3 20 116 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/84784de8c37c123e247f33bc5d7f2df6.pdf 629fbe1460c164ca63e07e47ff0c2fc9 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 [Minutes of the Black Studies Curriculum Committee 10/15/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 10/15/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/65df51a37dca9892002126b2a2cb1686.pdf 52084a41f072b5f7394c1ef7641442f5 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 [Minutes of the Black Studies Curriculum Committee 10/22/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 10/22/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Faculty Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/61185c2980f814d7c477fb3c33a2292f.pdf a1a8428aa67c28f335961ae527c49ccf 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 [Minutes of the Black Studies Curriculum Committee 11/13/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e34b62b7a67fce00a155fc9506484563.pdf 555481b4e824fba4eae08ff1e6a181cc 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 [Minutes of the Black Studies Curriculum Committee 11/20/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource [11/20/1968] Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c3c53171ad0c9e0b68113d3f8d3e3757.jpg 9722d60c4f45761ca2d374ca1db1e68b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission for Educational Policy, 01/06/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/14594a38aa693a1a0723c32b463ab8d4.pdf edff5fe24701b68cb241a184737b2aa3 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 [Minutes of the Commission on Educational Policy, 01/20/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4e2444d8eaa1b4a40c68ecbf916822.pdf 3763f1b49ebcfb045ca7cbed58b1cec8 PDF Text Text / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission on Educational Policy, 11/18/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/696899b252c565b6821c2cbb288e3437.pdf 77bf65771f251bfeaa5385f2e0ccd503 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 [Minutes of the Instruction Committee 04/29/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Instruction Committee] Date A point or period of time associated with an event in the lifecycle of the resource 04/29/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0437b15772b03ea61cc39c14314112f5.pdf 71c4d65250633e98f0b6478a9803214c PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Asmarom Legesse, 01/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Asmarom Legesse 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 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/dc7977817233331719f75487ef262783.pdf dab28f974e9c42744f7b6d60cae4df83 PDF Text Text J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � J ~MARTH MO R E CO LLEGE Swarthmore, Pennsylvania 8 January 1969 To the Faculty, Staff, and Students: Opening a meeting of the Faculty of Swarthmore College on Tues day afternoon, 7 "Janua.ry 1969, President Smith announced that the faculty will meet weekly throughout January, and as long as is necessary thereafter, to discuss four important topic.s in the following order: 1) black admissions policy, 2) the proposed Black Studies program, 3) the proposed Student Week, and 4) the reports of the Student Life Committee and the ExpandAd Student Affairs Committee. President Smith, after briefly reviewing the history of the continuing efforts of Swarthmore College to recruit and enroll black students, reported to the faculty on his meeting with SASS on Monday, 6 January 1969, in which he discussed with them their demands made 23 December 1968, and explained more fully his response which was set forth in a memorandum to the faculty on 31 December 19680 He said that SASS had insisted that the President ma.ke a strong statement to the Faculty calling for the College to accept and implement SASS1s demands. ' In the general discussion that followed, a number of faculty members urged that lines of direct communication be opened between the faculty and SASS in order that members of SASS, as well as the student body at large, be made aware of the deep concern felt by the entire faculty over the problem of black admissions at Swarthmore and in order that SASS could discuss these problems with the faculty. It was suggested that members of SASS be invited to a meeting of the faculty ~o participate in the discussion, or, alternatively, that SASS be invited to hold a forum open to the faculty and members of the student body for such discussion. When it was pointed out that only ten members of the faculty had attended the meeting sponsored by SASS and the Student Council at 1~:30 this afternoon (7 January), many members of the faculty indicated that they had not yet received notice of this meeting. Several members of the faculty, noting the substantial areas of agreement between the demands of SASS and the proposals of the Admissions Policy Committee (30 December 68), suggested that the faculty take immediate action on those proposals on which there was SUbstantial agreement. Others, however, felt that this would represent