~~----T(.) GEORGIA'S PLAN
THE UNIVERSITY OF GEORGIA

GEORGIA'S PLAN
The University of Georgia November,1953

THE GEORGIA CENTER
FOR CONTINUING EDUCATION
" to the end that more people may live richer, more useful lives."

TABLE OF CONTENTS

THUS WE ARE

1

Physical Resources

Human Resources

THIS WE BELIEVE

26

A Statement of Beliefs

Guideposts for our Plan

SO WE PROPOSE

28

WE ORGANIZE

38

A Staff for the Center

WE BUILD

42

The Facilities for our Job

WE FINANCE

45

A Budget for the Job

TABLE OF CHARTS GEORGIA SOIL ASSOCIATIONS GEORGIA INCOME - CROPS AND LIVES TOCK THE UNIVERSITY OF GEORGIA ORGANIZATION COLLEGE OF AGRICULTURE ORGANIZATION UNIVERSITY STATEMENT -
EXPENSES AND ALLOTMENTS POPULATION DISTRIBUTION PROPOSED ORGANIZATIONAL RELATIONSHIPS PROPOSED BUDGET

after page 2 after page 7 after page 15 after page 15
after page 18 after page 20 after page 38 after page 45

FOREWORD
The President of The University of Georgia and the Committee on Continuing Education of the University present this proposal. Participating with the University in this statement of program are its Regents I Office, its Atlanta Division, and its eleven schools and colleges. The various faculties made studies and suggestions as to how each could contribute to the developing Center. It is the purpose of this presentation to draw together in a related form the most challenging and significant ideas from previous discussions to provide a statement of problems of the people of the State, a statement of our beliefs, a proposed program complete with projected facilities and organization, and a budget proposal for a Continuing Education Center in Georgia.

THUS WE ARE

Physical Resources . Human Resources

It is proposed to set forth here (a) some of the major problems
facing the people of Georgia, and (b) some of the resources of the State
and The University of Georgia which are being used and which may be used to help solve these problems through an expanded program of continuing education. Problems chosen are those which appear to offer opportunities for continuing educational efforts. The term "resources" is used in the very broadest sense to include both natural and human resources. General background data on the state and The University of Georgia are included.

Physical Resources

The Land

Historically and traditionally, Georgia has been an agricultural state. During recent years industrialization has expanded rapidly, but the basis for Georgia's social and economic development is still the land. Georgia is the largest state east of the Mississippi, approximately 300 miles long and 200 miles wide, containing thirty-seven and one-half million acres. This land falls into four major physiographic regions and there are fifteen soils association subregions within the four major regions. (See Charts I and II)

2
A large portion of the cropland of the state is devoted to crops for which the land is unsuited because of topography and low fertility. The soils are generally porous with considerable sand. These conditions coupled with an average rainfall of over 50 inches per year are conducive to serious erosion on lands used for clean cultivated crops. The soils are, in general, low in productivity. Land in farms constitutes about 68. 8 per cent of the total area of the state, divided into 198, 191 farm. with an average size of 130 acres. Cropland harvested is 7,098, 147 acres. About two and a half tnillion acres are used for pasture and about two million acres are idle, fallow or crop failure. The major crops are cotton, corn, tobacco, peanuts and hay. The total agricultural income for 1951 amounted to $733,937,000. (See Chart III for breakdown of this income by crops. )
There is a great need for a more adequate and far-reaching soil itnprovement program. Such a program would include the addition of needed quantities of lime - supplying adequate quantities of mineral such as phosphate and potash - a system of agriculture which provides land cover, organic matter and crop utilization which returns residues to the soil. Naturally the solution of this problem gets very much involved with people, markets, economics, skills and many other factor s. The enormous size of the State, the wide variation in soil and climatic conditions and the value and complexity of agricultural production make it impossible for individual, community, county or commodity planning to efficiently cope with the overall problems. Soil adaptations, world demands, location of markets, availability of supplies, sufficient financing, processing and transportation all make top level planning highly desirable. Business, industry, communications, transportation, public utilities, government and p.ducation all have important interests in Georgia's agriculture. They also have definite responsibilities. A procedure for planning should be developed which would enable these groups to make their maximum contribution to the development of Georgia resources and at the same time safeguard their stake in them.
The Forests
Two-thirds of the land area of Georgia or 25 million acres is classified as forest land~ The merchantable timber on this vast acreage consists of over 40 billion board feet with a value in excess of 800 million dollars. There are also 100 million cords of pulp wood valued at 300 million dollars. Assessing the land at only $5. 00 per acre, land and timber are worth over a billion and a quarter dollars. This does

