8 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5ae619ccb57565ea3ea6e81f2dd99344.jpg b0e3c3402ffced19c5c27bd28d7046e7 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 Sprogell to Courtney Smith, 01/13/1969] Description An account of the resource Box 10, Black Crisis January 1969 (13-19) Creator An entity primarily responsible for making the resource Harry Sprogell Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5e36f59483db27e197b90bacff70297c.pdf 589ed6e72b598919d7396a0f7eba5e65 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 Helen and Dill Parrish to Joseph Shane, 01/21/1969] Creator An entity primarily responsible for making the resource Helen Parrish Dill Parrish Date A point or period of time associated with an event in the lifecycle of the resource 01/21/1969 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 Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2e0959e209889b453fc20de47f45ddd9.jpg 1b40b6779f2126ef0c897ee207336c4a 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 Helen North to the Wall Street Journal, 03/26/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 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 03/29/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d0727e92240d92442fac074007ffb76d.pdf 6ba368b19df890072ef8b1b861c4c917 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 Jane Colburn '39, 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 Jane Colburn 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/ceca0beaac92fb3e543b81e063819623.jpg ac522754cc1806b730050852bec4ac24 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 Joanne Smith 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 Joanne Smith 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/47aed70ed187bfc798d8fbbcc3769e55.pdf b5ac105b2f287ee8c30fad906dc497b3 PDF Text Text ~ Members of SASS, After the announcement of Courtney ,. Smi~h's _anuary 18 _ Early Saturday Morning death I went and They l\C\(.. 1 talked to Stephen Piker and Victor Novick in Piker's office. both agreed that Vice-President Cratsley and that h~ w~s a livery -narrow man", vrould probably not exert himself in any way to try and Instead, they were take over as presiding officer of the faculty. of the opinion that he would run things throug h committe, that is, hand over Courtney Smith's power to a small group of people. ~', Both Mr. Novick and Mr . Piker seemed to feel that the CEP would figure heavily in this capacity. Members of that committee are Beardley, Not too fine, Cobbs, Heald , North, Pennock , Pierson , P . Thompson. I guess , but CEP people certainly seem somewhat in power. Second, but soully my own opinion is that Mr . Piker will be standing in a position to do something. Hi s talke~with you, and the fact that he seems to have alienated fewer faculty members than most , puts him in a strong position with the faculty . Third , in discussion with Subi Sahgal and others there was a fair amount of agreement that Dean Barr was going to play a large role in relating to the faculty and board of managers . seen obviously. Mere speculation. It remains to be Until then, I fear anything that might be the worst and hope for the best. Finally, Subi, Joe Schoenfeld, John Braxton, Candy Putter , Frank Ackerman, Lauren Brubaker , Victor Novick , Alan Feldman , and I will meet at 1:30 today after finding out all we can about the forthcoming structure. meeting . For now, it is sad that things happened as they did Thursday , but it is well worthwhile to remember that thing s are in a state of flux at the moment and that power relations have not been comp letely settled . The right thing done at this time may have some inf luence on how it comes into being . Subi, I'm sure, will be in touch with Clinton after the �I think that all of us meeting will use the morning to talk to as many faculty as possible . ,. Until then Support and best wishes, � ~ Members of SASS, After the announcement of Courtney ,. Smi~h's _anuary 18 _ Early Saturday Morning death I went and They l\C\(.. 1 talked to Stephen Piker and Victor Novick in Piker's office. both agreed that Vice-President Cratsley and that h~ w~s a livery -narrow man", vrould probably not exert himself in any way to try and Instead, they were take over as presiding officer of the faculty. of the opinion that he would run things throug h committe, that is, hand over Courtney Smith's power to a small group of people. ~', Both Mr. Novick and Mr . Piker seemed to feel that the CEP would figure heavily in this capacity. Members of that committee are Beardley, Not too fine, Cobbs, Heald , North, Pennock , Pierson , P . Thompson. I guess , but CEP people certainly seem somewhat in power. Second, but soully my own opinion is that Mr . Piker will be standing in a position to do something. Hi s talke~with you, and