only token action on the part of the faculty, and that the overall implications of all proposals deserved careful and serious discussion and consideration in the meetings now scheduled. �-2- President Smith said that h e felt almost everyone in this community wished to achieve the goals that determine the major thrust of the report of the Admissions Policy Committee and the demands of SASS. He said he W8.S sure there was no disagreement about increasing the number of black students, faculty members, and administrators. A judgment about nV.mbers of high risk students does involve a basic issue to be resolved by the faculty_ Swarthmore College has historically defined itself as a college with a highly selected student body 2nd a challenging academic program ., In the light of current social urgencies, should the College redefine itself, and if so, to what extent and in what direction? The faculty decided first to consider the proposals of SASS and of the Admissions Policy Committee, and voted to base it A discussion on the SASS demands. In the ensuing lengthy and compl ex discussion, however, it became apparent ttat the SASS demands entai led comp lications and imp lications that "Were not immediately apparent and could not be resolved in this first meeting on the sub ject. The faculty, however, unanimously passed the following resolution, based upon the memorandum from the Student Council: Ii\rve favor a sUbstantial increase in the number of black students. We favor immediate interim steps t o increase the number of black stUdents in the class of 1973 (inc.luding the admission of I!risk li students). \~Je recognize the need for a more viable life for black stUdents here (including the appointment of black administrators and counselors).11 In conclusion, the faculty passed the following motion by a unanimous vote: IlThat the faculty invite SASS to a meeting with the faculty next Friday between 4:00 and 5:00 p.m., or at their convenience bet'ore Friday." David Cowden Secretary to the Faculty � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from David Cowden, 01/08/1969] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource David Cowden Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/609ad96820471b22ebd5816e57065d5c.jpg 61e15e718c002072f51f61c101ff85fd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Joseph Shane, 01/09/1969] 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 01/09/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0ebc8dc851ac3082e4e7550a93723558.pdf 89a181edd7ecbb1bfcdb5e9561efbb68 PDF Text Text Swarthmore College Swarthmore, Pennsylvania January ." 15, 1969 T. all Students, Faculty and Administration From Raymond F. Hopkins, Assistant Professor As a faculty member in the political science department, I would like to express my views relevant to the crisis at Swarthmore precipitated by the direct action of SASS's occupation of the Admissions Office. 1. Swarthmore College is governed by a set of rules which define the decision-making process. Some of these are written, many are unwritten, and together they constitute the constitution of the College's political system. I lookfurward to President Smith's early public statement describing our constitution since some aspects of it are unclear to me. 2. At this point I favor changes in the Swarthmore constitution including increased participation by students in areas of concern to them, as a minimum along lines suggested by the EX-SAC report, and by the faculty in areas where they may desire greater participation. This week has reinforced my judgment on several matters. First, it would be wise to identify the interests of different members at Swarthmore and to distribute power accordingly. For instance, students should decide the question of black integration or separatism among students. This decision should include consultation with other constituencies. Please read a statement by Christian Bay on "Academic Citizenship" which I am circulating. Many of his comments I agree with. Emotional action can be unwise and large decision-making groups are unwieldly. The student plenary sessions amply demonstrate this point. Needed changes should be made orderly, thoughtfully and soon. 3. Changes in the political system of Swarthmore can occur in two ways: first, by changes according to the procedures provided by the constitution, and second, by changes based on methods not among the rules. The latter process is revolution or non-constitutional change. Threats, demands and the use of force, including direct action, are, I believe, not methods provided by the Swarthmore constitution. Any member in the Swarthmore political system who would like to change the decision-making structure could act in one of these two ways. 4. A dissatisfied member of a political s y stem who judges that reforms he deems important cann'ot be made within the rules of the constitution has two alternatives--emigration or non-constitutional action. When the political system is corrupt, both alternatives are commendable and the latter is courageous in many instances. In my judgment, in spite of my discontent with some aspects of the wayfuings are done, Swarthmore is not corrupt--it is a healthy and vital organization. Non-constitutional actions are not justified. 