1 20 116 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/210c01ce34c2a6dbc9a0ea85952dc52c.pdf 49b87049f2d67dc4242f47fe4cd76cd0 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 Narratives of Black Student Protest at Swarthmore College Description An account of the resource A set of accounts detailing the events of 1969. 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 Swarthmore College: An Informal History Creator An entity primarily responsible for making the resource Richard Walton Date A point or period of time associated with an event in the lifecycle of the resource 1986 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Cultural Center Courtney Smith's death Faculty FBI Frederick Hargadon President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8acfc9ad158fd93d3ffbe7b8e3c2925d.jpg a37bad8cca573b80bef8e6ad439ac43d 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 Photos from Black at Swarthmore Description An account of the resource Photos from Black at Swarthmore, a series of pamphlets produced by the College and the Swarthmore African-American Student Society. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Kathryn Morgan Creator An entity primarily responsible for making the resource Black at Swarthmore Date A point or period of time associated with an event in the lifecycle of the resource 1973 Format The file format, physical medium, or dimensions of the resource JPG Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/d8eb7f73c88c442b3443caf44305b112.jpg e5ea31e36c5c66ab48ccf5bad4495a60 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thompson Bradley Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource JPG Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ac9e77189fbc636b34ac694b1b9a7ddd.jpg 6146e0524a81afe611169a241351b39f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Steve Piker Creator An entity primarily responsible for making the resource Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource JPG Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/55f171a00b1e7c7b290ee0dbbb3b8615.pdf 8f86a78468a2641412caed2067374997 PDF Text Text I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice 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. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should 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 who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � I t , I I Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 '0 Membors of the Board of Managers: I am enclosing, for your information, copies of the following: 1. th~ A letter to me on December 23rd from the chairman of Swarthmore Afro-American Students' Society. 2. .A memorandum from me to the Faculty on December 31st. A copy of this memorandum will also be made available to all students on their return from vacation. For both the Faculty and the students I am enclosing copies of the SASS communication. 3. The report of the Admissions Policy Committee completed on December 18th and mailed on December 31st. 4. A copy of the report of the Black Studies Curriculum Committee released on December 17th. Courtney Smith �, ./ SAS~ S~~hmore Afro-American Students' Society Swarthmore, Pennsylvania 19081 Swarthmore College December 23, 1968 Mr. Courtney Smith College Mail To the President of Swarthmore College: Merry Christmas! Enclosed are the "clarified" SASS demands you requested some time ago. If you fail to .issue a clear, unequivocal public acceptance of these non-negotiable demands by noon, Tuesday , January 7, 1969, the Black students and SASS '11 be forced to do whatever is necessary to obtain acceptance of same. (signed) Clinton A. Etheridge,Jn Chairman, SASS cae/ah �SASS Swarthmore Afro-American Students' Society Swarthmore College Swarthmore, Pennsylvania 19081 Demands SASS has always insisted that black students be consulted and involved in all aspects of deliberation on matters involving black students. Not only does the Report of the Admissions Policy Committee violate this principle, it has several other faults. First of all the report included in its tables information taken from the confidential files of black students and attempted to put this information on public display. Second, the report maligned and questioned the integrity of black students and their organization, a questionable position for a document supposedly "concerned" with recruiting more black students. Finally the report approached the problem from the conservative, overly rigid viewpoint of an institution primarily concerned with the preservation of its own academic excellence. We cannot accept either the first or second edition of the report of the Admissions Policy Committee - Recruitment and Enrollment of Negro Students. We therefore demand: that a revised reworked and rewritten report on black admis- : sions be produced by a committee consisting of members of the Admissions Policy Committee, members of S~ S, and outside consultants including consultants recommended by SASS. W further demand: e that in the interim the College take positive steps to increase the enrollment of black students in order to achieve the ~ criti­ cal mass necessary to sustain a viable healthy black student popUlation. Specifically these steps should include: a. the acceptance and enrollment of a significant number of so-called "risk" black students for the academic year beginning September 1969. Significant defined here to fall between ten (10) and twenty (20). b. negotiations with institutions presently conducting summer enrichment or reinforcement programs for entering freshmen so that "risk" students accepted by Swarthmore for the academic year 1969-70 may attend such a program. c. negotiations with several quality private secondary schools so as to arrange that "risk" students accepted by Swarthmore for the academic year beginning in. September 19Q9 may have the option of attending such a schoor for one year prior to entering Swarthmore with the students total expenses for that year paid for by the College. d. the designing and implementation in academic year 1969-70 of a post enrollment 'support' program that would be available to black students after enrollment and that would take special consideration of "risk" students mentioned above. Such a package shall be designed by the Admissions Policy �2 Committee in consultation with SASS. e. the revie'l,v and revision of present admissions standards and p ractices involved in evaluating black applicants by a groti..·p cor:sisting of Admissions Committee members and SASS members. This group shall determine standards and practices to be applied to black students seeking enrollment in September 1969. f. the recruitment and encouragement of more black transfer and junior college students (particular attention might be paid to Community College in Philadelphia) waiving the rule on one year's 8.ttendence for financial aid. SASS considers detailed policy on black admissions to be the appropriate task of the Admissions Committee - SASS special committee. Nevertheless, if the College is to make a firm commitment to having black students on this compus there are several things it should agree to now. Therefore we de m and: a. that the College a gree to increase the total number of blac k students enrolled to one hundred (100) within the next three (3) years an d to one hundred fifty (150) within the next six (6) years. b. that the College intensify its recruitment of black students in the W est and South an d search more actively for Puerto Rican students. c. that the College take steps to seek out and appoint an Assi~ tant Dean of Admissions, subject to con ultation with SASS ,. Who shall be black and who shall be directed to concentrate his efforts on recruitment, enrollment and post-enrollment support of black students and other minority group students. This dean shall be installed no later than November 31, 196~ d. that the College take immediate steps to recruit and appoint subject to review by SASS a black counselor available to all black stUdents for the purpose of providing confidential advice 