A KEY TO SOIL ASSOCIATION AREAS MAP OF GEORGIA
APPALACHIAN PLATEAU AND VALLEY SOILS: Hartsells - Muskingum Lithosols Clarksville Loams and Planosols Decatur - Dewey - Clarksville Loams

BLUE RIDGE AND INTERMONTANE SOILS:

;:unmili!m:::i:m:::m::
~ ~ ~

Porters - Ashe Mountain Soils Talladega - Fannin Intermontane Soils

PIEDMONT UPLAND SOILS:
. . . Cecil - Appling Sandy - Clay Loams
\.". ~ Georgeville - Alamance (Slate. Belt) Loams
.'/..//.././.J~ Muskingum - Edgemont (Pine Mt.) Lithosols

COASTAL PLAINS SOILS:

~
~
~, , " ' " ~ ~
// // // // ////
~""''""
:co .. - ~

Norfolk - Kershaw Deep Sands Norfolk - Ruston Sands and Loams Greenville - Magnolia Loams Tifton Loamy Sands Leon - Bladen Sands and Loamy Sands Coxville - Portsmouth - Bladen Half-Bog Soils Alluvial Peat and Muck

mcp

GEORGIA
SOIL ASSOCIATIONS

'0 o to IS po 40 ""LES

u.e...f

.-MCP eM

3
not take into account the enormous quantity of small timber which has considerable potential value.
However, much of Georgia I s forest land is in worthless species of trees which need replacing with better tree stock or other crops. Thousands of acres are growing up in worthless hardwoods which owners would like to replace with fast-growing pines, but labor cost makes such a change impractical. Other thousands of acres up and down our creeks and rivers are grown up in alders, maple and gum, and much of the top soil which has washed off steeper slopes has settled along these streams. If these swampy areas could be cleared, drained and seeded to grass they would provide excellent pasture.
The best estimates by trained and experienced foresters indicate that the present annual growth on Georgia's forest land is about four-tenths of a cord per acre. They believe that this growth could be pushed up to eight-tenths or even one cord per acre annually if every acre were stocked to the maximum and if adequate fire protection were provided. However, for the most part management and harvesting practices on this vast domain are careless and inefficient. Most farm timber is still havested by the "cut and slash" method it is sold by the boundary rather than on the basis of what is actually available for harvest. Farm needs are frequently supplied from the best timber rather than through selective cutting - little thinning is done and generally little or no planning or care is given the farm woods. Many thousands of acres of forest land are under stocked. This could be corrected by planting and fire control. There is an almost infinite variety of forest products available from our Georgia woodland. Not often, however, are trees cut for the uses which would provide the greatest value. Generally Georgia forest products are sold in the cheapest form of raw products. They are processed elsewhere usually, and they are repurchased by Georgians at prices many times greater than the grower received.
All of these are problems bigger than the individual land owner. They call for big thinking and concerted action. Average citizens, busine s s intere sts, legislature, educational forces and many other groups have little understanding or appreciation of the value and importance of Georgia's woodlands. Aside from the dollars and cents value of timber and timber products, our woods safeguard our water supply, account for our clean air and even climate, build soil, prevent erosion, provide pleasing surroundings and various health guards, and provide recreational opportunities.

