other intellectuals who have mastered a body of knowledge by means other than the traditional academic graduate study. The general pattern of appointment recommended for these teachers is that of lecturer." The curriculum "is designed to focus specifically on understanding and developing the history, culture, language, and contemporary economic, political, and social conditions of black people in Africa, the New World, and particularly the United States. Further, such a course of instruction must be 30n March 4, the Academic Senate voted its endorsement of an ethnic studies department of which the Department of AfroAmerican Studies would at lust be one of four divisions, perhaps later to achieve departmental status if the department of ethnic studies becomes a college. �6 Black Studies PrograIns and pursued from the black perspective, that is, it should adopt the viewpoint of 'black culture and orient itself toward the learning needs of black students and the leadership needs of the black community." More specific~llY;' the. student will do half his work in the freshman and sophomore years in special courses in the department. After that, he may concentrate in one of the standard disciplines (e.g., political science or economics, with a faculty preferably holding joint appointments) or in black culture. His major program, whatever it is, will "assure him of a training sufficient to enable him to go on to graduate study in his discipline of concentration, should he wish to do so ." Admission to the university will bet, handled by. existing procedures (Berkeley's Educational Opportunity Program , in operation for some time , will take care of the poorly prepared); admission to the Afro-American Studies major will be determined by the faculty of the department under ordinary procedures of the college. In addition, there will be a deliberate attempt to involve the student with the local black community. As might be expected, the cost of the program will not be insignificant. It is estimated that it will require at the start the equivalent of ten faculty positions, and it is planned to make classes small and contacts between faculty and students frequent. No estimate is given of the costs of new materials, library additions, and the research that inevitably would accompany the new venture. Courses prescribed for the first two years include "Orientation to Black Studies Program (an overview of the Black Experience from economic, historical, political and sociological perspectives)," "The History of the United States (A Black Perspective)," "Introduction to Black Culture," "Sociology of the Black Family," "Racism, Colonialism, and Apartheid,'" "Economics of Racism," "Urbanization of Black People," "Psychology of Racism," and a noncredit Freshman-Senior Seminar that will focus on "academic, personal, social and other problems experienced by freshmen." For upper-division students, a list of offerings includes approximately 30 courses dealing with aspects of the black experience, to be taught in regular departments. How far does the Berkeley program go toward meeting the common demands for Black Studies B as outlined at the opening of this section? It will be a separate academic division and perhaps ultimately a department; its faculty are to be blacks in most cases; it recognizes and hopes to meet the special problems of blacks as students; its aim is to prepare them for active lives in a wider world than the white world only, but not exclusively for the black community; its admissions standards may be different from those of the rest of the university, but consistent with university policies. Among items not included is student control: participation is implied but control remains in the hands of the faculty. And no special provision is made for a social center for black students. The place of the essential element of Black Studies B, separateness, is not wholly clear. On March 4, speaking of the ethnic studies proposal, Chancellor Heyns said, "Any unit created must not be segregated as to faculty or students." The three "major goals" of the Afro-American Studies proposal are, in order of priority, to provide "an intensive, high quality program of higher education for black students," to develop "an intellectual field of study which has hitherto been grossly overlooked," and to educate "white students and faculty in the culture of their compatriots." Although white students are to be served, some portions of the program (for example , the Freshman-Senior Seminar) seem to be designed for black students only and to be inappropriate for whites. For this reason and because the program is to be "oriented toward the black student body" and its curriculum is to "adopt the viewpoint of black culture and orient itself toward the learning needs of black students and the leadership needs of the black community," it falls into category B rather than A. Federal City College Proposal In a different way, the proposal for a Black Studies Program at Federal City College in Washington, D.C., also falls within this category, but it presents some special problems of classification. In order to " �~ivil Rights Violations 7 l understand what these '\t:e, we must approach two elements of the proposal separately: the program itself, and its stated aims. For this review, it is of significance that the initia1.student body of 2,200 (1,600 full-time equivalent; the college opened in the fall of 1968) is approximately 98 percent black; the faculty is divided about equally between black and white. , The proposed program is a total one, covering four college years. Its focus is on the acquisition and application of knowledge for technical and social change in those areas of the world inhabited by black Africans and the descendants of black Africans in the Caribbean and the Americas. One might, therefore, compare the program to similar ones focusing on other areas of the world, for example, South Asia: providing courses about the culture, language, politics, and economics of the area, along with courses in technical, political, and' cultural