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. In comparison with othpr similar institutions Swarthmore haa a sign i ficant lack of innovation and effort in terms of tapping ~f new sources of funds, utilization of existing funds, or implementing new prcgrams in the areas of recruitment, admissions criteria, post-enrollment and enrichment, The only major innovation initiated by the Dean of Admissions in the last four years is the Post Baccalaureate Program, a relatively low-risk venture. Two outside observer~ professionals in the area of black admissions have characterized Swarthmore's policies as overly-rigid, conservative, and too preoccupied with protecting its own academic standards. To quote: "Our general conclusion is the the college is allowing its �3 own view of its academic excellence to rule out over of potential black candidates. As long as they insist upon relying on traditional measuring tools to determine black potential they will fail in the attempt to get more students." nin~percent These are the mildest words that could be used to describe the present situation. The present Dean of -Admissions is not able to deal with a black viewpoint as presented by members of SASS; and in fact he is not able to deal with the very thought of black people defining themselves and issues for themselves. Despite the efforts of SASS to make its viewpoint known, there have been those who have fought to maintain their ignorance on this matter, among them the current Dean who insists on clinging to his "integrationist ethic." However, not only has he insisted on his point of view he has gone to great effort to undermine SASS's. He has questioned its integrity and legitimacy portraying it as a small cult of idelogues who represent only a portion of the blacks on campus. He has even overlooked the common-sensical legitimacy and value of black student participation in a committee reviewing black admissions policy_ His is the most dangerous kind of paternalistic racism, that kind which would deny blacks the legitimacy of thei self definition, the legitimacy of their right to self definition~ while at the same time seeking to impose its own viewpoint and the viewpoints of the few negroes who agree with it. At a time when black people allover the world are proclaiming their rights and abilities to define themselves and to have a voice in all decisions which affect them, blacks at Swarthmore will settle for nothing less than the same. Any administrator who denies this will find himself in the deepest of chasms. The present Dean of Admissions has not only made statements from time to time which were aimed at undermining the integrity of. SASS and black students of this campus, he has made these statements at strategic times and attempted through them to aggrandize his own power and undermine the influence of SASS whom he sees as an opponent. In other words he has acted as a self-interested power broker vis-a-vis an assummed enemy. For a supposedly neutral administrator to put himself in such a position is unjustified, undesirable, and dangerous. Not only has this Dean placed himself in such a pgsition with regard to SASS, but in his now-buried letter to Student Council he questioned the integrity of that bod.y implying that they acted in haste and without reason in endorsing the SASS statements. This was also aimed at isolating black students from white stlident supporters. �, 4 The preceding although it is directed at one individual, is not a personal attack in the pejorative sense of the word. We have merely related some of the actions _and statements made by the Dean of Admissions and their consequences. It is only incidental that one person is involved. W hat is important are the concrete actions and consequences. W have simply called a spade e a spade. The actions of the Admissions Policy Committee have not been touched on because their actions remain anonymous and in the back ground and it is our opinion that the Dean of Admissions is the leading actor in this play. In sum then we have called to question the present approach of the Dean of Admissions toward black recruitment and enrollment. W have questioned the ability of the Dean of Ade missions to deal with black students from a position of respect with regard to their self definition and their right to self definition. Finally we have called to question the fact that the Dean of Admissions is engaged in callous use of power vis-a-vis a student group. In light of the above unless present admissions policies change or unless the acti~ns of the current Dean of Admissions change, then We demand : That the present Dean of Admissions, Frede ick A. Hargadon, be replaced in that position no later than September 1, 1969. The time has come. The demands of the Swarthmore Afro-American Students' l Society, issued in October, endorsed by Student Council in November, have lain on the table for two months. During this period there has been no word of positive response from your administration. SASS now undertakes to reiterate, in more detail, those demands. We expect swift and positive action on the part of this college in accepting these demands. �./" Swarthmore College Swarthmore, Pennsylvania Office of the President 31 December 1968 To Members of the Faculty: I f eel that I should let you know about the enclosed communication that came to me on December 23rd from Clinton A. Etheridge, Jr., Chairman of the Swarthmore Afro-American Students' Society. As you will remember, several new problems in recruiting and enrolling able Negro students, after several years of considerable success in comparison with other selective colleges and universities, were identified by Dean Hargadon last spring. He spoke to the Faculty about the matter on April 19th, and again on June 6th. On M 9th, in a conversation with Sam Shepherd, ay then chairman of SASS, and Don Mizell I proposed that the Admissions Policy Committee and students to be designated jointly bJ the chairman of SASS and the president of Student Council begin early this fall to study the matter in depth and make recommendations to the Faculty and the Board of M anagers. In preparation for this joint activity Dean Hargadon wor~ ed during the summer on a factual report of our experience and problems and prospects in regard to Negro recruitment and enrollment, in order to give us a solid basis for our policy discussions. W hat followed has been a frustrating sequence of events that delayed us in getting to the important policy questions that face us. It is instructive to compare these delays with the quickness with which we were permitted to move forward in a constructive way on substantive proposals made last April 26th for increasing black studies. It is quite inaccurate and unjust to say that SASS's four earlier IIdemands," sent in mid October to members of the Admissions Policy Committee, "have lain on the table for two months." The two of those "demands " that bore on admissions have had the constant attention of the Admissions Policy Committee all fall. For the other two (the creation of a Black Interest Committee an d the recruitment, subject to SASS's review, of a high-level Blac k administrator) the chairman of SASS was told b y the Dean of Admissions in Octobe r that they were not the province of the Admissions Policy Committee and should be redirected. They never were, except to Student Council for endo r sement. Indeed through one student who had written an open letter about the administration's apparent failure to respond, and throu gt the president of Student Council, I have been undertaking to fin d out exactly what members of SASS had in mi nd in their "demandS." The first sentence in Clinton Etheridge's cover ing letter reveals an awareness of this fact. �-2On December 26th I telephoned Clinton Etheridge in New York, told him that I had received his letter and wished to talk to him about it. I asked him to come to my office on December 27th or, if that were not possible, December 28th. He was unwilling to come without knowing what I was going to say to him, and reluctant to come without other members of