4
The Water
The average rainfall for Georgia as a whole is approximately 50 inches per year. This varies from a high of over 76 inches in a few mountain areas to a low of about 45 inches in certain sections in the southern part.
Georgia has seven counties along the Atlantic Ocean between South Carolina and Florida with an excellent port at Savannah. There is also an innercoastal waterway along the entire coast. Throughout the State there are innumerable springs, branches, creeks and rivers. By far the majority of Georgia farms have flowing streams on them. Many farms and towns depend upon wells for their water supply. Either dug or bored wells usually produce satisfactory water both as to quality and quantity. In the lower coastal area there are many flowing wells.
No competent survey has been made of the hydro-electric potential in Georgia's streams. There are literally hundreds of possible dam sites. In recent years the State, municipalities, clubs and individuals have constructed hundreds of small lakes and ponds to be used for water supply, fishing, swimming, irrigation, cattle and boating. Building ponds is a rapidly spreading practice.
The Minerals
Georgia minerals are varied and extensive but not all of them are being developed. Granite, marble, limestone, sandstone, bauxite and cement are most extensively produced at present. Georgia clays make excellent brick and tile products, and there is a growing ceramics industry making products for the novelty and tourist trade.
Georgia is served by a petroleum pipeline extending from the Florida Gulf Coast northward into South Carolina. There is also a natual gas pipeline crossing Georgia from Alabama to South Carolina. Both Atlanta and Athens are in the area served. There is an abundance of electric power produced by the Georgia Power Company and 12 or 15 counties in north Georgia also receive power from the T. V. A. system. Over 90 per cent of all Georgia farms have power service.
he Climate
GeorgiaI S altitude varies from peaks of near 5,000 feet in the Blue Ridge Mountains to sea level along the Coast. The average rainfall of 50 inches per year has already been noted. Temperatures range

5

from as low as 20 degrees below zero in some of the mountain areas to slightly over 100 in the southern part during midsummer. The highest mean annual temperature in south Georgia is 68 degrees and in the Blue Ridge Mountain area it is 58 degrees.

Georgia is crossed by several definite climatic belts which allow for a wide range of agricultural activities. Certain types of citrus fruits can be grown in the border counties and apples are produced successfully in some northern counties. Cotton can be grown in all areas except the mountain sections; peanuts and tobacco are grown extensively in the southern areas; and thousands of acres of peaches are grown throughout the central regions. The climate
actually allows for year-ronnd grazing although pastures have not been extensively established yet. In the lower part of the state, coastal Bermuda Grass (heavily fertilized) gives good grazing all summer and fall. This grass can be successfully overseeded with crimson clover, which flourishes in the winter and spring. Similar combinations of other grasses and clovers are adaptable to the central and northern sections.

Not only does Georgia's climate encourage a wide variation in agricultural development, but also it offers many inducements for year-round recreational activities. Only small beginnings have been made in this field. A number of excellent resorts have been established on the coastal islands and some progress has been made in the mountains. The possibilities in recreational development are practically limitle SSe In this connection a study of the southern climate as a part of a study of all resources needs desperately to be made so that changes in land occupancy and management systems can be made to take advantage of existing conditions rather than to contend with them.

Human Resources

The People

Certainly the most important resource of any state or nation is its people. With a total population in 1950 of 3,444,578 persons, an increase of 10. 3 per cent over the 1940 figure, Georgia ranked thirteenth among the states in population. A little more than two-thirds of this number were native white, less than one-third were Negro, and less than one-half of one per cent were foreign born. In some counties more than one-half of the population is Negro, while in others there is les s than one per cent Negro population.

6
With 54.7 per cent of Georgia's population in rural areas and 45.3 per cent in urban areas, Georgia remains one of the more rural states in the nation as thirty-five states still have a greater portion of their population classified as urban. The 159 counties in Georgia range in size frOm 2,500 to 475,000 in population. Those areas which were already crowded have become even more crowded, while those with sparse population have become even more sparse. This means for larger urban areas overcrowded housing, poor sanitation, breakdown of family authority, lack of schools, and inadequacy of governmental services. Other counties are faced with problems related to declining population: empty buildings, decrease in retail sales, lower productivity, decrease in tax base, and others. A program of continuing education could be invaluable in aiding these areas of shifting population to cope with the social, economic, governmental, and health problems with which they are faced.
In those areas in which the population has declined generally, there is a much higher percentage of dependent persons because of higher birth rates and greater life expectancy. Thus, in the areas hardest hit by the exodus of prOductive persons, there is a relatively higher proportion of dependent persons. Thus, the problems of a rural community- and many Georgia counties are entirely rural are great because the tasks of rearing and educating the children and caring for the old are disproportionately burdensome. A greater proportion of older persons in Georgia is intensifying such proble'ms as increased dependency, greater welfare requirements, recreation needs for the aging, and older persons living with children. In 1940 about 5. 1 per cent of the people in Georgia were 65 year s or older, and in 1950 this percentage had risen to 6.4. There is a very significant need for continuing education for this expanding group of people.
The population of Georgia in the decade 1940-1950 grew about 32,000, but had the birth rate risen as in the rest of the nation there would have been a growth of about 500,000. This is accounted for largely by the migration of younger, more productive segments of the population to other areas. Since this migration to areas outside of Georgia is selective of the young and the best educated, the loss to the state is great. To the extent that an adequate program of continuing education can create better opportunities for young people in Georgia, it will assist materially in the progress of the state.