5. The action of SASS has been interpreted by some as a use of direct action which has brought changes which could ~nt otherwise have occurred. Except for certain questions of wording and immediate responses to the action of SASS, this is not true. The faculty has moved with urgency and speed, the need for which is evident from the short time remaining before next year's admissions acceptances are decided, and was communicated effectively by SASS's action. The faculty's substantive action to recommend changes at Swarthmore was not based on coercion or threat. Once fue need for change was made evident, I believe the faculty would have come to some a-imilar conclusions, though surely over a longer period--p f time. Since I do not believe the faculty has acted substantively in response to duress, a non-constitutional change has not yet occurred. �6. In conclusion, I wish to say that I am unalterably opposed to change by revolution at Swarthmore. Its preservation as a viable college is more important than the speed or substance of needed change. If anyone-the administration, the faculty or students--should attempt to make or have made decisions by force or fiat, I will oppose it with all my vigor. � Swarthmore College Swarthmore, Pennsylvania January ." 15, 1969 T. all Students, Faculty and Administration From Raymond F. Hopkins, Assistant Professor As a faculty member in the political science department, I would like to express my views relevant to the crisis at Swarthmore precipitated by the direct action of SASS's occupation of the Admissions Office. 1. Swarthmore College is governed by a set of rules which define the decision-making process. Some of these are written, many are unwritten, and together they constitute the constitution of the College's political system. I lookfurward to President Smith's early public statement describing our constitution since some aspects of it are unclear to me. 2. At this point I favor changes in the Swarthmore constitution including increased participation by students in areas of concern to them, as a minimum along lines suggested by the EX-SAC report, and by the faculty in areas where they may desire greater participation. This week has reinforced my judgment on several matters. First, it would be wise to identify the interests of different members at Swarthmore and to distribute power accordingly. For instance, students should decide the question of black integration or separatism among students. This decision should include consultation with other constituencies. Please read a statement by Christian Bay on "Academic Citizenship" which I am circulating. Many of his comments I agree with. Emotional action can be unwise and large decision-making groups are unwieldly. The student plenary sessions amply demonstrate this point. Needed changes should be made orderly, thoughtfully and soon. 3. Changes in the political system of Swarthmore can occur in two ways: first, by changes according to the procedures provided by the constitution, and second, by changes based on methods not among the rules. The latter process is revolution or non-constitutional change. Threats, demands and the use of force, including direct action, are, I believe, not methods provided by the Swarthmore constitution. Any member in the Swarthmore political system who would like to change the decision-making structure could act in one of these two ways. 4. A dissatisfied member of a political s y stem who judges that reforms he deems important cann'ot be made within the rules of the constitution has two alternatives--emigration or non-constitutional action. When the political system is corrupt, both alternatives are commendable and the latter is courageous in many instances. In my judgment, in spite of my discontent with some aspects of the wayfuings are done, Swarthmore is not corrupt--it is a healthy and vital organization. Non-constitutional actions are not justified. 5. The action of SASS has been interpreted by some as a use of direct action which has brought changes which could ~nt otherwise have occurred. Except for certain questions of wording and immediate responses to the action of SASS, this is not true. The faculty has moved with urgency and speed, the need for which is evident from the short time remaining before next year's admissions acceptances are decided, and was communicated effectively by SASS's action. The faculty's substantive action to recommend changes at Swarthmore was not based on coercion or threat. Once fue need for change was made evident, I believe the faculty would have come to some a-imilar conclusions, though surely over a longer period--p f time. Since I do not believe the faculty has acted substantively in response to duress, a non-constitutional change has not yet occurred. �6. In conclusion, I wish to say that I am unalterably opposed to change by revolution at Swarthmore. Its preservation as a viable college is more important than the speed or substance of needed change. If anyone-the administration, the faculty or students--should attempt to make or have made decisions by force or fiat, I will oppose it with all my vigor. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter from Raymond Hopkins] Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Raymond Hopkins 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 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eafcd8f04ac4668e29790d94be105fca.jpg 54c4ddf263adb23c20839bdd46785486 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Open Letter- Patrick Henry] Description An account of the resource Box 02, Admissions 1968-1969 Creator An entity primarily responsible for making the resource Patrick Henry Date A point or period of time associated with an event in the lifecycle of the resource 10/16/1968 Format The file format, physical medium, or dimensions of the resource JPG Black admissions Faculty Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7e827966e56532d5313a9ea7dadb5eee.pdf e8da4f878846f299642630d817a24ccc PDF Text Text --"" " '@ {6V11f'L-':"L~rJTS , , . , . . ~, ;.... '~. -- - .;" or 11ft: cI/ ' PdCC:IVI'/ " C'C f-fw'l QVlc.<;no~~ ,,;vt(UIRtf Jt;rr {p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : " I , . , ,""" "'",': /9" ' \<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12. ;. ' .. ,~. . \ , .. " " ,",- . . :". :.. ...... ' _We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS: 'e , ---_...... ".<~ -.,...--,- - ' .. - .. we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j " .;.• . ... . .J ".........l. ... • ..... J ..:. . v ~ ., Y..x-. ''''' .......... __ ... ~ _ _ "; ' .• p'l'1"J. 'I (J" ' ' J . • . . .'.~.' ~ - , . .' ........:... -. . , ~ , .,.: ; The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es. - -. ~ .--- 'l".,:j ;,(;'!(~k po s~i ble dat~~ 1) ':Hl;, of an '. {iF FJ(J ' n. t. : ne .n "r~ :) f'fi (>~ r ' \v"h() . . ~. 'n l~ sJ,<~ l 1. ':~! d~ G ;..; e l i e ';; t bt'>bla ck ., ~ .. ' OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '" ;~ . .. ... , .. ;; '. ' .;.: : ' That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969. . .' . :.. " That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:" '>:. .., .\",', '. " " '", / ' I , ".; ; ,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :}, " " ,"', ' '(:_h.~:·~:..;" /' , ' ; ~:l ':~,;:i; , :_. ,~'"2_ ... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~. • - .... . .. . ...... . - . .. . . _ .. " ,. p' • "~_ ,... ... . . ~ . .. . . ...... . ...... ... ~ . ...:. ,. w 'o • . . ," �!" 'f:' .-, . .' ," < .. F,aculty resolution on numhe r of bla :-k studen'cs to be accepted: r' ,' " .. ' ., , Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1: at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975. ~hat I .-';: . of bl Gck trans f ers ~ith scholarshipso ... It 1s understood that we accept th e resolution to .. encoura~e enrollment . .' , ...... 'r ' -' ., , :- ' The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee , ori~inally Our position i s: demanded. reco ~ nize That the college : charp:er'l 1-'1i th: a hlack interest commi tte e \'l hich sha ll b e 1) ohtqlnl ~ ga 2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s d e lin ea tion of the ne clslo r-ma kln g proc e ss eR ' the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community. o '. , . .:. . '" . .' , i, --; r I ' • . ,,, ,\ , , . .'. . > • ;. 1 .~ , ', 'I \ ,J " ,, ~' I, r f' , I , \ \ . �-~-- ... ...---...~. - - . ~ ...... ' .~ , \1 " I.; ~: :. r f ,O r-, " f ,' Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts ~ollowin ~ : 1 ° • J . • ~ 1 ','T1'1 i t est url e n t 3 f su:; ulty 1l1cm':lers, one of wnom shall ~ h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives .. I.' 'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~ It ~s s8 i~ in accor d ., l • : "~ , .' conmltt ee ' s pol\rtes ,i • • ,J un,1ers toori Poc th ~\t ~upportlve I, . the Ar1 pro~r~ms are PI " c1.-: ,6(1111. ISS thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee. at prcsent fr eohmcn p so �. '. " "':" > ' : . ;~ ,",- ~l 1, ~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~ •.• .... .• if i ; ) ,'.' '.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . . ' . t " . . ~ , I' ' @) ....,.. .. :"., ....~", .:", ~he ·;l J ?,:'... . . .. g . 0. . ;:.; ~ ".- , ;', ; . i i . t' Oi • of · Rt!- tid t <; hr)r: " I,.-:.C.,- ,- " . " .' , . .... :) . • • ,'J .- .. .. ' ~ ..",:""'. ..; :\\:-". ::B 'J ' '1 , ... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.: . .r·'; nl"'··P·O'- c.i •e ·: ~ r t. 'o'\~l<- t.bi ~' : C01':"11tt'c e' corlsist of, 3 faculty hie nibG:r$~ .- ~~: ' .. , '.~ i . .' " t·, ;" :, ;':; c ) ..-,1:hn';' c . by' 1 .) t.h~ 'committ.e e:, ~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e " ' , " v.:i 11'b/ Ad H, . chosen fromt he c rJ ' orr.~}.:~~e& ',.i .'- ,; ' -" . .{ ' . c 81 " ;' .I_.:)C/( ".' n 1 I· ~ '.~ d'ml' .,: s)· o n .:> · '11 , -,; . - '. ~ • ... ' :! , '." , ,r ~ . -) l ' . ;" : i nvo Hied in ev a 1 uating blacl( 'j: 2) a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular me~ he rship To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards . 1 to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, . ?,;., >; .~ .. ' . 3 ) ~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.( ,. of tS~ stand ing ," - To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~ ." .' ,- (1'.:-' ~l?,~:o.'" . ;1.• ~,.. ~ ! • -•. ~ ,.;. : f/y ~~'l r.~.1 . ~. ", r ';', ~~. '~ :;'J ~;.~;~; l ,,..."".:::~ J ~"; ~;'t;:;;~ '~"'1 r ··{ ~~,~ i;~f:~li ""'-": .... ,i ;~':l( , " .: ,:,.- . , , �.,. ' .~ -V!J ' " /;~,; ~ ~. '1_ " "~.,' ~" : .~ AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __ ':.}~1 .,.1%:' ~ ' ~ ?'i", ,~,1~~;~,.~:;l'~,eJ The ~aculty w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' , - .~ ' .i , .e' t,tJ - - - - - - - - C 1 l ~ , t t: . ~~; . ~ '\~ . ~l; ' 11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea. D(v.!""!::!~~l' (,) .__ .. _ . ..- .. -..... has resolved that: '~. i?'1 ~:,, ~1 v·': i~ j~ t~l '~.: f~i . ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. , :, ~ .: .. ~~J .•.. ':t.:~ j ." "'-t. '.' ; , ., ., .. .. /J.:1 .,'.; \.... J'" .- : " :' .-' >.!> '. ' r. ",I ;" , ", . '.:~' ' --, , .'.,. r~ . '" ,\ , . '.~ i , ; t.,. )", < '" "'i ' t o' : \" � --"" " '@ {6V11f'L-':"L~rJTS , , . , . . ~, ;.... '~. -- - .;" or 11ft: cI/ ' PdCC:IVI'/ " C'C f-fw'l QVlc.<;no~~ ,,;vt(UIRtf Jt;rr {p/lcl4lc,!,b/fc!I()'<'~('~~('.Ij/Ei':: , <\ : " I , . , ,""" "'",': /9" ' \<le w01l1d like to lnqkeit clear that although the facultyhas " I;lddressed itself In 1ts discussIons to all the points in our " ,orIginal demand,s.. 1 t has NOT publ'1 ,cly dealt ' wI th those aspects "" ~' of their resolutions which SASS felt "Tere unsatlsf~ctory. This 1naction ha~ , occtirred deBptte ~ th~ f~ct that our spe61flc objectlons to the 11" r~so). '.',t 1 --:-ns. as they':sfa.nd now. were made clear by a ,SASS deleg'~'t ,ron:_ to the a f'terricion session of tre f9J'ul tv meet 1 ng "'f _' -··. L :.··: .'J" ', , ,Sund,ay. January 12. ;. ' .. ,~. . \ , .. " " ,",- . . :". :.. ...... ' _We will ' now o;lve, yOll a conci s-t ;~ ternent of those resolutl'ms which are sati~f8ctory anlt those't1hlch are unsatisfa.ctory to SASS: 'e , ---_...... ".<~ -.,...--,- - ' .. - .. we aoo G'.1.1.... ,,' th,.. }'(..> Lr)"l'j " .;.• . ... . .J ".........l. ... • ..... J ..:. . v ~ ., Y..x-. ''''' .......... __ ... ~ _ _ "; ' .• p'l'1"J. 'I (J" ' ' J . • . . .'.~.' ~ - , . .' ........:... -. . , ~ , .,.: ; The second set of ' resol'ttlons 'deals ld th 'our second demand. to 1nclnde' bltick , people on policy-makIng lev, ls. e Th1s is 'I-'lhere th(~ hlp;ges't dlscrenancy between faculty rosolutions and our original dem~n~ri 11es. - -. ~ .--- 'l".,:j ;,(;'!(~k po s~i ble dat~~ 1) ':Hl;, of an '. {iF FJ(J ' n. t. : ne .n "r~ :) f'fi (>~ r ' \v"h() . . ~. 'n l~ sJ,<~ l 1. ':~! d~ G ;..; e l i e ';; t bt'>bla ck ., ~ .. ' OUr 'po~l tlon 1s: ,- " ,That th~re he a black d,ean of, students l'lho shall Serve a8 the ' c6unBellorf'or black students. wh1le ha"ing other a(Jmlnistra tl "e ' dutIes commensura t e wi th tha t P()S t hy Harc h 1 t 196 9 ~ ':'"',: '" ;~ . .. ... , .. ;; '. ' .;.: : ' That there ' be an Assistant Dean of , Admissions, ~A1ho shall beblack t · and l'lho shall have the other admlnistr~tl ve duties commcYlsurate " t'l i th :bhat post hy Septemher I, ' 1969. . .' . :.. " That the hlrlno: of ,the tNO aforeJn~ntlonod atiml '-istra t ors sholl be by Pres1,den.tlal appo-lntmcnt. A list of' prospec t 1\re cand, ~ c1a te s \Vill be - developed , ~ through the efforts of SASS af1d anyoutsHle 'oi1Z·Zin:lza.t1ons 1 t, deems neecs.sary and tho a·~inlnlstr~ltlon. Finall approval " o ~: ~he two ar1mtnlstr~tors shall be at the cUscretlon of SASS. . ,: _i:: ~,:" '>:. .., .\",', '. " " '", / ' I , ".; ; ,.'. ..... ...... . . !. ~'. , : ~:". :,\"_~..f.I" t/ , ; :}, " " ,"', ' '(:_h.~:·~:..;" /' , ' ; ~:l ':~,;:i; , :_. ,~'"2_ ... ....... ,_ . ..... . ... .....:..~..._·u.... ...·.. .. " .. ._. _.M. ~ ;_~ ... ~,....;._ .... _ ....~. • - .... . .. . ...... . - . .. . . _ .. " ,. p' • "~_ ,... ... . . ~ . .. . . ...... . ...... ... ~ . ...:. ,. w 'o • . . ," �!" 'f:' .-, . .' ," < .. F,aculty resolution on numhe r of bla :-k studen'cs to be accepted: r' ,' " .. ' ., , Our pos1tiQ,}.) is: That the , jrop0's al encollragi'~~ the acceptance of at least 2S blRck } stu~ents in th ~ 1nco m in~ classes for the next three years And 35 ~hereafter. \'71th at least 10 - 20 risk students lncl'tded ir: these gronps h f! amended to re':tt1: at least 35 blank students he a~mitted into the freshmen cla sses over the neBt three years so as to accommodate the ~oa l of 100 black stur'lents hy 1972, find 40 over the ne x t six years s o as to meet the ~oa l of 150 black students by 1975. ~hat I .-';: . of bl Gck trans f ers ~ith scholarshipso ... It 1s understood that we accept th e resolution to .. encoura~e enrollment . .' , ...... 