SASS for whom he was as chairman the signer of the letter. I said that he could bring any number of others with him. He asked if I was seeking amplification of some of the demands or wanted to discuss the whole concept of the letter; I said the latter. I said that I wanted us as two human beings to discuss a human problem in the search for a human solution to it. He said that he would call me back on December 27th. On December 27th he phoned to say that he would discuss the content of the letter, toward its implementation, but only with other members of SAS3 present, who · would not be available until after vacation. He asked, therefore, for an appointment for SASS members to meet with me on Monday, January 6th, at 11:00 A.M. I said that this was too late in relation to the January 7th deadline and implied threat made during the vacation period b y SASS, but he Hould not agree to an earlier meeting and I said I would in any ca3e be glad to meet with the SASS members at the time he asked. I then told Clinton that I had wanted to explain that while I was sympathetic with many of their underlying concerns and was open minded on proposals for implementation, I simply could not act alone upon their demands since these involve basic policy matters for the Faculty and the Board of Managers, with, hopefully, student expression as well. The College, I said, never accedes to anyone's demands, but I said that in the early meeting I sought with him I was going to request him to recast the SASS letter and accompanying document in the form of proposals which would then go to the Faculty and the Board of Managers for full and unprejudiced conSideration, along with the recommendations of the Admissions Policy Committee which I understand are to be released in a few days. I said that in view of his unwillingness to meet with me until January 6th, the day before the deadline and threat set by SASS in connection with a IIpublic ll acceptance, I wanted him to know that I might have no choice but to write, before then, the public response called for in his letter, making public at the same time his letter to which I was replying. I want the Faculty to know, therefore, that I shall meet with members of SASS on Monday, January 6th, at 11:00 A.M., meet with them as an educator, and President of a c.cllege concerned for their welfare, not as a combatant anticipating siege. I expect to limit myself to making the following points: 1. I have great sympathy for the underlying concerns of SASS in seeking an increase in the number r ef Negro students, in seeking to create a viable healthy black student population, and in recognizing the importance of self definition. I want our entire College commill~ity to consider cDnscien- �-3tiously and imaginatively the best way to achieve these goals. In making non-negotiable demands SASS members are separating themselves from all who share so many of their concerns and wish to work toward them. They are saying in effect that other students and the Faculty and the Board of l'-1anagers have nothing to say about these goals and the ways and means to achieve them. 2. This College has never and must never be governed by demands or moved by threats. I cannot believe it is the best in individual SASS members that speaks of non-ne gotiable demands and threatens force, and I know that the best for the College has never been achieved in this way. As I sai d in my first Collection talk this fall, referring then to quite a different problem, Ii It has never been Swarthmore's way to be shaped by demands -- whether demands of trustees, faculty, administration, students, alumni, or the public. Nor will it be shaped by anyone who thinks only as a trustee, a faculty member, an administrator, or a student. It will be shaped by what its faculty, administration, trustees, and students choose that it will be, and we, like Professor Pinley, are thinking of choice as a rational and considerate process, not a cold process but a very warm and human process that realizes and responds to the felt needs of individuals. if 3. In the case of the present demands the President does not have the authori ty to act alone on basic policy matters on which student views are welcomed and on which an eventual judgment must be made by the Faculty and then the Board of l'-1anagers. SASS predicates a power in the presidency -- a power to circumvent the role of the Faculty and the Board of Managers in the formulation of major policy -- which the President does not have and would not seek, a power it would in fact ill-serve the community for him to have. I shall ask SASS members to recast their letter and accompanying document in the form of proposals which can be discussed by all students and go to the Faculty and Board of M anagers for full and unprejudiced consideration, along with the report of the Admissions Policy Committee which, on the request of the Student Council, is to be sent as soon as possible to all students as well as to the Faculty and the Board. 4. �-4The notice of the Faculty meeting for Tuesday, January 7th, at 4:15 P.M. said that we will continue our discussion of the reports of the Student Life Committee and the Expanded Student Affairs Committee. Subsequent to that notice, Professor Frank Pierson has asked, as chairman of the Black Studies Curriculum Committee, that we have a preliminary discussion of that committee's report at the meeting. Subsequent to that request, the president of Student Council has asked that we give the highest priority at that meeting to the proposal for "Student Week." Subseq~ent to that request, the SASS communication of which I have written was presented and should, it now appears, be our first order of business on the 7th. Courtney Smith �/ SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should 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 who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 �Report of the E1ack Studies Curricult'.IIl Committee The Black Studies Curriculum Corrunittee was a.ppointed by Courtney Smith in May, 1968 as an outgrowth of discus sions with members of the Swarthmore Afro-American Students Societyo Spokesmen for this group emphasized that little 'WOrk is being done in the Black Studies area at Swarthmol'e and that the resulting gap in the curriculum should be filled as soon as possibleo* In his lett.3r of May 17, 1968 President Smith said: iiI will continue to encourage departments to be considering What stUdies can appropriatelY and effectively be made a part of their offering at the earliest opportunity but it is my hope that your committee will give focus to all of our efforts a..'1d see how indiv:tdual additions to our program may build into some l arger and more coherent program. I i This report is addressed to the latter issue. General Plan i~TIile some important questions remain unresolved, the Committee agre es that Black Studies should be made a part of the S'warthmore curriculum at this time. As citizens, our students will need to develop greater understanding of Many ~d Afro-American and African experiences. bear directly or indirectly on the urban ",Jill pursue careers Which will racial crisis. Scholarly work in Black Studies has alt'eady achieved significant results and major gains can be expected in the near future. will have increasing expertise. ne~d This is an area in which members of our faculty for general familiarity and, in some cases, special The beginnings of a program already exist at the College and the addition of further ",ork would fit in well ",Jith present offerings in a number of departments. For these r easons we conclude that Black Studies should be curricullli~ ~ given a distinctive place in the Swarthmore *Black Studi es may be defined as the r ole of blacks in society consi dered from cultural, historical and social poi nt s of vi ew~ �.. 