the fact that he seems to have alienated fewer faculty members than most , puts him in a strong position with the faculty . Third , in discussion with Subi Sahgal and others there was a fair amount of agreement that Dean Barr was going to play a large role in relating to the faculty and board of managers . seen obviously. Mere speculation. It remains to be Until then, I fear anything that might be the worst and hope for the best. Finally, Subi, Joe Schoenfeld, John Braxton, Candy Putter , Frank Ackerman, Lauren Brubaker , Victor Novick , Alan Feldman , and I will meet at 1:30 today after finding out all we can about the forthcoming structure. meeting . For now, it is sad that things happened as they did Thursday , but it is well worthwhile to remember that thing s are in a state of flux at the moment and that power relations have not been comp letely settled . The right thing done at this time may have some inf luence on how it comes into being . Subi, I'm sure, will be in touch with Clinton after the �I think that all of us meeting will use the morning to talk to as many faculty as possible . ,. Until then Support and best wishes, � 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 John Marshall to SASS, 01/18/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource John Marshall Date A point or period of time associated with an event in the lifecycle of the resource 01/18/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/48edf276449dd13c23870f5ed6f3b982.pdf bda562c1a8e24438bfca8d9ae13d94e0 PDF Text Text /~ 502 Woodland Terrace Philadelphia, Pennsylvania January 9, 1969 To the Faculty and AChninistration of Slvarthmore College: Since everyone in the vicinity, from. Fa1 to Lincoln students, has seen fit to express himsel~ on Swarthmore's "racist admissions l)olicy," I see no reason why a selfrespecting black alumnus should not add his opinion. I consider myself relatively competent in the matter, as I have been close~ associated. with ~varthmore, both the student bod;y- and the college, thrcugh various friends and in various positions since my graduation in 1966 . I was one of two black alumni who attended the first meeting of the Admissions Committee with the black students, when SASS walked out. I have waited to speak because I wanted to see just hO't1 far this matter would be taken. HOlv is no longer the time for silence. First of all, I have enclosed a letter sent by SASS to a small, select group of "Negro" stUdents l-.Tho do not affiliate themselves with SASS. It is well worth reading, for it proves that SASS's position is not so monolithic or all-encompassing as might be believed. More important, it exarrplifies the pressures exerted on the black stUdent to conform to SASS's ideas for the sake of black unity. Under such circmnstances, is a decent education -- which must baSically be an individual affair -- possible for the black stUdent '? SASS must be recognized for what it is -- a group of dissatisfied, insecure, and egoistic black students aj:.tempting exactly what their letter says they are not, a power play for notoriety. I ivould assert that this uhole matter of black admissions policy could have been solved peacefully, reasonab~, and much faster had SASS not made its grandstand play. The suggestions made in the original meeting by those blacks who stayed and in the Harg~don report are basically no different than the SASS report except for tone and the lack of demand that Dean Hargadon be relieved of his duties. Action was advancing then, and in a much less emotion-charged atmosphere. Considering this, t.he only conceivable reason SASS could have had for their subs8quent moves was to blow the matter up so that they could t ake credit in a public fashion for the progress made in black admissions policy. With regard to the substance and ideology of admissions pOlicy, I think that SASS's self-centered am bitions become even more evident in thei r proposals for ad~itting relatively large numbers of "risk" studonts merely because they are black. The admissi on of a :::::J.demically unqualified students �- 2 - would demonstrate a singular lack of regard for the welfare of the incoming "risk Ii student. If SASS were less myopic, they would see it would be better for the welfare of the black man were he able to secure an education at an institution commensurate with his abilities. That is the critical matter, not that a certain number of high r~sk students be admitted to a particular institution (e.g., Swarthmore). It is difficult enough for most qualified students to get through Swarthmore. Imagine the problems for a risk student, particularly a black student. The chances that he will succeed academically are slight, and there is no other real measure of success at ~varthmore. This student becomes dissatisfied, immediately a prey for SASS, which feeds on the dissatisfaction of those who are having either academic or social problems and blows them up into matters of lIracism ll and lldiscrimination." This is not to say that racism and discrimination never occur, but that SASS bandies about these terms so much as to make them meaningless. In the end, Swarthmore will have a black ghetto; an incipient one exists now. Is this educational, for black or white? There is also the question of Swarthmore's standards. SA~S simultaneously says that the standards should be disregarded fo:r black student, yet that Swarthmore's high standards make it a potential training ground for black leaders and scholars. Granted that the college could lower its educational standards for blacks; yet I would ask why. There are black nonrisk students capable of making the grade here. The untapped areas where they live have already been suggested to the Admissions Committee. There are thousands of colleges and universities, both black and integrated, which are open to those .-rho do not measure up to SWarthmore's standards. Swarthmore's main attraction is its high intellectual and academic standard; lower this and it has little to differentiate it from a number of small., coeducational colleges. Ideologically, SASS openly says it is separatist. !\Tor does it hide its condemnation of those who believe in the Illiberal" integrationist ethic as the viable solution to America's race problem. No one definitively knows what the welfare of the black man is, much less how to achieve it. And this is the advantage of a liberal society -- it is open to many different approaches, and able to choose one or a number of them. The radicals, black or \vhite, feel that only their approach is the correct and virtuous one. You, the faculty and administration, are white and thus in a tenuous posi tj_on. It would be most tempting to say that SASS knows what is right for the black man because they are black and vocal. Yet the separatism advocated by SASS is not viable. The black man cannot exist in the long or short run in separate islands surrounded by a white sea. Integration will take longer, but is ultimately probably the only viable solution to America's racial problems. �"tl o \ ~~l [1 ~'") ~r ' ~""c1 L .... ' r:~I L ·-G , . J __ +0' u - r:C:'U 1C:;~ .J ~ .J J~; c . -'';' . " ~C"'C'- '_ ~"""C'~ J. loO Ci.~cl C! ).J.:}o --!O l .... 1 "'-~Jr~ r. .. -"-"'lc. I... ...... . ! :' (·:-[Jl ~J , J.! . J. L., 1' ", • u r c:.. co:cElOn T.' 1 :: C8 "'... tC1D. t .:.; J ~',UC C2: : S __ .. VOU1" •• :.-- 'C·". ~ l l"l' D <:-·C 0 ·".,c· (:', ....... I ~ ... ,J ,,- • incl-cc:,~')c;;; one 1 S cu(J['S.cJ s~:ce . '.0 - - _.';,, '. "v l.-c"~ o"cc .""C, ...c:· 0 r~::: J..... ... ;'I ) '. } L ' 1. ....., ... u v '·'nl) c .. y ;:..,..!.. . • c: . . . . ~ __ .) • _ .' L",,_ .... ... Thu:,; , i.!_ ...,,\, c;'" r r r~[, r_,p .... .... _ .r '-" YOU l ' P ,;l"' t to furthe:c '[ ,1::: c1: IJ::·icl.8 cl(Jc] b e a:\i ol]"" tic VF.t ~;UCCe~jfJ :i.n 2: L;r·Sl) ~_ t. ro C' <, C v",-,u pl"'O :JC (:~2.• It C' l.J s~-:ol) lc1 2~ o c: ls , JUl , '" 8,1~,o ,- '" ', ', "" ' 6 :'-<. J' _,~,--;lOJ tj. 11U,ecl ." l ' e c· 'l" i 0"" h ~ r, .! ........ c. c1h.c Y'· cn c e to tt~ 2~-;2 b8J.~ ef· S U· c i 'n ~ " 0 ..... '~l' t....) , _ • -~c. of'· t hi:' \-,ron..:: cd'·l' 0 " " '" "1 ' -'/'., - ,. r, E: v v _, 0 . 0 , c..[_ CO \",' J.:-l. bt.' Yo' r-, ":C., oj,'" C 0 I' ....', J suc- 2 .1 10 r ~~(=: t~! l O ·~B e If you 1 s t the j, n HarS~don tr~:~f.', it. bc ~:no'\'m tll ~, t you r j,r:t Crl t. is to L:p1er::ent report , and that SASS 1 s p r essures hsve meant nottin3 you 'I n.ll h evs don<:' t\;O e.Ll~~_ j.n i stl~c.tto~ j i ~'T ls :: ,Ci~tE:.tio'C!. , 2~-\ tLi.~ss . ',:L Oll t·:~ ·s ~, ~ '.-.' ill \·!j.s·~ r1c.l\r e ._ SL!. o":;·;n t. L t, 'lG. 2.C t,. • ~ "oJ ...... " :f:'D.CUJ.t,y G.:"! :.:-: ~r(J:~; n" loJ • ... you h(:; cJ c· ') ~) lo I do ~~~ -'GO ~ ....... ,b 1 l) u :__ ~ (l n T ~ C ", -', V ictC E:'. f.) l} Ust '~Je SeconcJ J.y, 0 " C' c, .J.... n ". 'I "" • .. .'...... \':111 '-' C C -, ...... 1" 1 • .,' . _ ("") :;:\r6 ''J . "J C" . _ "n' l ShO ·l'!(J. -'I r. '; "" •1 i .... 1. _ - '-, ~J ..1. . S . .··~S· .:) t rl::~ t <:. n"' V V -L[18j.r _ . ..... L'(_A. '; ' ' ,0 __ C 1 ' ...... J ' ~,t,~ =-~~[~. ~: .:; .", "' ........'... .'"