'r ' -' ., , :- ' The faculty has m8de NO resol'.l,tions a '- 'J ut the Black InterestCoTIJ!1.1 t tee , ori~inally Our position i s: demanded. reco ~ nize That the college : charp:er'l 1-'1i th: a hlack interest commi tte e \'l hich sha ll b e 1) ohtqlnl ~ ga 2) Sharln~ in the lnltlatlonof p r o ~ rHrns of a cultural nature for p e rt'-lit1 .r.: to c,ulfl1ral (:l c U.' -1fle s d e lin ea tion of the ne clslo r-ma kln g proc e ss eR ' the enti re colle ~ e community with the Coope r Foun~8+io ~ , Collection Committee, r1 nsl~ D0pa rtmf!nt. LTC l'>, n ~l sirnil8. r B:ro1:tps 3) Re~ie~ln g cultural pr ouT8ms at th ~ co lle ~ e which pe r t q jn to black ~eople BEFORE they ar e pre s en t ed 4) Sugg e stin g actiors to the SASS memoe rshJ.p should its ri ~ht of review b ot be resp e cted. rrhls coru"IJ.l t tee · shall consist of hlar!k stud e i'1ts responslhle to SASS who s'1a 11 h,e a "ai labI a fol' recomme nd8. t ions and C01'1 su1 t 8. t ion to the entire college community. o '. , . .:. . '" . .' , i, --; r I ' • . ,,, ,\ , , . .'. . > • ;. 1 .~ , ', 'I \ ,J " ,, ~' I, r f' , I , \ \ . �-~-- ... ...---...~. - - . ~ ...... ' .~ , \1 " I.; ~: :. r f ,O r-, " f ,' Our position i~: ~ 'I'Jvl.1 thp /14 Hoc Commt tt e "'or '")1 'r-k Adrnlss}ons he charged ''1i th 1) The f'ormu1g t ion of b1ar-.k a-'1m ' ssions rol1.c1.(~s . 1.e. prOCCQ 1 lreS [mn qualification criteria 2) ft re ~ri ew of the implem p ntati0n of these policies hy the Colle ge Admissl n ns Committee an~ consideration of any ~ro~lems resultin ~ from SUCh i 1'1pIpPlpntqt'on 3) The reformulation of' hlack a~missions policy in th e ~uttire a q the C0MMittee sees fit. 4) 'Tht~ pONer to elect a r>.h8.irm8n fr y ' the committee 8.W1 to increase its -('unctions perta ! ino::r to "!- -.lqck 8omissions (. eeO:. supportive pro~rams ) as it sees Pit. That the structure of said committe consist of the 4 bl 8.Cl, stnnC'("lts ~ollowin ~ : 1 ° • J . • ~ 1 ','T1'1 i t est url e n t 3 f su:; ulty 1l1cm':lers, one of wnom shall ~ h e '-l8.r>k 2 Adminlstr to rs . one h1ack when he arrives .. I.' 'Th ese mem 1-; ers Sh~lll he chosen hy their respe cti"e 9;roups, wl th th0. f'lcul tv r es ol11t ion. That the final approva l or disapprova l of are to r es t with SA~S ~ It ~s s8 i~ in accor d ., l • : "~ , .' conmltt ee ' s pol\rtes ,i • • ,J un,1ers toori Poc th ~\t ~upportlve I, . the Ar1 pro~r~ms are PI " c1.-: ,6(1111. ISS thos'" resol,tlons "lhtch oe q l specifically 'iTi.th acceptg~le as appr opriate for investigat io n h y 1. on ~ ('O ~,I"1 itt ee. at prcsent fr eohmcn p so �. '. " "':" > ' : . ;~ ,",- ~l 1, ~~2t~t '. ~.~':~":':."--:..--'--~::..-.: . .: ,."=----:~'.:;"- - - - - - - - - - : - - - - - - - - ----.:.-:..-- - - - - - - -..-... ...'- '-' -;:':-" --...:.. -. :~ ! ' . ,~:.~:,;.:>~.,~~";:.~:. . "'::At ~~~dthef 81. 1 on :~':gJ t"Ji:·· dti 0"n~ ; 5. n::~ ., 11 J 2 nu a:cy " 1<)69 th f;:: (;ul t~l 1.'t!:~ ':"'l0eting o~rin mo ;:; · nlory! " .......... . . -. na ~.: ~ ~ ~"r>; ~~: ~;, , :, .f ':~ ;-; ,.\ :~;r: l ;.: ~:;: 1~:' :i ~';'. ,, :~ ~~ ;.: ;,~1 :: t~: . . c~.;'!'Jl (~, \ ~· ;; hr: l (;'·~,:t '~ •.• .... .• if i ; ) ,'.' '.' On 3dmlssions pollcy-m~klng. tne racul ty proposed an AD HOC ~lqc'{ adm,lsslons co mlttee. .... part Otl the blql"k a--lmlnlstrator (Di) we ha"ealready nele.ted • . ···,···;·y ··e accept the resolutl.on '''l.t h additions. rpl-) e reso 1.ut 1 011 ~';¥'<: . . ' . t " . . ~ , I' ' @) ....,.. .. :"., ....~", .:", ~he ·;l J ?,:'... . . .. g . 0. . ;:.; ~ ".- , ;', ; . i i . t' Oi • of · Rt!- tid t <; hr)r: " I,.-:.C.,- ,- " . " .' , . .... :) . • • ,'J .- .. .. ' ~ ..",:""'. ..; :\\:-". ::B 'J ' '1 , ... u . •, " .... .., . . . . f "'S'" 2 d ' ist .... ~t/' r c: ~ th" 5 , 51,ude )ts 1.n e1 1 idl,nr: rFpr~~ent~t i (~n 0 Sh .::>~, ,a T.1r> . • •.. 'J ' ~:!: .'" o '. rep}i'e-s~n'tat.1~" "8 3 ,:;1 e:1C(\ P"oup to 1J8 chosen by thav group ;~\.;:.: . .r·'; nl"'··P·O'- c.i •e ·: ~ r t. 'o'\~l<- t.bi ~' : C01':"11tt'c e' corlsist of, 3 faculty hie nibG:r$~ .- ~~: ' .. , '.~ i . .' " t·, ;" :, ;':; c ) ..-,1:hn';' c . by' 1 .) t.h~ 'committ.e e:, ~rn';~ln 0 r~'t h 1 :'. e Orr);)·i '~tJ.O e " ' , " v.:i 11'b/ Ad H, . chosen fromt he c rJ ' orr.~}.:~~e& ',.i .'- ,; ' -" . .{ ' . c 81 " ;' .I_.:)C/( ".' n 1 I· ~ '.~ d'ml' .,: s)· o n .:> · '11 , -,; . - '. ~ • ... ' :! , '." , ,r ~ . -) l ' . ;" : i nvo Hied in ev a 1 uating blacl( 'j: 2) a~d . p~ocedures to be applied to black applica~ts, ~nd in p&rticular me~ he rship To revi e\\T oresent admis s ions 5 t.::indards 3nd procedure3 . E¥ql~ ' a ppl t {~ants ~ to recommen d st.andards . 1 to propose means for imple"le nt,1ng blad: · adm i ssl.ons polj.cy, . ?,;., >; .~ .. ' . 3 ) ~o cons~?er cl ~ ane~ 13 in th8 mqj.liJ _. ". Adm1~ s~:tons P011 . .:y (: or!lnTit/t~e~ ..) '.( ,. of tS~ stand ing ," - To prcp:Jrc cepol't s as it see,:; lU ~. at this com~ittee be free to~~k6 use 011 o~rt sj d i:': r- rofess i oni:l , c onsul;ta nt a ~ ." .' ,- (1'.:-' ~l?,~:o.'" . ;1.• ~,.. ~ ! • -•. ~ ,.;. : f/y ~~'l r.~.1 . ~. ", r ';', ~~. '~ :;'J ~;.~;~; l ,,..."".:::~ J ~"; ~;'t;:;;~ '~"'1 r ··{ ~~,~ i;~f:~li ""'-": .... ,i ;~':l( , " .: ,:,.- . , , �.,. ' .~ -V!J ' " /;~,; ~ ~. '1_ " "~.,' ~" : .~ AMNESTY': ....._:"._ ~.., ...;..•_ ........ -;:.~:~.:':'- ... - ._ ·c.::::.L. .... c.~.- -" ..~.......'.:.-.-:c:" ..... ;::.... -~' ..-~ .._~ . ~.;.L .."'_.~.., "_ -':.:~::,.:.L:_~: ... ... _ __ ':.}~1 .,.1%:' ~ ' ~ ?'i", ,~,1~~;~,.~:;l'~,eJ The ~aculty w~ dnterpret the f~cul ty t S amppllf'1.ed. \,.sto.t'ement of amnesty" as anacceptan ; of our ori~1n{il demllncl for amnesty. ' , - .~ ' .i , .e' t,tJ - - - - - - - - C 1 l ~ , t t: . ~~; . ~ '\~ . ~l; ' 11'1 the act:iol1a 'Or t !re: fa-cnley l"cGpooding to the EASS cOu:Ilmn:.cation cf 23 «:11(1 to the 'l'CPf):i:t of t'lle COI::::u:tttet) on AclmissioD3 Polic: r t the :~~cult·y e,,','h'd,zc,: the particil'atbo of black people ia ~har111'Lpol1cie" en maOt.er. re ... at:tng cd-rectl;- to th'.~ S~}~.c: :~nl intut"csta of bl;,ack (ltndonts...f. '.'h2fal!,-,lcy ia . CctfH."lo1ned to c.dhe:re to 'tlli~; pc1.ilc~1·e t.:he;:cvar it ~fpliea. D(v.!""!::!~~l' (,) .__ .. _ . ..- .. -..... has resolved that: '~. i?'1 ~:,, ~1 v·': i~ j~ t~l '~.: f~i . ",: .'. Our 'post tion 1.':~: '. _ . That bi'8~k people shall participate i~ dec1s1on-making , ~ r~lat1ng to tHe special interests of' 6f1aek people. , :, ~ .: .. ~~J .•.. ':t.:~ j ." "'-t. '.' ; , ., ., .. .. /J.:1 .,'.; \.... J'" .- : " :' .-' >.!> '. ' r. ",I ;" , ", . '.:~' ' --, , .'.,. r~ . '" ,\ , . '.~ i , ; t.,. )", < '" "'i ' t o' : \" � 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 [SASS response to faculty resolutions] Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/12/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5435f69c51c43546caca3a24ba049470.pdf 4eb097ab7f0aa67b3b555a66032285c6 PDF Text Text j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 [SASS statement to faculty, 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [03/11/1970] Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ff7b28506af0a441a34dade5b69880f3.pdf 57df88907e8a53d1956512648a10f3dc PDF Text Text 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � 1969 January based on what I said at the Chaplin Seminar February 1 I am glad to see so many of you here. This is not a regular Chaplin seminar; it is neither the last one of the first semester nor the first one of the second semester. Circumstances have left many of us stranded here, and this is the reason why we are having this seminar; I should add, with the blessi~g of the administration. So many things have happened since we had our last meeting here on January 7. I'1y reaction to the impertinent, inexcusable and unforgettable events at the beginning of this year was: "This is the end of everything, also of these seminars." As time went by, and my anger ever so slowly subsided, I felt and stated that I did not want to be a rat leaving the sinking academic ship. Then the ultimate tragedy occurred, which has affected everyone of us immeasurably. Now we are recovering from shock and find a great emptiness. We have lost something precious that we had taken for granted. But we must go on and I must control my anger; for the moment, I am glad that we are meeting here tonight. As to the film tonight, the long-requested THE GREAT DICTATOR seemed inappropriate; I will show THE GOLD RUSH, a non-controversial, wintery film it seemed to be the logical choice. Several of you have heard me speak before and you know where I stand. I had the good fortune of having been Made in Holland; I had the benefit of an excellent academic education on all levels, plus a peripheral exposure to liberal Calvinism. All of this may explain my touch of intolerance, or rather my stubbornness, but also something else: trying to keep my two feet on the ground, abhorring hypocricy and using my own judgment, without ever insisting or believing that I am necessarily right. One or two of you, and also some older people, have called me a conservative. This seems sad and slightly ridiculous in view of my liberal, democratic and socialistic upbringing. Believe it or not, I feel young and rebellious, but also weigh reason against effect. I think back with disbelief and horror to the avalanche of paper and l'parliamentary procedures II of the first hysterical half of January. I should like to reaffirm my strong and firm belief: any student, or group of students, or any faculty member, or others who issue demands, or carry out, support, or condone any action which interferes with the functioning of the College do not belong here. They were admitted to, or joined, Swarthmore but obviously have been misled, or brainwashed, or do not understand the spirit and meaning of Swarthmore. There also is such a thing as loyalty. B.Y all means, argue, discuss and raise a little hell, but do not forget what is basic, namely: that this is a community of teachers, scholars and students, dedicated to higher education. I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtney Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him - firm, patient and understanding. He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up . I was saddened when my mother died but the day Courtney Smith died was the C!...!:l~AoC'l+ ~~ ~.,. _of' ~ ,";oP_ �I am terribly aware of the fact that Courtney Smith was my junior by fifteen years. That such a thing should happen to this young man! Courtne,y Smith