2 - More serious differences arise over precisely What this place should be. Should Black Studies be treated as a separate major or as a scattering of courses along present lines, as a minor which could be attached to certain existing majors or as different groupings of courses among Which a student --could choose a particular rubric depending on his individual academic interests? Initially, the Committee feels a broad and rather flexible approach should be followed with respect to these questions. still in the planning stage. Some of the courses are The Faculty appointments are still to be made. direction of student interests in this area is still unclear. The precise ways in which the different aspects of Black Studies can best be related to various academic disciplines are still to be determinedo should not preclude major readjustments later on. The Committee accordingly concludes that students majoring in any subject bearing on Black Studies should be permitted to concentrate in this area as an aspect of the work in their major. Tentatively, the subjects falling in this Thus, any step taken now category are Art History, Economics, English, History, Music, Political Science, and Sociology-Anthropology, but others might be added at a later date. Recommendation I. Students majoring in subjects of Which Black Studies are a part will be permitted to concentrate in the latter area as an aspect of the work in their major under conditions approved by the departments involved. Specific Elements Since the approach to Black Studies will differ among departments, it will not be possible to spell out in detail the requirements for the different concentrations in this area at this time. If' general approval for the differ- ent concentrations in this area is given to the Committee proposal, individual departments will be invited to establish such requirements as they deem appropriate . Cert ain overall provisions, however, call for general faculty action. �- 3 One such question i s ""hether the minimum requirement for a concent ration in Black Studies should be set as 10", as two or t hree coure,es or as high as six or seven . If 1-:2 limit the question of minimtnn requirements to courses that will be primarily concerned with Black Studi es alone, i t seems unlikely that students could take more than six courses in this area in addition to the ""~rk in their major. On the other hand, anything below four courses ""Quld It therefore seems appropri ~­ hardly be enough to qualify as a concentration. ate, at least for the immediate future, to set the minimum at approximately five courses. Another question is whether the work in Black Studies should be limited to the standard course form or ",hether consi derable diversity should be allowed. Two quite different considerations need to be kept in mind in this connection : 1. In a relatively new area of this s ')rt a certain amount of flexibility 1 !,ill need to be exercised just to get the program off the ground. 2. If the approaches taken by individual departments are not carefully planned and closely moni tored, the '~rk in this area wi ll prove of little lasting significance. The CorrillUttee therefore feels that experimentation with thesis projects, special reading courses, off-campus work-study arrangements and the like should be permitted in this area only "T here there is assurance the "Jork ""rill meet customary standards of the departments involvedo Still another question is whether there should be one or two basic courses which would be required of all students concentrating in Black Studies. Eventually, this might be des irable but it is too early to say whether, for example, a particular course in history or sociology would fill this need. the other hand, since introductory course 'work in a number of departments is or can be limited to one s emester, basi ~ On courses in Black Studies could be rr.ade available to students in t hese dC':partments in the follo"Jing semester of �- 4 - the same year. Black Studies The specific courses which st.':,dents wishing to concentrate i n ~~ll take ~~ll have to be wor ked out by the individual depart- ments concerned. Recommendation II. Students concentrating in Black Studies will take Departments at least five semester courses or their equivalent in tl::.i s area. in f i elds bearing on this subject ",ill be encouraged to offer a basic course i n Black St udies which could be taken after the first semester of the i ntroductory course has been completed. St aff Recruitment If students at Swarthmore are to gain a full and balanced under standregul<~ ing of the Black Studies area, it is important that they have access to authorities and observers with black as ~~ll as white perspectives. Since both our students and faculty are predominantly "i'J nite, the Committee believes that black teachers ~Qth black perspective should be given top priority in the staffing of personnel for the Black Studie s program. The problem is that many other ins titutions are planning or have already taken similar steps and the number of qualified black scholars does not even approach the extent of the demand. Swarthmore aggressively compete for these Some argue that if institutions like teachers~ the Negro colleges and other less well endowed schools will be seriously undercut, the net gain of all our efforts comL~ to less than zero. ~~uld The view of the Committee is that a black scholar who decides he be most effective at S"Iarthmore should be permitted to make this choice himself~ and that~ in the long run at least., it ~!()uld be c.dvantageous for all conAt the cerned if the options open to such scholars were many I'ather than few. same time, the scarcity of supply obviously poses a formidable problem and we �- 5 will have to resort to a variety of arrangements in order to attract qualified personnel. pointments Some of the possibilities are pa.rt-time appointments, joint ap~Qth Haverford and Bryn ¥ ~~T, exchange professorships with Lincoln and Cheyney State, and visiting scholars from such institutions as Howard and the New Sdlool for Afro-American Thought in Fashington, Do C. 'V ithout impair- ing essential academic standards, the College will probably have to consider persons for appointments in this area who do not possess some of the more usu,?,.l. aeademic credentials. The members of the Swarthmore Afro-American Student Society, majors in the departments concerned and other interested students should participate actively in finding qualified personneL RecoIm,lendation 1110 Recognizing the acute interest which the black students as represented by their organiZation, the Swarthmore Afro-American Student Society, majors and other interested students have in the successful development of this program, the faculty recommends that such students have an active partici pating voice in both the recruitment and evaluation of potential personneL In order to correct the imbalance in its total curricular offer- ings, Swarthmore should emphasize the black perspective in its Black Studies offerings by making a special effort to recruit black teachers Who will also meet the college 9 s high academic standards. Part-time appointments and shar- ing arrangements will have to be - considered because of the severe scarcity of qualified personnel. Black Studies Curriculum Co~ttee: Decamber 16, 1968 Marilyn C. Allman Allen J. Diotri ch Clinton A. Etheridge Marilyn J. Holifield Don A.. Mizell Asmarom Legesse John S. Shackford Jon Van Til Harrison M. Wright Frarck C. Pierson, Chairman �! Swarthmore College CUrriculum Offerings in Black Studies 1968-69 Economics Social Economics course (Marcus Alexis): the economics of race, discrimination and. poverty; comparative educational, housing, and health patterns, consumption patterns in center city areas, programs for dealing with urban poverty. Dr. Alexis, a nationally known Negro economist, is Professor of Economics, Scheol of Business Administration, University of Rochester. Labor course (Frank Pierson): sections of course deal with employment and unemployment in urban centers, movement of labor from rural to urban areas, dis .. crimination in hiring and promotion policies, black worker career patterns, private and public manpower development programs. Labor and Social Economics seminar (Frank Pierson and Frederic Pryor): several weeks on the foregoing