fields. Together, the two kinds of courses are designed to prepare the student to give effective help to the people of the area in overcoming their local problems, whether of health or economic development or education. In the Federal City College proposal, the first year's offerings consist of quarter-long courses in six areas: The Pan-African world History and Society in the African World African Civilization Contemporary Prospects in the Pan-African World Natural sciences Uses of Science in History: A Basic Course History of Mathematics, Biological Sciences, Physical Sciences (one to be chosen) Application and Implementation (one of the science areas) Communicative skills Uses of Language Seminar Workshop in Development of Communicative Skills Compositional Procedure African peoples and world reality Uses and Techniques of Pacification Politics of Dependence Quest for Unity and Solidarity: African Peoples in the Third World Languages Swahili Kikuyu Arabic French Spanish Portuguese Physical development (An assortment of sports and skills, including dance) The second year continues the language and physical development components and adds the following areas : Interpretation of the African Experience Cultural Concepts of African Peoples World's Great Men of Color Seminars in Developmental Skills (Interpretative Skills, Technical Skills, and Applied Skills in one of the areas of mathematics or science) In the third year, the student is to begin a major in one of the three "cores" under the general title "Nation Building": Technical Core, Political Core, Cultural Core. In the fourth year, emphasis is on "the development and acquisition of advanced skills with direction always toward applications." No courses are specified. The curriculum outlined above might be thought of as a four-year preparation for Peace Corps work in the areas inhabited by black Africans and by their relatives in the New World. It does not exclude white students; in fact, no distinction between white and black is made in the program. However, if one looks at the proposal apart from the program details, one may doubt the appropriateness of the program for a white student. For example, the "focus" of the first-year program is given as "Decolonization of the mind. Development of the ways of looking at the world (Interpretative Skills)." In the introduction, we find these statements: "If education is to be relevant to Black �/ 8 Black Studies Progralns and people, it must have a two-fold purpose: revolution and nation-building. If the education of Black students is to be meanIngful, it must direct these students toward the destr~ction of the forces of racism, colonialism and oppression that continue to drain Black people all over the world; and it must develop in them. the skills which will allow them to conceptualize and structure the projections of future Black existen'"Ce.'~ . The introduction goes on: The main emphasis of Black Studies will be toward the liberation of the African world. Since education should serve to expand the minds and spheres of action of the people involved in it, Black Studies must prepare Black people for the most complete self-expression, which must, in fact, be liberation and self-determination. Black Studies will take the position that the tqtal liberation of a people necessarily means that those people separate themselves in values, attitudes, social structure and technology, from the forces which oppress them. Concurrent, then, with the liberation of African people must be the construction of a durable, productive and self-sufficient nation. The building of a lasting and meaningful African nation must be the end-product of the Black Studies Program. From these statements, it is clear that (a) the program is designed for black students only and thus is a variety of Black Studies B; and (b) no matter how much it may appear to resemble a South Asia or Peace Corps program, it differs in one conspicuous way: Neither the student of South Asia nor the Peace Corps volunteer is expected or required to be or to become an Indian to do effective work in India; the burden of the Federal City College proposal is that the black student must become, himself, a member in full of the "African nation" before he can render service. The Differences These signal differences seem to distinguish between the Berkeley and the Federal City College proposals. The first-Berkeley-calls for special work for the black student to free him from the debilitating effects of his background so that he may apply his skills in white or black communities with some measure of academic detachment. The Federal City College program seems to say that the student will be freed from the debilitating effects of his background but, instead of acquiring academic detachment, he will have substituted a commitment to a fresh black perspective. To push the consequences of this distinction further: A trend in American education over the last decade has been to prepare students as "world citizens," to break down some of the more obvious chauvinistic tendencies we all acquire as we mature, but to preserve understanding of and sympathy for the best in our own culture. The chief means of bringing about this "decolonization" of our minds is a broad and liberal education, to cultivate in the student a sense of objectivity in observing in perspective both his own and other cultures. Of the two Black Studies B programs, only that at Berkeley seems consistent with this aim. Thus, programs like the Federal City College proposal will unquestionably raise serious doubts about their propriety in an academic setting. THE ISSUES From this review, it is clear that issues with respect to black studies and related programs go beyond those raised by the memorandum from the Office for Civil Rights and that many of these issues are as yet unresolved. The issues may be summarized as follows: Separate facilities. One of the issues raised by HEW, the question of separate social and living arrangements, could be settled solely on the basis of the provisions of the Civil Rights Act of 1964. However, at least some of the proposals for such facilities rest on the considered judgment of college faculties that there is a sound educational and social justification for them. �~ivil Rights Violations 9 Separate academic programs. Between providing a precollege program for blacks (limited to them perhaps because the 'cominunity may have no whites in the same educational. plight) and establishing a college curriculum specifically excluding non blacks there are some gradations of exclusiveness that mayor may not .run cQunter to the Civil Rights Act. Even the totally exclusive programs have sometimes been advoc'a tecr on.,.educational grounds. Separatism and civil rights. The American community is currently engaged in a new debate over "separatism" as distinguished from "segregation." Segregation is involuntary; separatism in this sense is the voluntary separation of the blacks from the white community. In today's uncertainties, college decisions about separate facilities and academic programs may be based on today's educational theory or on civil rights laws and may b~ subj.~ct to modification if the current debate results in fresh social theories or modified laws. Primary commitment. An academic program that requires a primary commitment to racial identity rather than to academic principles raises a very difficult issue. In the history of American education we have seen parallels in institutions basing their academic programs on religious commitment. Comparisons might be instructive. Autonomy. Totally autonomous programs have no precedent in our colleges and universities. Because members of a unit are better equipped in certain matters than anyone else in the institution, a large measure of freedom may be granted in establishing a curriculum, in determining which students shall be eligible to enter it, in selecting and promoting faculty, and in allocating the unit's budget. Nevertheless, this freedom is exercised within parameters based on institutional aims and resources and embodied in procedures and regulations. Is there any compelling reason to exempt black studies from such parameters? Appropriate courses and materials. Although the standard curriculum is generally conceded to need modification toward what I have described as Black Studies A, open to all students, there are as yet few guides to appropriate courses and materials involving the black experience. Some bibliographies have been published and a few institutes have been held to conisder these matters, but little is available to guide those entering unfamiliar territory. A vailability of staff Faculty competent to teach Black Studies A courses are in short supply. Black colleges fear a "brain drain." Many colleges find themselves faced with appointing as faculty those who do not have the qualifications they are accustomed to demand. Although Berkeley's proposal provides for "lecturers," other institutions may have to work out different arrangements if they choose to add such faculty for black studies. Costs. Even with the best will in the world, some institutions will be unable to make more than token moves toward satisfying demands for black studies. Financial limitations on educational programs are not easily overcome. The issue here will be priority. Thus usually it will be resolved after a collective consideration of alternatives. The allocation of funds may, then, become a test of power. Political considerations. Clearly, in some institutions the demands for a black studies department are not really proposals for curricular change but rather a set of "nonnegotiable" political demands to provoke retaliation from faculty and administration or the public. These will inevitably call forth political rather than curricular responses. Definitions. Basic to most of the problems that have arisen in connection with black studies on our campuses is the question of definitions. As the foregoing makes clear, the names "black studies" and "Afro-American studies" or a term like "the black perspective" are understood variously . It is to be hoped that future discussions on campus or between campuses and the Office for Civil Rights will put a high priority on agreement on terms. �10 In the past year, some progress has been made toward correcting deficiencies in the standard curriculum. Some of the modifications have been minor; others have struck out. into unexplored territory, encountering difficult and sometimes unexpected problems along the way. It should be clear, however, that although the Civil .Rights Act of 1964 may prohibit certain features suggested or adopted for black studies, there ;till 'remain a wide range of acceptable programs that can be established without regard to possible legal violations. It would be unfortunate if the recent memorandum from the Office for Civil Rights were to halt or delay consideration of such programs. An A.C.E. SPECIAL REPORT The material in this report is not copyrighted, and may be quoted and reproduced in the interest of education. Additional copies are not availab.le for distribution. AMERICAN COUNCIL ON EDUCATION 1785 MASSACHUSEITS AVENUE, N.W., WASHINGTON, D.C. 20036 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Studies Programs and Civil Rights Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource American Council on Education Date A point or period of time associated with an event in the lifecycle of the resource 04/08/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/926d7c51725757b6a2f9487321715c9a.pdf ded78bafe830adae0add00e783419f4b 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 Judge drops charges against 13 invaders 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 03/11/1970 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0f534a2a7f75328d123a31368824e08e.pdf f94e75672cef9b360fe78b3345fef878 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 Gorbey, I'm not that bad Creator An entity primarily responsible for making the resource Joe Sullivan Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 12/10/1970 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson