7 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/778adcb9015f6ca3c374f619b59453c3.pdf 7aa997a6dc2ea89be14588947dd2b048 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 Don Pelz to Marjorie Edwards] Creator An entity primarily responsible for making the resource Don Pelz Date A point or period of time associated with an event in the lifecycle of the resource 04/13/1942 Description An account of the resource Gift of Bernie Banet Format The file format, physical medium, or dimensions of the resource pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ed3137150b3968837e898ff6b604cfd4.pdf da9f8af3660975e785c1bdf02f6c3568 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Dori Goggin '71 to Courtney Smith, 01/12/1969] Creator An entity primarily responsible for making the resource Dori Goggin Date A point or period of time associated with an event in the lifecycle of the resource 01/12/1969 Format The file format, physical medium, or dimensions of the resource PDF Description An account of the resource Box 67, SASS 1968-1969 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/310533644c2acdb29b5f29a8cb99ec3a.pdf 2da64419f27cc8fc8f9b32c4b420ac27 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Earl and Doris Shatzkin, 01/28/1969] Creator An entity primarily responsible for making the resource Earl Shatzkin Doris Shatzkin Date A point or period of time associated with an event in the lifecycle of the resource 01/28/1969 Format The file format, physical medium, or dimensions of the resource PDF Description An account of the resource Box 11, Black Crisis January 1969 (27-31) Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/993edfd4cc7ca8d7185691ced2d55111.jpg 7faf7f5ec8b82f526bab4debaadef425 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 Edward Cratsley to David Closson, 04/24/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 04/24/1970 Format The file format, physical medium, or dimensions of the resource JPG Black Cultural Center President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6139fcfb2b1d0698dac0693e0baa385c.jpg d4747a88700cb6a5559b56e7a370375c 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 Edward Cratsley to Steering Committee for the Black Cultural Center 11/04/1970] Description An account of the resource Box 1, Miscellaneous correspondence Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 11/04/1970 Format The file format, physical medium, or dimensions of the resource JPG Black Cultural Center President's Office Russell Frisby http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea250fdecf7ce35f63180970b80af2b4.pdf 180704c28b1d4d6174dd4a0a104c95cc PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Edward Cratsley to the College Community, 01/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Edward Cratsley Date A point or period of time associated with an event in the lifecycle of the resource 01/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/807f19b406f0b30566fcf17b6fd5d7e0.pdf aa5abf2ada7ba4a3dfdbe89da4bb4a4e PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Eleanor Dreibelbres '21 to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Eleanor Dreibelbres Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/83796454c528db00f98eafd002183f9e.pdf 714cb7d593342dff06ecaee111647710 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Ernest Luther '46 to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Ernest Luther Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/323763e781aa6f7d78332771abff89c7.jpg 95dd4778a2ed770280d380a07449e338 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Evelyn Hagner to Courtney Smith, 01/15/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Evelyn Hagner Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c82ab71d7caa4be981f1c3cbd2881996.pdf 307daca07378affd9707c1561a127107 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Frances Crosby to Joseph Shane and Edward Cratsley, 02/28/1969] Creator An entity primarily responsible for making the resource Frances Crosby Date A point or period of time associated with an event in the lifecycle of the resource 02/28/1969 Format The file format, physical medium, or dimensions of the resource PDF Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4e572281f4e2e188b8ce0c6aabcbc27a.jpg 291bda0fe2153b6b1b20a090e3257e3e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Fred Hellers '53, 01/19/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Fred Hellers Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/681a1c4798e3aa9bce19ee9fa70ee2f7.jpg 69a954016e0cc8259606f425c0809580 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Frederic Pryor to Robert Cross 04/08/1971] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource 04/08/1971 Format The file format, physical medium, or dimensions of the resource JPG Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/316cedfe210ec894d36ff3ce8f76deec.pdf 1b33e7b2ddd925d0180ed955f9251f62 PDF Text Text / September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together. �-2- School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall. �-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were �-4 ... taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition, �-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.) Pomona: I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf. �A App1ication~ . last year .Men: . 1,092 W6:men: '1 ,187 Total: 2,279 ~\ Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448 The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6 Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know. Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners. �B Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76 7 268 448 Scholarship funds Offered: Accepted: $189,950 127,550 Loan Funds Offered: Accepted: $7,600 6,900 (This is for the freshman class alone.) Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500 � / September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together. �-2- School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall. �-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were �-4 ... taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition, �-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.) Pomona: I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf. �A App1ication~ . last year .Men: . 1,092 W6:men: '1 ,187 Total: 2,279 ~\ Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448 The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6 Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know. Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners. �B Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76 7 268 448 Scholarship funds Offered: Accepted: $189,950 127,550 Loan Funds Offered: Accepted: $7,600 6,900 (This is for the freshman class alone.) Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500 � 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 Frederick Hargadon to Alumni Interviewers 09/1966] Description An account of the resource SASS file Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 09/1966 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/84a9f0cb95f4d96c4fe0300ce172ba14.pdf b8965c4bb3c18eafe73662fef1c16e0c PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Gertrude Knapp Stoughton '24 to Joseph Shane, 01/17/1969] Creator An entity primarily responsible for making the resource Gertrude Knapp Stoughton Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource PDF Description An account of the resource Box 11, Black Crisis January 1969 (27-31) 1969 sit-in Black Studies Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/46d68011d208f3f686fca51132d09a9f.pdf 18c9642aaec790ce9c5bb55ce524302d PDF Text Text SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � SWA R THMO RE COLLEGE SWART H MORE, PENN.SY LVAN IA 1908 1 O FF I CE OF THE PRES ID ENT 26 · November 1968 Dear Courtney: This letter sets down some consi derations the Council on Ed ucational Policy may wish to keep in mind when they we i gh Upward Bound along with the various possibilities for summer programs at Swarthmore. To me the stronge st reason for contin'u ing our Upward Boun d program for the present is that it lets the College be a good n eighb or in our own co mmunity in away that is sorBly nee ded locally , and is at th e s arne time part an d parcel of "'That many ju dge to be the biggest h ational p~oblem o f our time . What we do is s ma ll, but it is concrete, and it is increasingly effectiv e ( especially sinc e we included a resi dent ial co mp on ent ) . It helps indivi dual slum young people (six Swarthmore Upward Bound stu c-ents have moved out to be resi dent students in ABC programs, one at the t·,jayn flete School in Portland, Maine, on e at Appleton High School in Wisconsin, one at Mercersbur g Academy, one at Sol ebury School, on e at Dana Hall School, Ma ssachus etts , one at Maumee Country Vall~y Day School in Ohio, where they will be f or their junior and senior years; on e is at GermantoHn Fri ends School on scholarship raised fro m individuals at Swarthmore,another is at Geor g e School on the s ame basis; two 'IITill go to George School on foundation money, another to t-Jest to 1,m on . the same basi s; and of the e i ght Up'.tmrd B oun d 12th graders, seven are expected to go to colle ge -- on e we hope to . SHarthmore , another to Hofstra, another to Ob e rlin) . And after having been !lshut out" years a g o by the Chester schools, it is n01--T Vlelcomed and praised by the Chest er school people ( about a weele a g o 20 of them, including 5 princ ipals and 10 guidance counselors~ vis it ed Sharp l es for supper and an evening of discussi on ab out adm issions and a~tivities of the program) . To put the above briefly, we are clos e to Chester 's woes, and th ey are our country ' s woes. But on e n eeds to ask, too, "'Jhether Upwa:cd B oun d is relevant to ou r .c apacit ies as an instl tution, and ,,-Thether it helps our stu dents . Both of these latter seem"to me , al~o, to be pluss e s . Oth ers , for exa mple , Fred Har g a d on a n d Lee Bramson , p oint out ( and I agree ) that an intellectual college has a s pecial c apa ci ty for motivating hi gh c apacity youn g p e ople drcnm fro m li mite d back gr ounds . But for my part , thou gh I would we lco me �-2moving out as we can to some of these functions too, I keep thin1cing about these plain poor kids on our own doorstep; and I keep thinking maybe in this activity we should not s eek out the special a.nd th~ gifted;but should use whateve-rgifts and acuity we have for a place nearly without hope ( we all drive through Che st er every now ano then , and "nearly 1,-Ti thou t hope" does not see m li ke an exa gge r a tion) that is "n eighbor "· to us in the Good Samaritan sense. I do believe the talent of our studen t s and faculty can s omet ime s succ eed, even in t hi s harder and local chore, because the tale~is hi gh , and there .can be a contagion of ideas - from people I,,;-ho find ideas compellin g . HOH different a brigb.t S ,mrthmore stu_dent would seem, in doing this. for a slum youngst c from the . ch'ild ' s standard fare in the classroom . Consequent l y I d o not feel · "what a \-Jeste" \-JhenI think of ou r very able people helping in this k in d of a service. c , Agairi on· the favorable side , I would point out the . relevance and interest of this experience to our students~ The CEP has proposed that more encounter wit~ practical problems may be expected in some cases to be educationally relevant for our students . We continue to draw interest, for the jobs of tutor or counselor, from students who are strong both intellectually and in other ways . The series of student "heads 'l includes people li ke Phil Gr~er, Jack j\fagel, Steve Hamilton, Muffin Reid , Ray McClain, Dan Nussbaum . For some th ere has been professional relevance -- for example Steve Hamilton and M uffin Reid (t eaching) ; also for Bob Cooter ( psychology ); and fOI' Dian e Batts (soci~lo gy ). Participating stud ents have worked hard , and d o not wish to continue forever ; but they gain , .and there is a continuing supp ly of students from among our best ( 50 applicants last year for 12 places ). One student, speaking of his UB work last spring as tutor~ called this activity "an oasis." It may be co mmented that students are more dralm to this than faculty members . On e can se e that younger faculty members ( who are also those v-!ith Hhom our studen t participants feel most rapport ) are busy with r esp~nsibiliti es such as thesis co mp letion, resea rch , teaching and so on . But one should also notice, I think, that our su mme r full-time faculty participants have been the people we "set our ca p ll for , and there have not been difficulties gaining their help for th a t limite d period, nor in ga ining the help of a large number of committee participants who have genero usly spent time and effort On working subbo mm itt ee s, such as counselor recruitment , admission, faciliti es , p ro gram , an d so on . 