... I "" -r" \! j~ se o ~-: e r1 to U1 1~.:· r· Ss::: ur· :;cl} r· [; [;.;:-: Ot1 s:1 ce l)e,t, 8 to tr ~<Ly, You r's �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 January 8, 1968 Dear Brothers and Sisters, SASS is very desirous of showing a close black unity in this operation. To insure the greatest possible effectiveness in this action, there are a few important points upon which we must ask your cooperation: first, that there be no individual conversation with the press - all press should be referred to the SASS chairman, Clinton Etheridge. It would also be unwise to engage in spec- ulation with other students, faculty, or administration concerning SASS's possible future plans of action, since this would probably lead to greater confusion in the college community at large. In carrying through this action, SASS is trying to make a gain for black people, not a power play for notoriety. You may not agree with our radical methods, but you must admit the progress we as a black students' group have made, e.g., recent faculty meeting. This progress has been made as a unified group and any further progress must also be accomplished through black unity. SASS is not asking for your participation in this action, only that you not harm the operation ina.dvertently. Sincerely, Swarthmore Afro -American Students Society THIS IS THE LE'f'l'ER WHICH WAS ENCIDSED TO THE FACULTY AND ADMINISTRATION FROM JOHN H. MORROW, JR. � /~ 502 Woodland Terrace Philadelphia, Pennsylvania January 9, 1969 To the Faculty and AChninistration of Slvarthmore College: Since everyone in the vicinity, from. Fa1 to Lincoln students, has seen fit to express himsel~ on Swarthmore's "racist admissions l)olicy," I see no reason why a selfrespecting black alumnus should not add his opinion. I consider myself relatively competent in the matter, as I have been close~ associated. with ~varthmore, both the student bod;y- and the college, thrcugh various friends and in various positions since my graduation in 1966 . I was one of two black alumni who attended the first meeting of the Admissions Committee with the black students, when SASS walked out. I have waited to speak because I wanted to see just hO't1 far this matter would be taken. HOlv is no longer the time for silence. First of all, I have enclosed a letter sent by SASS to a small, select group of "Negro" stUdents l-.Tho do not affiliate themselves with SASS. It is well worth reading, for it proves that SASS's position is not so monolithic or all-encompassing as might be believed. More important, it exarrplifies the pressures exerted on the black stUdent to conform to SASS's ideas for the sake of black unity. Under such circmnstances, is a decent education -- which must baSically be an individual affair -- possible for the black stUdent '? SASS must be recognized for what it is -- a group of dissatisfied, insecure, and egoistic black students aj:.tempting exactly what their letter says they are not, a power play for notoriety. I ivould assert that this uhole matter of black admissions policy could have been solved peacefully, reasonab~, and much faster had SASS not made its grandstand play. The suggestions made in the original meeting by those blacks who stayed and in the Harg~don report are basically no different than the SASS report except for tone and the lack of demand that Dean Hargadon be relieved of his duties. Action was advancing then, and in a much less emotion-charged atmosphere. Considering this, t.he only conceivable reason SASS could have had for their subs8quent moves was to blow the matter up so that they could t ake credit in a public fashion for the progress made in black admissions policy. With regard to the substance and ideology of admissions pOlicy, I think that SASS's self-centered am bitions become even more evident in thei r proposals for ad~itting relatively large numbers of "risk" studonts merely because they are black. The admissi on of a :::::J.demically unqualified students �- 2 - would demonstrate a singular lack of regard for the welfare of the incoming "risk Ii student. If SASS were less myopic, they would see it would be better for the welfare of the black man were he able to secure an education at an institution commensurate with his abilities. That is the critical matter, not that a certain number of high r~sk students be admitted to a particular institution (e.g., Swarthmore). It is difficult enough for most qualified students to get through Swarthmore. Imagine the problems for a risk student, particularly a black student. The chances that he will succeed academically are slight, and there is no other real measure of success at ~varthmore. This student becomes dissatisfied, immediately a prey for SASS, which feeds on the dissatisfaction of those who are having either academic or social problems and blows them up into matters of lIracism ll and lldiscrimination." This is not to say that racism and discrimination never occur, but that SASS bandies about these terms so much as to make them meaningless. In the end, Swarthmore will have a black ghetto; an incipient one exists now. Is this educational, for black or white? There is also the question of Swarthmore's standards. SA~S simultaneously says that the standards should be disregarded fo:r black student, yet that Swarthmore's high standards make it a potential training ground for black leaders and scholars. Granted that the college could lower its educational standards for blacks; yet I would ask why. There are black nonrisk students capable of making the grade here. The untapped areas where they live have already been suggested to the Admissions Committee. There are thousands of colleges and universities, both black and integrated, which are open to those .-rho do not measure up to SWarthmore's standards. Swarthmore's main attraction is its high intellectual and academic standard; lower this and it has little to differentiate it from a number of small., coeducational colleges. Ideologically, SASS openly says it is separatist. !\Tor does it hide its condemnation of those who believe in the Illiberal" integrationist ethic as the viable solution to America's race problem. No one definitively knows what the welfare of the black man is, much less how to achieve it. And this is the advantage of a liberal society -- it is open to many different approaches, and able to choose one or a number of them. The radicals, black or \vhite, feel that only their approach is the correct and virtuous one. You, the faculty and administration, are white and thus in a tenuous posi tj_on. It would be most tempting to say that SASS knows what is right for the black man because they are black and vocal. Yet the separatism advocated by SASS is not viable. The black man cannot exist in the long or short run in separate islands surrounded by a white sea. Integration will take longer, but is ultimately probably the only viable solution to America's racial problems. �"tl o \ ~~l [1 ~'") ~r ' ~""c1 L .... ' r:~I L ·-G , . J __ +0' u - r:C:'U 1C:;~ .J ~ .J J~; c . -'';' . " ~C"'C'- '_ ~"""C'~ J. loO Ci.~cl C! ).J.:}o --!O l .... 1 "'-~Jr~ r. .. -"-"'lc. I... ...... . ! :' (·:-[Jl ~J , J.! . J. L., 1' ", • u r c:.. co:cElOn T.' 1 :: C8 "'... tC1D. t .:.; J ~',UC C2: : S __ .. VOU1" •• :.-- 'C·". ~ l l"l' D <:-·C 0 ·".,c· (:', ....... I ~ ... ,J ,,- • incl-cc:,~')c;;; one 1 S cu(J['S.cJ s~:ce . '.0 - - _.';,, '. "v l.-c"~ o"cc .""C, ...c:· 0 r~::: J..... ... ;'I ) '. } L ' 1. ....., ... u v '·'nl) c .. y ;:..,..!.. . • c: . . . . ~ __ .) • _ .' L",,_ .... ... Thu:,; , i.!_ ...,,\, c;'" r r r~[, r_,p .... .... _ .r '-" YOU l ' P ,;l"' t to furthe:c '[ ,1::: c1: IJ::·icl.8 cl(Jc] b e a:\i ol]"" tic VF.t ~;UCCe~jfJ :i.n 2: L;r·Sl) ~_ t. ro C' <, C v",-,u pl"'O :JC (:~2.• It C' l.J s~-:ol) lc1 2~ o c: ls , JUl , '" 8,1~,o ,- '" ', ', "" ' 6 :'-<. J' _,~,--;lOJ tj. 11U,ecl ." l ' e c· 'l" i 0"" h ~ r, .! ........ c. c1h.c Y'· cn c e to tt~ 2~-;2 b8J.~ ef· S U· c i 'n ~ " 0 ..... '~l' t....) , _ • -~c. of'· t hi:' \-,ron..:: cd'·l' 0 " " '" "1 ' -'/'., - ,. r, E: v v _, 0 . 0 , c..[_ CO \",' J.:-l. bt.' Yo' r-, ":C., oj,'" C 0 I' ....', J suc- 2 .1 10 r ~~(=: t~! l O ·~B e If you 1 s t the j, n HarS~don tr~:~f.', it. bc ~:no'\'m tll ~, t you r j,r:t Crl t. is to L:p1er::ent report , and that SASS 1 s p r essures hsve meant nottin3 you 'I n.ll h evs don<:' t\;O e.Ll~~_ j.n i stl~c.tto~ j i ~'T ls :: ,Ci~tE:.tio'C!. , 2~-\ tLi.~ss . ',:L Oll t·:~ ·s ~, ~ '.-.' ill \·!j.s·~ r1c.l\r e ._ SL!. o":;·;n t. L t, 'lG. 2.C t,. • ~ "oJ ...... " :f:'D.CUJ.t,y G.:"! :.:-: ~r(J:~; n" loJ • ... you h(:; cJ c· ') ~) lo I do ~~~ -'GO ~ ....... ,b 1 l) u :__ ~ (l n T ~ C ", -', V ictC E:'. f.) l} Ust '~Je SeconcJ J.y, 0 " C' c, .J.... n ". 'I "" • .. .'...... \':111 '-' C C -, ...... 1" 1 • .,' . _ ("") :;:\r6 ''J . "J C" . _ "n' l ShO ·l'!(J. -'I r. '; "" •1 i .... 1. _ - '-, ~J ..1. . S . .··~S· .:) t rl::~ t <:. n"' V V -L[18j.r _ . ..... L'(_A. '; ' ' ,0 __ C 1 ' ...... J ' ~,t,~ =-~~[~. ~: .:; .", "' ........'... .'"... I "" -r" \! j~ se o ~-: e r1 to U1 1~.:· r· Ss::: ur· :;cl} r· [; [;.;:-: Ot1 s:1 ce l)e,t, 8 to tr ~<Ly, You r's �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 January 8, 1968 Dear Brothers and Sisters, SASS is very desirous of showing a close black unity in this operation. To insure the greatest possible effectiveness in this action, there are a few important points upon which we must ask your cooperation: first, that there be no individual conversation with the press - all press should be referred to the SASS chairman, Clinton Etheridge. It would also be unwise to engage in spec- ulation with other students, faculty, or administration concerning SASS's possible future plans of action, since this would probably lead to greater confusion in the college community at large. In carrying through this action, SASS is trying to make a gain for black people, not a power play for notoriety. You may not agree with our radical methods, but you must admit the progress we as a black students' group have made, e.g., recent faculty meeting. This progress has been made as a unified group and any further progress must also be accomplished through black unity. SASS is not asking for your participation in this action, only that you not harm the operation ina.dvertently. Sincerely, Swarthmore Afro -American Students Society THIS IS THE LE'f'l'ER WHICH WAS ENCIDSED TO THE FACULTY AND ADMINISTRATION FROM JOHN H. MORROW, JR. � 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 John Morrow] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource John Morrow Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions John Morrow SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/fcc36386d6d8113aea145ce825987b7e.pdf 2d47b87a0e6eb403062cc40aed435938 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 Joseph Shane to Donald Peterson 06/11/1969] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 06/11/1969 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/5324ae446441148eb85fc28e2881e38e.jpg 8f208b725f5720810e8b955bfba4e49c 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 Joseph Shane to Robert Cross, 02/19/1970] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 02/19/1970 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/2821306f3c8ecc0e1d8910453d28a611.jpg cbe8f9d4180cb52d980b01fab2b0a98d 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 Joseph Shane to the Wall Street Journal, 03/24/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Joseph Shane Date A point or period of time associated with an event in the lifecycle of the resource 03/24/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f395ade0be4244f9588575e77a8693da.pdf 6b625c32ca9385117e1f7a0dc4c60b58 PDF Text Text SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � SWARTHMORE COLLEGE SWARTHMORE, PENNSYLVANIA 19081 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY December 2, 1968 Courtney Smith College Mail Dear Courtney: In this letter I would like to try to say a few things about sumner programs at Swarthmore which might be of use to 'the , Council on Educational Policy as they reflect on the many alternatives available to us. I think I should begin with my conviction that Swarthmore College is too great a resource to disappear for three months every year. Our beautiful library with its great potential for research and teaching was almost deserted last summer, used by only a few lucky faculty members like myself and by students in the Up1;..rard Bound Program. Why should Swarthmore College go to sleep in the summer? The reasons I have heard seem to arise out of the somewhat traditionalistic attitude regarding the necessity for maintenance, but maintenance schedules can easily be developed around activities which could be carried on during the sumner. It is out of thi,s kind of conviction that the following remarks emerge. I don't think I know the answer to the question as to hm..r the College might be used in ' the summer, but I think that an assessment by the Council on Educational Policy is exactly what we' need at this time. There are multiple uses of the College during this period which are not inconsistent with one another. I believe that the College should try to develop a set of priorities, and the following remarks are intended as a contribution to that discussion. One of the questions which has always interested me has been the re1ationship of the College to its alumni--not m~rely at Swarthmore, but also at other institutions. I think that colleges across the country are groping for new , ways of trying to retain meaningful links vlith their alumni because the traditional ways of maintaining this relationship seem to be only partially suited to the character of students vlho are passing through the institution at the present time. At a college like Swarthmore, where intellectual experience and scholarship are so important, perhaps we should try to think of vlays in which we can encourage alumni to relate to the institution in terms of its primary mission, rather than in terms of activities which'might be defined as peripheral, such as attendance at athletic events . I am an enthusiastic athlete and a firm believer in the importance of physical education, but at the same time, I think some of the rituals associated with alumni return need to be augmented for the more recent generations of graduates. It seems to me that something close to 10% of the S,..rarthmore College faculty does teaching of some kind during the summer. I could be wrong about this figure, but I think it is approximately correct. A large number of S,..rarthmore faculty remain in the Swarthmore area during the summer, working on their research and/or te aching. Using a model such as that of the Salzburg Seminar in Ame rican Studies (which I attended in 1956), could we not have brief, intensive, residential seminars for alumni ,,;hich would take place �Courtney Smith (continued) December 2, 1968 2. over a period of two or three weeks at the most, on a particular topic, which would be taught by faculty who have been invited to do so by the College? Even if a faculty member was working hard on his research during the summer, two or three weeks, which would be remunerated generously, would not ruin the sunnner from the standpoint ofa very desirable change of mental set from the academic year. Furthermore, on the basis of Illy experience in teaching in the University Extension at Harvard, it seems to me that teaching adults is intrinsically interesting and different from teaching adolescent college students, and that this might be attractive as a change of pace for some of our-faculty. Of course, I think this would be extremely attractive and rewarding for . alumni, who vlOuld be encouraged to bring their wives (though I'm not sure what kinds of arrangements could be made for children), and I think that this kind of experienc.e should be costly and that the College should benefit from it in the same way, for example, in which Harvard Summer School benefits the University by producing a profit. I should add that even though this program did not produce a profit, it would be a worthwhile one, since it would strengthen and reaffirm the relationship of the alumnus to his college, though of course the contention that such a program would have a beneficial effect on alumni giving is purely hypothetical, though not inconceivable. I think the details of such programs could be worked out very easily, and that there could be a succession of seminars which took place during the summer, so that there were a couple going on all the time during the three months, but they were staggered so that faculty participation would also be staggered. It will be more convenient for some people to participate at the beginning of the summer or at the middle than at the end, and vice-versa. It is my impression that other institutions have experimented with this kind of program, though I can provide no documentation at this time and on such short notice. I have the impression that Stanford and Yale have both created such programs for alumni. I know that Amherst has a special program for alumni during commencement ,,j-eek, but this program seems to me to be too limited in its scope. Of course, if the Council on Educational Policy would like me to try to obtain details regarding the ex istence of such programs, I would be happy to do so. A . second type of program for adults which v70uld reach another college constituency is one which is described in the enclosed pamphlet entitled Methusel ah 1. Basically, Methuselah I is a residential program for adult members of the local connnunity which is carried out at the University of California at Santa Cruz. It was cre a ted by a former Harvard colleague of mine, Byron Stookey, who was until recently Director of Academic PlelUning at Santa Cruz. As you can see from the fly sheet, M thu se lah is · a six-week seminar program which e is residential and encourages participation without restriction according to any formal prerequisites other than "intelligence and eagerness for inquiry". Methusel ah \va s not cheap, and a fee of $500.00 \vas charged for full-time students. Husbands and wives could attend for $800.00. Housing and mea1.s came to $280.00, so _ that the tot a l fee for the six weeks, incli..lding a college membership fee, was about $800.00. Enrollment was limited to 50 full-time and 20 part-time -participants. Each of these participants took t\vO core seminars and a general sem~nar. The work of the program was focused on four areas: Philosophy and Religion, History and Politics, Aesthetic s and Art, Psychology and Psychoanalysis. �Courtney Smith (continued) 3. December 2, 1968 The seminars were led by Santa Cruz faculty, augmented by a number of distinguished visitors. Some of the better known visitors included Leslie Fiedler, Angus Wilson, Howard Nemerov, Walker Evans, and Christopher Morris. I think the Methuselah project is interesting, but in terms of the ove rall mission of the College as I understand it, such a program probably has a low priority. On the other hand, it is probably true that the College would do very well to try to improve its relationships with interested citizens in the surrounding area. I suspect, however, that the image of the College he~d by ordinary lower-middleclass citizens in Delaware County would not be changed substantially by the existence of such a program, because ordinary middle - class citizens of Delaware County would not enroll in the seminars. I have said nothing in this letter about the Upward Bound Program or the A.B.C. Program, though I would be happy to share my views with members of the Council. Gil Stott has written ~vhat seems to me to be an exceptional letter on the Upward Bound frogram. My own approach to this aspect of potential summer use of the College can be smrrmarized in the following question: how can the summer use of the College help us to find qualified applicants for admission to Swarthmore who are also members of minority groups in American society-Negroes, American Indians, Spanish Americans, and others--whose presence would enrich the experience of the entire college community and keep us from becoming a de facto segregated institution? In other \vords ' " what can the College do to enable members of minority groups in Ame rican society to achieve the leve l of academic excellence which is required and should continue to be required for admission? I trust that the Council on Educational Policy will be discussing a wide range of alternatives in this regard. CO~iShes, Leon Bramson Associate Professor of Sociology and Chairman LB:pbf � 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 Leon Bramson to Courtney Smith, re summer programs 12/02/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Leon Bramson Date A point or period of time associated with an event in the lifecycle of the resource 12/02/1968 Format The file format, physical medium, or dimensions of the resource PDF President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cdae2805b52e6d791522130e5e421460.pdf 973e87eca3d5f82ef6c9831d0afae5e2 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 Lois and William Murray to Joseph Shane, 02/03/1969] Creator An entity primarily responsible for making the resource Lois Murray William Murray Date A point or period of time associated with an event in the lifecycle of the resource 02/03/1969 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/032b1784bb8cf6b5acf690d401529b41.pdf 3a4d5a315b7370e8dec41e4c90437591 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 Louise Bolger, 01/1969] Creator An entity primarily responsible for making the resource Louise Bolger 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 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/1164c0b5520048fd1dd5373afd251393.pdf 0742ba85819c5df98cc62e33512c995e 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 Madeleine and David Wallach, 01/28/1969] Creator An entity primarily responsible for making the resource Madeleine Wallach David Wallach 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/6541bbf9684eff4a369ae199297ab778.pdf 78aa2447be7c4f16d2badc5c17e3f01f 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 Margie and Bill Jones to Joseph Shane, 01/27/1969] Creator An entity primarily responsible for making the resource Margie Jones Bill Jones Date A point or period of time associated with an event in the lifecycle of the resource 01/27/1969 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/de58a225e176c328c42d593f1e451573.jpg 006013a1d7b8b3773da93cd63b7809b5 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 Mary Gatens to Robert Cross, 03/15/1970] Description An account of the resource Black Cultural Center Creator An entity primarily responsible for making the resource Mary Gatens Date A point or period of time associated with an event in the lifecycle of the resource 03/15/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e35d504fa7711318139641abaa4ec71a.pdf 3660a3149a81ad6c34cd430a15c8d6f0 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 Mary Lou Cole '56 to Edward Cratsley, 03/18/1969] Description An account of the resource Box 11, Black Crisis March 1969 - April 1970 Creator An entity primarily responsible for making the resource Mary Lou Cole Date A point or period of time associated with an event in the lifecycle of the resource 03/18/1969 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/7aa0bec7e723085cc4d80a6470e677ef.jpg 251382cb794b2eeed2279a5220238c67 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 Michael Hudson to Courtney Smith, 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 Michael Hudson 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 JPG 1969 sit-in Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b576335f182e9cbbf28c7601944210f1.pdf 48d8ea687a593ca8c154116d9a184f24 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 Penelope Adelmann '66, 01/18/1969] Creator An entity primarily responsible for making the resource Penelope Adelmann Date A point or period of time associated with an event in the lifecycle of the resource 01/18/1969 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 Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d27b707acdbc730059249415e255ff0b.pdf c746595872b5257c4dae06cf22d5b9e4 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 Pusey Bancroft Heald '18 to Joseph Shane, 01/20/1969] Creator An entity primarily responsible for making the resource Pusey Bancroft Heald Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 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