topics. Histog African History course and seminar (Harrison wright): American History courses and seminars (Robert Bannister and James Field) : The general courses in American history and the American history seminar deal with selected issues in this area. Colloquium on special area (Harrison Wright): e.g., last year's colloquium on South Africa. Political Science Politics of Urban Ghetto course (Paul Lutzker and Alvin Echols): According to Mr. Lutzker, "The course is conceived of as a confrontation of the general concepts and theoretical approaches of the discipline with the concerns of people involved in community organization. In what ways can confrontation with concrete problems clarify the ambiguities of the discipline's formulations of general principles? In what ways can the work of academics aid community action organizations in understanding the nature of the decision-making process they are trying to influence or alter?!! Nt'. Echols, an active leader in the Philadelphia Black Community, is head of the North City Congress. Politics of Africa course (Raymond Hopkins) other courses and seminars, such as Political Development, Political Sociology, and Politics and Legislation, bear on this general area. Psychology A number of courses, including Psychology of Attitudes, Social Psychology of Social Issues, and Problems in Urban Education, bear on this general area. Sociology and Anthropology COurses; Societies and. Cultures of Africa (Asmarom Legesse) Race and Ethnic Relations in the U.S. (Jon Van Til) Social Change (Robert Mitchell): in studyir...g theories and case studies of social change, special attention is giv€u in t his course to the modernization process in Africa. Cities and Society (Jon Van Til) Seminars: Race and Culture (Jon Van Til) urban Sociology (Jon Van Til) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Courtney Smith, 12/31/1968] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 12/31/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Black Studies Board of Managers Faculty President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b7df3def995be650c45dcccb16f497f3.pdf 92da8a7992fac0e721cd3cbdad2dde7e 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 The Admissions Policy Committee's Study of Negro Student Recruitment and Enrollment: A Chronology Description An account of the resource Box 02, Admissions Policy Committee 1968 Creator An entity primarily responsible for making the resource Admissions Policy Committee Date A point or period of time associated with an event in the lifecycle of the resource 12/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Clinton Etheridge Faculty Frederick Hargadon President's Office SASS Student Council 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/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/96f9c8d04114aa4116bf9d06f5e3d1c8.pdf c5f141167f6e7ba8c6a2749be79958ac PDF Text Text t - -7264> FROM P. SUBJECT: GILRO • ~\ 11/11/70 .... £1'0111 !ie£erenced CO!lllllWlication s t forth information Boston intormont ho i'urninhed - information to th e:r1"ect I that might have :lome contact with the subjects. On 11/12/70 Mrl. t1ecuri t:i Officer, advi:.;ed that is a Prot ssor 01' at that School and h'!ving .de ha been there about is not emplo previou-lj t ught at MHS. and there a two 11 children 1n the family cCt~n about year. . , . ' , . "" . The " rosid in a seIQ.l-dotnched hOUS~ l")cat d near residence althoUgh he dO,JB not have any social con act with them. has noted tr ": +- "hfl doe not appear to be anY"ne other than the ' resiG.mng ~t tlleizhOllle but that n . roue colleg students visit th z-e fz-equently. dri ve a . beaU. ng lic ns 'rhere re no other car: in til fandly and no oth l' cars norm 1ly parked in their driveway. 8S funlshed with the w nt d flyers on the subjects and he t[lted he would remain alert in his neighborhoo for their poss1ble appearance. Also he will alert his sources at the college for any information about the subjects particularly ny infor.mation t t subjects might be in contact with th O~ 11/12/10 MRS. Chief Switcheo Operato!', (conceal ide tity due to position t scnool) advised she has only limited ~ntact with . wh i 1n . th D partmen t th r • .. i , .' . 'rFL/tt1 (2) \ SIJ.RCH£O -SEr:IAlIZ£ _ f I L E D _ - - , NOV231970 FBI_ _- I ~' I ----.~---..,,,,..-----.--~...- .... ~. ~ .. _----~.,....- . ...,...,. • ; ,I l' • .~ i _ f.~" _ __ ,.....---__ 1 ~ ..-- _,,~.;... .:.o-- .. t I �, r She stated that been the subject ot criticism by th school administration since he has taken on himnelf without q.learing with others the responsibility ot invi ting controversial speakers to t school. In arly Ovtob I' 1970, invited to talk on campus und he diu not. c·lear this invitation with the achool uministrat10n before hllnd~- AD a. result the adminis tratiQn felt. they r cei ved ulldu adverae publicity over J appearance. IlIso haa conducted disoussion croups on tho topics of _ 'f which are supposedly open to the public and this action ha.a not been approved by the school administration although it 1a regarded as action on his part OVer and beyond h~'8 authority in altering the oourse currioulUlIl. rms. - stated is generally reg~rded as a "radioal" for thi and similiar t~'pe action. MIt3. WIlS shown the wanted 'flyers on the subjects d ahe stated ~e is certain aha has not seen them around that school. [,he will remain alert for any information ooncerning them. W,S. will ulso confidentially furnish p tJrtinent information regarding any long distance telephone 'c alls made or received by She checked her slips tor long djs tance calla Illude from the oolloge for the past month and noted that none were listed as being made by CIIL~" , ~ ~ . D., wns ontucted in this matter and shown wantod flyers on the subjects. j1e stated that these id not look familiar unu he does not recall huvinG aeon them at or around the rosidence. He noted that th.: U.ve 2 houses away from him and that hiu house is s1 tuntod ouch. that he can oberll'e the residence from. the '\... . front of his house. He said he is certain that no ono othtir tl'Llt tho rou1de ut this ro .:.; idence althou~h a number--- of studonts v1nit thero 1'I'e~uentlY. i1orocall d that dUl~inG the pust sWlUner tho . held II 'rock festival" in their buck yard attended by more than 50 collegeaee youngsters. Thu Chief WRS rt;lquired to break this up whon it got too loud but this 1s the only ocoasion he has had to contact the in police busieness. The Chief noted that · the garage to ttie rear of the reDiti ence hUD been converted into a printing shop and it houses enough quip!flent to publioh D. newopa.per. 11 doao not know t.hu.t a ne\iSpaper is published there but he is lcoepine; a close eje on the garU{;e to ascortain \lhut aotivity takeo plaoe there. lio said a l·;)aflet if s printed there several .nonths a~o Hnd that this leaflet callml for support for the schedulod for trial in 197Q. . . 'l'He ' Chiof is certtti~....:.. tlut no one lives in the GnraGe uut he has seor ".~ ".pple types" trequent the garage. lie uill romain espeoia 11_1 alert tor the appearan~e of the subJeots and 14e will contaot h1 souroes and lert them oonc rning the ubjects. �G !. il0 On l~/12ilO lIH. -' P03tr:lacrtel~, rost Of(ice ... ' waD contacted ,in this matter. was furniohe'd copieD of vlllntod flynro on the flubjectD und requoD tad to contRc this carriors to Ellert theFt no to tho appearance of the subjocto in ;~n. also otated that contuct with tho carrior who haudlos ti"lo rcoilience on revuals that ho hao no rucollection of Iilail cOla,inc to that residence ad4ressed to oth()r than the /~lso ti.1n carrier 1s certain t hat riO one other than the reoide thore. otated ho would remain alert as to I1R~ reoi~ience which might be MJ lllai 1 to or frOi.ll tho significant in this c s. \ \\ ' , i . I I ~ it , i \ \ ....... . '- , :\ '/ , / ,. , I I I I I \ \ \ \ \ . , • '.' 1\ \ j: ' I; .J: . _~_ .. _,,-_.::-- -_ ~.- .' . •_ _ _ _ _ ~ _ _ _ •• ~ . .1. , A /! i, . , -<~ . ._. . ~. � t - -7264> FROM P. SUBJECT: GILRO • ~\ 11/11/70 .... £1'0111 !ie£erenced CO!lllllWlication s t forth information Boston intormont ho i'urninhed - information to th e:r1"ect I that might have :lome contact with the subjects. On 11/12/70 Mrl. t1ecuri t:i Officer, advi:.;ed that is a Prot ssor 01' at that School and h'!ving .de ha been there about is not emplo previou-lj t ught at MHS. and there a two 11 children 1n the family cCt~n about year. . , . ' , . "" . The " rosid in a seIQ.l-dotnched hOUS~ l")cat d near residence althoUgh he dO,JB not have any social con act with them. has noted tr ": +- "hfl doe not appear to be anY"ne other than the ' resiG.mng ~t tlleizhOllle but that n . roue colleg students visit th z-e fz-equently. dri ve a . beaU. ng lic ns 'rhere re no other car: in til fandly and no oth l' cars norm 1ly parked in their driveway. 8S funlshed with the w nt d flyers on the subjects and he t[lted he would remain alert in his neighborhoo for their poss1ble appearance. Also he will alert his sources at the college for any information about the subjects particularly ny infor.mation t t subjects might be in contact with th O~ 11/12/10 MRS. Chief Switcheo Operato!', (conceal ide tity due to position t scnool) advised she has only limited ~ntact with . wh i 1n . th D partmen t th r • .. i , .' . 'rFL/tt1 (2) \ SIJ.RCH£O -SEr:IAlIZ£ _ f I L E D _ - - , NOV231970 FBI_ _- I ~' I ----.~---..,,,,..-----.--~...- .... ~. ~ .. _----~.,....- . ...,...,. • ; ,I l' • .~ i _ f.~" _ __ ,.....---__ 1 ~ ..-- _,,~.;... .:.o-- .. t I �, r She stated that been the subject ot criticism by th school administration since he has taken on himnelf without q.learing with others the responsibility ot invi ting controversial speakers to t school. In arly Ovtob I' 1970, invited to talk on campus und he diu not. c·lear this invitation with the achool uministrat10n before hllnd~- AD a. result the adminis tratiQn felt. they r cei ved ulldu adverae publicity over J appearance. IlIso haa conducted disoussion croups on tho topics of _ 'f which are supposedly open to the public and this action ha.a not been approved by the school administration although it 1a regarded as action on his part OVer and beyond h~'8 authority in altering the oourse currioulUlIl. rms. - stated is generally reg~rded as a "radioal" for thi and similiar t~'pe action. MIt3. WIlS shown the wanted 'flyers on the subjects d ahe stated ~e is certain aha has not seen them around that school. [,he will remain alert for any information ooncerning them. W,S. will ulso confidentially furnish p tJrtinent information regarding any long distance telephone 'c alls made or received by She checked her slips tor long djs tance calla Illude from the oolloge for the past month and noted that none were listed as being made by CIIL~" , ~ ~ . D., wns ontucted in this matter and shown wantod flyers on the subjects. j1e stated that these id not look familiar unu he does not recall huvinG aeon them at or around the rosidence. He noted that th.: U.ve 2 houses away from him and that hiu house is s1 tuntod ouch. that he can oberll'e the residence from. the '\... . front of his house. He said he is certain that no ono othtir tl'Llt tho rou1de ut this ro .:.; idence althou~h a number--- of studonts v1nit thero 1'I'e~uentlY. i1orocall d that dUl~inG the pust sWlUner tho . held II 'rock festival" in their buck yard attended by more than 50 collegeaee youngsters. Thu Chief WRS rt;lquired to break this up whon it got too loud but this 1s the only ocoasion he has had to contact the in police busieness. The Chief noted that · the garage to ttie rear of the reDiti ence hUD been converted into a printing shop and it houses enough quip!flent to publioh D. newopa.per. 11 doao not know t.hu.t a ne\iSpaper is published there but he is lcoepine; a close eje on the garU{;e to ascortain \lhut aotivity takeo plaoe there. lio said a l·;)aflet if s printed there several .nonths a~o Hnd that this leaflet callml for support for the schedulod for trial in 197Q. . . 'l'He ' Chiof is certtti~....:.. tlut no one lives in the GnraGe uut he has seor ".~ ".pple types" trequent the garage. lie uill romain espeoia 11_1 alert tor the appearan~e of the subJeots and 14e will contaot h1 souroes and lert them oonc rning the ubjects. �G !. il0 On l~/12ilO lIH. -' P03tr:lacrtel~, rost Of(ice ... ' waD contacted ,in this matter. was furniohe'd copieD of vlllntod flynro on the flubjectD und requoD tad to contRc this carriors to Ellert theFt no to tho appearance of the subjocto in ;~n. also otated that contuct with tho carrior who haudlos ti"lo rcoilience on revuals that ho hao no rucollection of Iilail cOla,inc to that residence ad4ressed to oth()r than the /~lso ti.1n carrier 1s certain t hat riO one other than the reoide thore. otated ho would remain alert as to I1R~ reoi~ience which might be MJ lllai 1 to or frOi.ll tho significant in this c s. \ \\ ' , i . I I ~ it , i \ \ ....... . '- , :\ '/ , / ,. , I I I I I \ \ \ \ \ . , • '.' 1\ \ j: ' I; .J: . _~_ .. _,,-_.::-- -_ ~.- .' . •_ _ _ _ _ ~ _ _ _ •• ~ . .1. , A /! i, . , -<~ . ._. . ~. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [FBI Memo 11/11/1970] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource [Federal Bureau of Investigations] Date A point or period of time associated with an event in the lifecycle of the resource 11/11/1970 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9b3776b526b54fcad412c92a73f2b9bd.jpg 6d1970a9323d48c4169437c2ccef520f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Cottingham Receives Grant To Explore Black Mobility Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 11/09/1971 Format The file format, physical medium, or dimensions of the resource jpg Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/51d5e3d3f7d0848370cdc29520fafe9d.pdf 40aeda6f618fc76e120343d9c8882d7c PDF Text Text Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � Minutes of the meeting of the Black Curriculum Co~~ittee. Tuesday, Novemb.er 5, 1968, 12:15 - 1:30 p,m., Sharples Dining Hall, Members present: Hr, Pierson, · Mr. Wright, Mr, Legesse, 1l r. Van Til, Hr. Shackford, ' l1arilyn Allman, U "Dietrich , Don Hizell, Clint Etheridge. Review from the last meeting: we agreed that we will not propose Black Studies as a separate major but as a focus within a major. The first question discussed was: \>Jrlat shall \om expect or ask other departments to do? Is there extra pressure we need to put on departments (eg. friglish or t~ubric or a concentration"--i.e. as an additional Psychology), or shall we just wait and see how our proposal takes effect? 1. Can departments be sure of getting money to hire new teachers and moonlighters when that is necessary? for quite a long way. It seemS that the College is willing to support the program _ at least initially We probably do not have to vmrr~/about getting r~mds. ~nis 2. Should there be a basic introductory course? could t~~e two possible forms: additions to present introductory courses ,or a new, interdisciplinary Introduction to Black Studies. The interdisciplinary course is a good idea, In mak~ng but not possible in the near future, additions to present introductOFY courses, in Sociology-Anthropology there might be added a special 20 level course-that can be taken after Soc-Anth 1. Five 20 level courses are now offered. 3. Would an interdiscipli.nary introductory course satify the distribution requirement? The purpose of the distribution requirement is to introduce students to various disciplines, not materials. 4. Latitude would have to be allowed for students in fringe areas such as Economics or English. where most of the Black Studies courses they would take would be offered ir fields outside their major. (This bias would naturally �push students interested in Black Studies into more central majors--eg. History and Sociology-Anth~opology). . - Introductory COllrses in other fi,elds might be waived so that students would not have to go through them in order to get to the Black -' Studies courses offered. History 1-2 is already waived for certain terminal English 1 also might COllrsesi the same might apply to courses in Black Studies. be waived. 5. Should we set a minimum number (3,6,57) of courses req~ired in Black Studies to be for any Black Studies Concentration? We should not specify the number now. The second topic of discussion was perspective and persor.nel. 1. Mr. Wright said that if perspective is important then SASS has a role in influencing appointments. If we are tr>Jing tto present special subject matter with a variety of points of view, then it is not a question of whether SASS should be involved but whether students in general should. issue that does not concern this committee. And this is a separate Clint said that Black Studies would not try to be "consistent in its message"--Swarthmore cannot be a blaCk liberation school. Mr. Wright said that there seem to be three levels of "perspective": first, that a teacher should be blaCk; second·, that he not be an "Uncle Tom"; third, that he be an academic scholar. I f the third point is the only really important point, then the faculty is quite capable of judging this by itself. Mr. Pierson said that academic SCholarship was not the only important factor in making appointments. regular system. of the community. 2. Scholars in Black Studies are rare, especially black scholars. Because of Black Studies is ~~ Q~llsual area and does not fit into ~~e Here we need a fuller approach, one that involves a cross-section this sitllation white colleges will be accused of draining black SCholars from black institutions. Should Swarthmore be concerned with this problem of " il'!1}'1edalizing II ? �Mr. Van Til suggested that this could be · solved by faculty exchanges--eg. an economist for a hist.orian . or sociologist. -' vIe exchange This vlay \ie could avoid the charge of imperializing. '. Don Mizell said that this would apply only to part-time faculty-it is al~o important to get full-time faculty. Mr. Van Til said that not all faculty t)eed to be black--especially after a while (though they are very Lmportant for a symbolic beginning). Don' said that he hoped it would be more than an initial token symbol, that the attempt to get black faculty would persist as a priority. We are already over-stocked with white teachers in this area (African and American Mr. Van Til said that he would be glad to release his courses relations in race I to another teacber, since he would then be free to offer courses more history, Sociolo~y), directly related to his present interests. Jon suggested that we get graduate students to teach Black Studies courses if other teachers are not available, the University of Penn 3 ylvaDia~ Other po ssibilities are sharing teachers with Have rford, and Bryn Mawr. Could a full professor ~~, be hired in a department that is already top-heavy with professors? Pierson said t hat for rare teachers special arrangem ents could quite likely be m ade. ple, perhaps a professor would be hired to teach one Econom ics course, For exam and the rest of his time would be take up directing a research project or comrnuni ty · study program. Money from the Ford or Rockefeller Foundations might well be available for such an arrangement. Returning to the question of Itimperializing", Hr, Legesse said that if going to try to get top scholars we will probably have to schools in the country, not fro m black institutions. difficulty hiring black teachers. ge~ vIe are them from the major Howard and Lincoln are having Host of the younger teachers are white, �Marilyn Allman explained that this "YTas partly due to the administrations in ,. these schools which are trying to make the schools more white--both faculty and students ; i~ Don Mizell added that most of the power in black institutions white (trustees) and most of the financing comes from white philanthropists. The black admininistrations are therefore often quite strict in discouraging black power on ca.'Ilpus. for f'e ar of losing funds. As a result, liberal young black teachers find that they have much more freedom at white institutions. The general conclUSion was that we should not worry about charges of imperialism but should play the market as we can. Marilyn Allman suggested that we try to get more black people into this community. One way would be to open the Black Studies program to people from Chester, with no tuition fee. We will meet again next Wednesday, November 13, at 5:30 p.m. in Sharples Dining Hall. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the Black Curriculum Committee 11/05/1968 Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Curriculum Committee Date A point or period of time associated with an event in the lifecycle of the resource 11/05/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/61f9de7a5f2724e6f5b031225597ee05.png 3d15751fcea844271497e48898c201b4 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f1f6c1043671e00e1b9a822ccd29e653.pdf 5acd43496276b2978f5c7822d0ca76e7 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 Interviews Description An account of the resource Audio files, transcriptions and photographs documenting the interviews of Swarthmore College alumni, former faculty, and community activists who played an active role in the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Black Liberation 1969 Research Team Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Haydn Welch Alis Anasal Interviewee The person(s) being interviewed Thompson Bradley 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 Thompson Bradley Creator An entity primarily responsible for making the resource Thompson Bradley Haydn Welch Alis Anasal Source A related resource from which the described resource is derived <div class="video-interview"> <div class="html5media-player video" style="max-width: 700px;"><video id="html5-media-1" width="100%" height="auto" src="https://sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Thompson_Bradley_interview_default.mp4" controls="controls" preload="metadata" controlslist="nodownload"><object id="html5-media-1" width="100%" height="auto" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="src" value="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" /><param name="flashvars" value="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Thompson_Bradley_interview_default.mp4&amp;poster=/admin/items/edit/" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="true" /><embed id="html5-media-1" width="100%" height="auto" type="application/x-shockwave-flash" src="https://blacklib1969.swarthmore.edu/application/views/scripts/javascripts/vendor/tiny_mce/plugins/media/moxieplayer.swf" flashvars="url=https%3A//sc-lib-ds-bl1969.s3.amazonaws.com/interviews/Thompson_Bradley_interview_default.mp4&amp;poster=/admin/items/edit/" allowfullscreen="true" allowscriptaccess="true" /></object></video></div> </div> <script type="text/javascript">// <![CDATA[ $('#html5-media-1').mediaelementplayer() // ]]></script> Format The file format, physical medium, or dimensions of the resource mp4 Date A point or period of time associated with an event in the lifecycle of the resource 11/02/2014 Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/42f4fc6a2a6d5f664ee888ba822c4f93.pdf b4c46f57c14d95c43d2a4d37d6380c23 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 Curriculum Committee 10/29/1968] 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 10/29/1968 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/3760ed7843e31c8edac12309d4e80335.jpg 93f501f6e9763178bb9bd5c3747d9cc4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Economist Comes From Rochester To Teach Dynamic Social Econ. Course Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7594604688c60a5955102b195605d0a0.pdf 9c8458fd698f580c25da16b250cff4b8 PDF Text Text SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � 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 [Memorandum from Swarthmore AAUP 10/21/1968 re hiring next president] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore College AAUP Date A point or period of time associated with an event in the lifecycle of the resource 10/21/1968 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/546ad9fd18ba21d35ebf0ae56e2e0a28.jpg 32e84a4b8aecf1509de59c95971aa7e0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Poli Sci Schedules Course In Urban Ghetto Problems Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 10/18/1968 Format The file format, physical medium, or dimensions of the resource jpg Black Studies 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/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/d0bb3823e20bc4d230d81afad876e7b2.pdf 9d52c0b1415b29790cf893f5e396092e PDF Text Text Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . 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COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Minutes of the -meeting of the Special Committee on Black .Studies. .. Monday, September )0, 1968. Members present: Faculty: Sharples DinL~g Hall. 12:45 - 2:00 llM. Asmarom Legesse Frank C. Pierson (Chairman) John Shackford (Secretary) Jon Van Til Harrison Wright I , Students: H~rilynB;otlifi eld Clinton Ethc;ridge fun Mizell The meeting began with discussion of the purposes of this comrrdttee. Clint Etheridge said that the main purpose of this · committee should be long-range planning--how to phase in a Black Studies Program into the college's regular program. Short-range planning depends mostly on the ~r. depa~ment, the demand, and openings. Van Til said the committee has two purposes.- . First, it is an internal pressure group; secondly, it can make proposals that . can be brought before the faculty--but these will have to be concrete; workabla Hr. Wright said that the most important function of the committee proposals. is to talk together about issues and problems, and that if we can reach a concensus,that will be a significant part of the committee's work and achievement. Should the comnuttee try to define the areas of concentration in a Black Studies Program? We should try to define the educational theory and objectives t~uld of such a program at Swarthmore. these objectives be basically acadewic Both; it would depend partly and scholarly, or geared more directly to action? on the course--Education courses are more pre-r>rofessional than .most others here. Clint Etheridge felt that there are several purposes that a Black Studies would serve at Swarthmore. First, it is of social importance. Progr~m If Swarthmore is to produce educated people, they will need to understand contemporary society, �2 including the present changes and crisis in race relations throughout the world. Secondly, it: is..:, academically compelling--whi te students at Swarthmore have been Because cheated by the lack of black studies in history, literature, etc. Swarthmore is a small, basically white college, it will never become a black liberation school--its curriculum must therefore compromise between a complete ~, lack and a complete dominance of Black Studies. A third educational purpose would be served in that black perspective is important not only as a relationship between black teachers and black students, but also for scholarship in general. Kenneth Clark's doll .experiroent showing that black children prefer white dolls and are thus white oriented is a good example. up the experiment. to the problem. It took a black insight to think Rag~ Similarly, the authors of Black are uniquely sensitive In reading The same process can be seen on a personal level. ~ow a report about African political leaders--wnich told these leaders went to . England where they gained a sense of competence which they later instilled in their people--Clint noticed the analogy to the ~ducatibn of black college students in this countI7--their similar need for isolation. But he also noticed that. a white reader would probably not have seen the analogy. To Whom would a Black Studies Program at Swarthmore appeal? As Playthal Benjamin (at Haverford this fall) says, Black Studies do not have to justify themselves except as scholarship. students on that level. to They will attract both black and white Don !1izell said that if the program had to be directed a more limited body of students it should be mostly to black students. Would black students boycott a white teacher of Black Studies (as seemed to be implied at the first meeting of the committee last spring)? No; the point was mortthat it would be very disappointing to have a White teacher as the first �appointment in ·Black Studies. Mr, Wright said that the question of the necessity of black teachers needed to be discussed more. For example, should we say in the report that we "will write that we should aim for black teachers as a goal, or that black teachers are not necessary to the program? Clint Etheridge said that perspective is more important than color, though perspective almsot always depends on color. Hr, Van Til said that a variety of perspectives and alternative ot\ . points of view are necessary--which would mean at least one black A.YTlerican and one native African--but we shouldn't limit ourselves by setting quotas, felt that black teachers are a high priority, Don Hizell Mr. Wright agreed that it is important to know priorities, even if only as an ideal goal to aim for in the long range. l'Ir. Lagesse said that alternatiye points of view are important to social sciences (eg, colonial vs, native African views of African history). Don agreed, saying that alternative views at SWarthmore now means getting black teachers. Mr. Wright said that since he already teaches African history, S\-larthmore is stuck with a white teacher in that area; but this may be more reason for seeking a black teacher of Afro-American History. Even a black teacher of, say, chemistry, serves a purpose beyond mere tokenism--namely that black teachers can be a commonplace. Even black counselors are needed, . since black students often don't feel there is anyone her'e they can talk to, It was felt that we should try to write a long-range masterplan of an interdepartmental Black Studies Program, similar to International Relations. And that if we find that we cannot write one, or cannot agree, then we will have learned something. �4 '!he committee agreed that it is too early to write a report. We should wait until we have reached real conclusions--for example, on a masterplan for a Black Studies Program. We will meet again next Tuesday, October 8, at ':12: 30" in one of the small dining rooms in Sharples • . Appended to the minutes. two dittoed sheets, "Curriculum Offerings in Black Studies (preliminary and incomplete)". �S:·:-ar-('b';lOY·e College ; " CUl'l'iculw:l Offe rings in Bla ck Studi8s (pl'elbli1-.!8.Z'Y d.'!1d j.I1cor:lpletG) SeptelIlOe:::.' 30 D 1968 Social I!~conoUlics CO'\).:rse (He,reus Ale=<.:~.s )~ seC"(.j_ons on 8 C Oi10Jl~_C sts,t,l-.l_ of black S Ho :dw:rs; co:np8.r.s.ti7eedu.c3.-j~j"o"[).[)_1 D bousing, and h82.l th P2.t.t131'ns 1/ consucq::c.:i.on pa.t.!Ge l~r1S i·11 C011-ce:L'l c~i y:y 2~rea3 :> p~r~Ogl')eJ!lS 102." dC8.1ing \!ji th L1I""batl pOVG1~ty (") . . .• . n f' ...., . _eXlS c- a rl8.-(' 2on a1 - . 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COD.j."S 6 ( ll.:.s11?rOYil I.,f3~O.sS8) R[:.c-e f~ 't~ c1 )L-c~!~'1ic ne12~-~·i o'!,) f:5 ::.Y"! the U ;J S c.. c ·)u.:cse ( • .Ion -tT~nl ITiJ_) Social Ch8j1ge C 'Jtl l~S0 (Rcb81\-(' I·~t-:,:,ci"~'3~1):. i'a s!Gt";,:1]'~~l'2g the:) J:'ies .S.i:la 03..5 ·9 S -~1.1.~j_ ·33 of ~:ocj. 2.J_ ch.2.i1ge ~) SPGCif~)_ a:C"GOY!"(. :LOi1 is gi\j8- i"(l -chis eO'..~l'lS8 to tIle 't;~()de ~~"'i.1j_z2_..'l.,ioi1 n R?ce pl"'ocass in. fu?icao 2.:1d Cl1.1t1J:C'G sS·cnin13.1' ,C Jml 'h'~1 Til) ~.\ T11G 1)~E§~?~·~~·t~.s~1_. t~~3~?~f. ..i~~.~~~~~~.~~~1f;:~{.i' ~"Q.;;l?:.~t~ ~· e.~1c1 H~-§}~.£. 5.1~e cO'L~sidcT·j_:.1g . in t,nis 81.""68.= ~x!.d 9~.1-;t of: the 1)(-?- ~):.:cg:C· Q.~11 i~l ·3 t,udio .Al't:::; c1.1Y'r:Lcli.J..U/ fl prc~ p os~:~]_s 1~Jl1J... p~cc-'.I:-:?~d8 1=J~'):::~l( ti."l ':~his 2.re~ if (?~TI~.:?..!.lg8a:'·::::l·fi:.s C2Xl \~;I) :'.:~-:': 8d 01..1:,:'.) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Minutes of the meeting of the Special Committee on Black Studies Description An account of the resource Box 12, Black Studies Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource 09/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Holifield