'l'he s pe c:i.fic role of Project Dir e cto r is so s trongly administrative that it is perhaps not a matter of surprise that young facuity members have hesit ated �- 3to be that much diverted from the academic side; and on e wonders whether , through curr e nt int erest in an increase in black studies, or in terest in counselling for black students , th e personnel picture might suddenly develop in a way that would b e h elpfu l on this score . On e further fav orab le consi d eration is to my mind the one of tradition . I heartily supp ort the present !I rat ional look" at co mp arati ve reasons, and do not think it a sufficient reason that we should continue with Upward Boun~ sim p ly because l l.~ve are in it ." But I d o value the fact that befor e it \..Jas Upward Bound, it was initiate d by S~arthmo~e students an d operated two years independ e ntly of any federal pro gr a m -- indeed experiments like ours may have had some relevance in persuading the country that this k ind of effort on the part of coll eges shoul d receive federal support . So it is "our o;"m" in a sense it would not be iT we had onl y begun by accepting federal dollars . In a word let me mention some of the negatives. Som~ will eay, n ot without some justification, that Swarthmore ' s role for hel p in g in minority education should be to choose the most promising country-w i de ~nd help them toward leadership roles (an d I have given mv reactions to this, above) . The share of coll ege ~ ~ dollars to fe der al dollars has incr eased from 10% to 20%, and I have myself wor ked a ga inst the view, som e ti me s heard fro m ashin gt on, that if colleges want this, th ~y should b e willing W to pa~T part of the bill . ( As He kIlO;,J , most of coll ege supp o rt co mes, fro m gift s, and g ifts for this special purpose ,hav e beco me incr eas ingly diffidult since there is a government pro g ram .) We cannot be sure that the colle ge share of supp ort, alr~a dy si gnificant, will not be requir ed to incr ease ( p r esent indications are it will not incr ease for next yea r ). Further , rJhether the federal " guidelines " we have sometimes vwn osre d 1 would restrict us -- for examule in askin Q us to ta ke Dart i n an extent and st y le of colle g~ placement ~f US !I gr a du ate s ll which we would not ourselves welcome . At present, our expe ri ence is that , our relations ltJith ~v ashington are g oo d ; He thin 1c th ey li k e 'H hat He are tryin g to d o and are. understanding of our n eed to deviate from som e of their stand a rd practices ( for examp le, our stud e nts in a si gnificant sense p l a n· and carry out th e S\·J8 l.~th tlJ or e pr6 gr a tn ) . Onc e more on the plus side . I not e that Up ward B oun d is a g oin g ' th i n g , h as an or ganization, stu de nt interest , present activities , even a fair amount ( thoU R: h we c:o not ur o mise mo re th a n He can de liver) of expecta~ ion anJ anti dipati~n from Chester y oun i peop l e and teac hers (an d it has b een h ard to earn !). Th e r efore it s eems to me to be desirable to cont inue f o r the present , ho p in g this would not rule out other possibilities that are bein g consi de red . Sinc errly , Dilmor e Stott � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Gilmore Stott to Courtney Smith, 11/26/1968, re Upward Bound] Description An account of the resource Box 28, Commission on Educational Policy 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 11/26/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c00340398c0e93d9c605be2ad05a15ac.pdf f5a465dc2068cc819bd84889df964b85 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Grace Dunn '28 to Joseph Shane, 01/14/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Grace Dunn Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/970b255039d783f6ca870bb72a47926b.pdf a1565137e67cbf737bca6fbadca1864e PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Grace Ziegler to Don Mizell, 03/14/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Grace Ziegler Date A point or period of time associated with an event in the lifecycle of the resource 03/14/1970 Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Black Cultural Center Don Mizell http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dfefe97372966ab17006e48c42c562ce.jpg 386b9aa9a9fd3cb8c1c244fb7e89a3b6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from H. Thomas Hallowell to Joseph Shane, 02/25/1969] Creator An entity primarily responsible for making the resource H. Thomas Hallowell Date A point or period of time associated with an event in the lifecycle of the resource 02/25/1969 Format The file format, physical medium, or dimensions of the resource JPG Description An account of the resource Box 11, Black Crisis January 1969 (27-31) 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ec52b818051f9551b3c80da1b674ad96.jpg 21ba30f24c865cc2e9669371350bc339 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Harry Satterthwaite '07 to Joseph Shane, 01/17/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Harry Satterthwaite Date A point or period of time associated with an event in the lifecycle of the resource 01/17/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/db537170ca123f0e1c676bec2fec6c68.jpg 2309b016d216b586e099983612317244 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 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 Harry Satterthwaite to Joseph Shane, 01/10/1969] Creator An entity primarily responsible for making the resource Harry Satterthwaite Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource JPG Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 1969 sit-in