was a very good president; he was a beautiful human being. I have been in Swarthmore for 32 years, a total of eight college generations. The past 16 of them were under the leadership of Courtney Smith, and they have been the most productive and joyous years of my life. There are other reasons for this, but professional and personal happiness are related. In my frequent meetings with Courtney Smith, to present and explain the needs of my department, I found him firm, patient-and understa.nCling ~ He always brought out the best in me; there was no question of playing games, or withholding relevant information, or anything like that. He was a very high-level man, who, by being so, lifted others up. I was saddened when my mother died but the day Courtney ~ith died was the saddest day of my life. Let us face the world and our problems in a spirit which is independent and fearless. We must think for ourselves and be responsible for our attitudes and actions. It is good and exhilarating to commit oneself to one's convictions, one of which is the dead serious obligation to fUlfill our academic commitments on the highest possible level. I hope for the best for all of_.u s and that we shall be able to continue and to enjoy our Chaplin seminars. Peter van de Kamp February 11, 1969 � 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 [Statement by Peter van de Kamp 02/11/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Peter van de Kamp Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/63b8c483c416a63db75035d1f6341f02.jpg 184cee6f9611a3a433baad19e5964bd7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a092005282a9b277bfc7aad265bd2190.pdf ef68555fb566360714b7d21a592c5729 PDF Text Text A List of Faculty Actions as Amended Thursday evening, January ~ The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process. That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12) TheUi~~. ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee. �: D) Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: 1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. It is understood that tHs comiittee be free to make use of outside ~- "'. ~., .................~. ..... - consultants. Saturday afternoon, January 11 The following two resolutions were passed by the faculty of Swarthmore College as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS. Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee �a) b) c) d) e) continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college. Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of. a~endments to previous actions which have already been taken 6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity. �, Sunday night, January 12-11 (continued) ; ;;::; 6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es. ~) communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this .~, ~ The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern. � A List of Faculty Actions as Amended Thursday evening, January ~ The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process. That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12) TheUi~~. ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee. �: D) Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: 1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. It is understood that tHs comiittee be free to make use of outside ~- "'. ~., .................~. ..... - consultants. Saturday afternoon, January 11 The following two resolutions were passed by the faculty of Swarthmore College as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS. Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee �a) b) c) d) e) continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college. Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of. a~endments to previous actions which have already been taken 6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity. �, Sunday night, January 12-11 (continued) ; ;;::; 6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es. ~) communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this .~, ~ The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern. � 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 A List of Faculty Actions as Amended Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource [Faculty] Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/484311f343416177be604f3227de425a.pdf d6708fd6a68d2bd80f6198b79128c442 PDF Text Text ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � 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 Actions of the Faculty Concerning Black Admissions and Other Relevant Topics Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/610e00a42105585ba09b28eab1f14843.pdf f2ee9c834f5e89d17840602342f03f90 PDF Text Text An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � 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 An Open Letter to the Swarthmore Faculty Description An account of the resource Black Students: African American/Black Studies 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 [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty