7 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b6e2dc63e2f009933d07defb074e73fc.jpg 5cffbce6d684332b25826afbe99c67d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Don Mizell Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource jpg Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2d047eb604de79269b346cd4149812ef.jpg 0fdd0e29685b5020f8c6e5ff11e48a45 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Swarthmore College Cygnet Description An account of the resource Photographs where available of many of the students who played a role in events. The photographs are largely from the Cygnet, a face book for incoming freshmen. Source A related resource from which the described resource is derived Triptych Tri-College Digital Library, Swarthmore Halcyons collection; Friends Historical Library Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Frisby Creator An entity primarily responsible for making the resource Cygnet Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource [n.d.] Format The file format, physical medium, or dimensions of the resource jpg Russell Frisby http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d525b49e9354ab25632f5f940b6f3aa1.jpg 8c2c821dee95f226b17eefff355fa5c6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Richard Wilson to Robert Cross] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Richard Wilson Date A point or period of time associated with an event in the lifecycle of the resource [Spring 1970] Format The file format, physical medium, or dimensions of the resource JPG Black Cultural Center Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9f7a8ce0c1e062bc3fdc90aab2c9ce72.pdf 40d8c9bdbb4135e7ec1972c2a26cdf66 PDF Text Text � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter - Courtney Smith to Fred Hargadon,01/02/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/02/1969 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Frederick Hargadon President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c23a57855d29545fc00b5cee17c34f5f.pdf f0fc39e36107c856d24527dbe85e0ea9 PDF Text Text SWARTHMORE COLLEGE Swarthmore, Pennsylvania January 3, 1969 MEMORANDUM To: From: All Swarthmore Students Faculty Members of the Council You may be interested in the accompanying memorandum concerning the demands by SASS which was recently sent to members of the faculty. �S1"larthmore College Swa,::".'shmore, Pennsylvania . January 3, 1969 To our fellow faculty members: The following memorandum is offered in the hope of contributing to a constructive response to the SASS ultimatum, though SASS's demands are presented in terms that are incompatible with acceptable procedures . The F~~emptory ~tyle of the SASS proposals should not obsc.ure either the real merits of some of them or the necessity of giYing careful and thoughtful cons~_deration to the important issues of College policy which they rais~. It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing--to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threaWas the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, vuthout whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them salmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational :L deals and achievement s of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for submission to the faculty, and also that sympathy for action on these matt err is virtually unanimous. The SASS statement can serve a useful purpose in br~g­ ing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at ' college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion amop~ students, faculty members, and administrative officers; and recommendations to the Board of Managers. The current crisis has not ari'sen out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of mSElting it--and of making futUre crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Nark A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson � SWARTHMORE COLLEGE Swarthmore, Pennsylvania January 3, 1969 MEMORANDUM To: From: All Swarthmore Students Faculty Members of the Council You may be interested in the accompanying memorandum concerning the demands by SASS which was recently sent to members of the faculty. �S1"larthmore College Swa,::".'shmore, Pennsylvania . January 3, 1969 To our fellow faculty members: The following memorandum is offered in the hope of contributing to a constructive response to the SASS ultimatum, though SASS's demands are presented in terms that are incompatible with acceptable procedures . The F~~emptory ~tyle of the SASS proposals should not obsc.ure either the real merits of some of them or the necessity of giYing careful and thoughtful cons~_deration to the important issues of College policy which they rais~. It is regrettable that the SASS leaders have acted (while the College is on vacation) as though the President of Swarthmore College is in a position--or would be willing--to make these decisions by himself. It is also regrettable that SASS has resorted to vilification and even to threaWas the means of gaining its ends; and that SASS has made no effort to call its concerns directly to the attention of the whole faculty, vuthout whose strong support its proposals could not be adopted and carried through successfully. Nevertheless, the faculty should be prepared to consider them salmly and objectively, having regard both to the deep and deeply-felt needs that have prompted them and to the values embodied in the educational :L deals and achievement s of Swarthmore College. It is important to bear in mind that the SASS statement comes at a time when the two reports--on black admissions and on black studies--are ready for submission to the faculty, and also that sympathy for action on these matt err is virtually unanimous. The SASS statement can serve a useful purpose in br~g­ ing home to us the urgency of the special problems that black students have in obtaining an opportunity to prepare adequately for college study, and in maintaining their sense of selfhood within largely white environments while living and working at ' college. But we should not be tempted to set aside rational and democratic methods in our concern to reach a solution of these problems. We have good ways of dealing with our problems, through study, discussion amop~ students, faculty members, and administrative officers; and recommendations to the Board of Managers. The current crisis has not ari'sen out of faculty indifference to students' needs and interests, or administrative aloofness and refusal to communicate with students or student groups. The best way of mSElting it--and of making futUre crises as healthy and constructive as possible-is to continue to adhere to democratic and rational methods. Monroe C. Beardsley Nark A. Heald Helen F. North J. Roland Pennock Frank C. Pierson Peter T. Thompson � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Faculty Members of the Council, 01/03/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Monroe Beardsley Mark Heald Helen North J. Roland Pennock Frank Pierson Peter Thompson Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/70cd7ae83ce94eee278ee3c5d23e29b9.pdf ae17304e45df853ee2b65644fe5a4a36 PDF Text Text / Swarthmcre College Swarthmore, Pennsylvania orrice or the President 3 January 1969 To All Swarthmore Students: I think you should know or a development that occurred during the vacation period and or the report I have made to the Faculty on it. Courtn e y Smit h �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith � / Swarthmcre College Swarthmore, Pennsylvania orrice or the President 3 January 1969 To All Swarthmore Students: I think you should know or a development that occurred during the vacation period and or the report I have made to the Faculty on it. Courtn e y Smit h �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Courtney Smith to students and faculty, 01/03/1969 Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Clinton Etheridge President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e119c1595cc49fd9baa254c38fb61423.jpg 791cdf6ae21360921318a87cceca3864 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter to faculty from 6 faculty members, 01/03/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Monroe Beardsley et al Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/de63396aa7ca6b6fd4ce5b0b59e80ee9.pdf 20942e65c5d9ddee59f9d25863ca3f67 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 The Swarthmorean Description An account of the resource Articles that originally appeared in the Swarthmore Borough newspaper, <em>The Swarthmorean</em>, during the events of 1969. 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 Forum slates Robert Woodson Creator An entity primarily responsible for making the resource The Swarthmorean Date A point or period of time associated with an event in the lifecycle of the resource 01/03/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/437a6c67a121e7d675a09e637ba2df75.pdf b3a176f5c31567313fa288f995337523 PDF Text Text I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Recommendations concerning Black Admissions Policy Description An account of the resource Ad Hoc Black Admissions Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/05/1970 Format The file format, physical medium, or dimensions of the resource PDF Alan Robin Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell Faculty Franciena King President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a45a187ba2fc34032d1a793d09452c32.pdf a132793aa287bb7a796c628f55d4222b PDF Text Text ��������� ��������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memo From Ad Hoc Black Admissions Committee to Faculty and Students] Creator An entity primarily responsible for making the resource Ad Hoc Black Admissions Committee William Cline Uwe Henke Franciena King Asmarom Legesse Don Mizell Jean Perkins Alan Robin Gilmore Stott Delmar Thompson Aundrea White Publisher An entity responsible for making the resource available [n.p.] Date A point or period of time associated with an event in the lifecycle of the resource 01/05/1970 Format The file format, physical medium, or dimensions of the resource pdf Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell Faculty post-enrollment support President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b0f3ccc0bf91a31aeee8c0ee074cabb4.jpg d98ba598eb1de919e9c93642e5157b55 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Gilmore Stott's Statement, 01/06/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Gilmore Stott Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Clinton Etheridge President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0cd30ebe278e4ea954b9b4c72dba00d7.jpg 5f3267bcf99b68a7c740e2c9e8255b03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council Statement 01/06/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c3c53171ad0c9e0b68113d3f8d3e3757.jpg 9722d60c4f45761ca2d374ca1db1e68b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission for Educational Policy, 01/06/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a05461a9354c704fc326fa045cd6a11f.jpg 9505eac60e46c430d3378598c0322992 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Statement 01/07/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Hank Levy et al Date A point or period of time associated with an event in the lifecycle of the resource 01/07/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7d6d75cf55457a23a3ead88d4b9b6def.jpg d5b18cb8a40427a52bd9f6b8288ebc59 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Statement of support 01/07/1969] Description An account of the resource SASS file Creator An entity primarily responsible for making the resource Hank Levy et al Date A point or period of time associated with an event in the lifecycle of the resource 01/07/1969 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b23d74bc9cd7864f7d57b3113fb0d15.pdf 626496a94ccef9806ab6ec052f8ec5fc PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Students Get Roles in Hunt for New College President Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Ray Didinger Publisher An entity responsible for making the resource available The Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 01/07/1969 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dc7977817233331719f75487ef262783.pdf dab28f974e9c42744f7b6d60cae4df83 PDF Text Text J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from David Cowden, 01/08/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource David Cowden Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/521b112fe166e25097cbbf5074eb5807.jpg 1919d74c4f7383177f59a54dddf486d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Student Council] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f570752182d84aef1e3a65f2e2ecf6bf.jpg ec499eab68719ef3241351f5aee4df80 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from SASS to staff, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/63b8c483c416a63db75035d1f6341f02.jpg 184cee6f9611a3a433baad19e5964bd7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support Student Council