7
Their Economic Situation
In the economic area Georgia, like the remainder of the South, suffers from three principal problems:
(1) The lack of managerial ability and experience;
(2) Unfavorable terms of trade for its merchandise, which means that it produces largely un-branded raw materials;
(3) Insufficiency of capital to finance its business ventures.
All these are familiar to the economic historian, who sees in them the usual difficulties of regions which have been for many year s agricultual-colonial. Such an area was New England in the early to middle 19th century, England in the 18th and early 19th centuries, and many other areas before that, before they bestirred themselves and became industrial. So long as such areas exist, they must look elsewhere for managerial ability, for finishers and salesmen for their raw products, and for their capital.
There is much that a program of continuing education can do to hasten the process of adjustment to economic changes and to lessen some of the birth pains. Actually the key to the matter rests in the provision of education and training. In farming, in fisheries, in mining, in all of the extractive types of industry, the upper limit in productivity is set by (1) the ability, training, enterprise, and knowledge of the enterprises, and (2) the resources with which man has to work. In industry, commerce, and finance limits are set mainly by knowledge, training, ability, and enterprise. Knowledge and training can be improved by constant training and re-training, at all levels, and the constant bringing to business the results of research and advances in business techniques and practices. The ability and enterprise of Georgians are long since demonstrated by their success when they move to other, more highly industrialized sections of the country.
While there are problems of dislocation in Georgia, they fortunately have been considerably less severe than they might have been in more industrial regions, because of the ever-present possibility of retreat to the farm. As +;'me goes by, however, more people will be pulled from the farms to the factories. The conversion of industrial resources to insure rich lives and increasing industry calls for continuing education. Fortunately farmers, who are traditionally "jacks-

GEORGIA CASH INCOME FROM CROPS AND LIVESTOCK
1951
GOVERNMENT PAYMENTS
$ 8,634,000 - 1.4%
~
K - - - - - - - - J o10 (0
TOTAL CASH INCOME FROM CROPS AND LIVESTOCK S 627,477,000 TOTAL INCOME, ALL COMMODITIES S 733,937,000
(fNCL UDING HOME CONSUMPTION AND GOVERNMENT PAYMENTS) JB

8
of-ali-trades, " make the transition to the factory quite easily, and learn quickly, especially the semi-automatic tasks of the modern factory. In the building and other skilled trades, however, training facilities are needed, and leadership in staffing these facilities must be provided.
In the area of enterprise, as such, including provision of staff personnel for business enterprise (e. g., accountants, statisticians, industrial engineer s) great needs exist. Problems of a farmer and those of an independent business man vary, as do the staff functions of a business enterprise. Such variety must be recognized in programs of training and re-training for the many kinds of positions found in: business. The problems cited here will not be solved, or even alleviated, without unremitting attention; but with continuing leadership the income level and economic well-being of the people of Georgia should improve rapidly.
Their Education
The educational status of the people of Georgia reflects the urgent need for continuing education of those people not served by regularly constituted educational services. It also gives clues to the type of continuing education service which should be provided. It is true that present educational facilities are not adequately meeting the needs of the population group from 5 to 24 years of age, who largely comprise the group normally enrolled in school. Only about 57. 5 per cent of the 16 and l7-year olds, 22 per cent of the 18 and 19-year olds, and 10 per cent of the 20-24 year olds are in school. But these are problems to be dealt with by the State system of public education.
It is the educational status of the age group 25 years and over that shows the greatest need for continuing education. In 1950 more than 76,000 persons over 25 years of age in the state reported no formal schoolin~. Only 26. I per cent of the white population and 5. 0 per cent of the non-white population had completed high school.
Their Health
Although much progress has been made in the education of Georgia people for better health, both physical and mental, by the State Health Department, the Agricultural Extension Service, and others, the health problem has scarcely been touched. Lack of hospitals, physicians, and dentists has, of course, been one limiting factor, but one of the major problems has been lack of overall planning for preventive health education in the state.

9
A 1950 survey of health needs in the state is very rpvealing from the standpoint of education. In addition to the stated needs of the counties in relation to expanded health departments, more hospital beds, and more doctors and dentists, most counties expressed a definite need for programs of health education. Practically all of the counties stated there was a great need for mental hygiene services. Most of them requested extended programs in education for mental health. Specific environmental and housing conditions affecting health cited by the people themselves included: lack of running water, unsanitary toilets, no screening, need of repairs on houses, fire and accident hazards, poor home construction, poor lighting, no sewage disposal, and similar problems. These can, to a great extent, be met squarely by an extended program of continuing education.
There is a definite problem of nutrition in Georgia due to lack of education and low income. Many families do not know what constitutes an adequate diet, even if they were able to purchase or to produce the necessary foods. This results in undernourished children who are unable to learn well in school. It also produces les s resistance to diseases. Forty-four per cent of the counties reporting expressed a great need to educate the masses, with special attention to the low-income groups, of both races.
Although accidents, exclusive of motor vehicle accidents, are the leading cause of death among children between the ages of one year through 20 - with motor vehicle accidents second - only one county among those reporting has an organized Safety Council. Most of the activity in safety and accident prevention seems to be directed toward the prevention of traffic accidents. Education for the prevention of home accidents is practically non-existent except in the more urban areas.
In the field of recreation only 18 per cent reported adequate recreational facilities for the urban areas and only two per cent for the rural areas.
Many of these and other problems in the area of health can be met directly by means of continuing education. Nutrition, sanitation, physical fitness, mental health, family living, child-parent relationships and other broad areas are particularly vital as areas of attack in a coordinated program of continuing education.

10
Their Housing
In 1950 there were 966,672 dwelling units in Georgia. A COInparison with the State of Iowa, which is often used as a national yardstick in housing, shows that 51. 4 per cent of the dwelling units in Iowa have hot running water, private toilet, and bath as cOInpared with 35.8 per cent for Georgia. As Ineasured by structural.condition and plUInbing facilities, the Georgia non-farIn housing was of better quality than farIn housing. Only 9. 3 per cent of rural farIn units had hot running water, private toilet, and bath as cOInpared with 54.4 per cent of urban units.
The extension of electric power to rural hOInes has greatly increased the- use of labor- saving devices in the hOIne with a consequent deInand for education in the use of the se facilitie s. SOIne educational progratns in this respect are being carried on by appliance firIns and utility cOInpanies, but these are not reaching into the rural areas where they are Inost needed.
Although there has been a great increase in the nUInber of dwelling units built in Georgia in the past ten years, one of the liIniting factor s has been an adequate supply of skilled labor in the building trades. FurtherInore, extensive industrial and cOInInercial building has taken a Inajor share of the available skil1ed labor. Hence, there is particular need for vocational training which would supply an additional force of skilled labor to Ineet the needs of dwelling construction in the SInall urban and rural areas.
In looking to the future, the high birth rate in this state during the 1940's will produce new fatnilies in a peak period of 1956-1970. This will create strong pre ssure for housing at that tiIne and the needs for continuing education to help Ineet the deInands for skilled labor. Preparation for this Inust begin prior to the tiIne whe.n the shortages arise.
A continuing education prograIn should be concerned not only with the building of new hOInes but also with Inore adequate utilization of existing hOInes by present faIniles. ProbleIns dealing with storage, functional use of various rOOInS, privacy for faInily IneInbers, and special needs of different fatnily IneInbers can be Inet very effectively by continuing education of this type. To Ineet these and siInilar needs, education Inust not only assist both farIn and urban fatnilies to get Inore for their Inoney when building new hOInes, but also help people better utilize the hOInes they already have. There is SOIne work being done by existing agencies, but Inuch Inore needs to be done.

11
Their Social Relations
Georgia, along with other states of the South, faces problems made acute by changing technology, economic developments, urbanization, and other factors. In many instances, individuals and com.m.unities face limited opportunities because they have not learned how to use to the maximum educational resources available to them. Critical needs have arisen which are not being met through conventional patterns in education. A program of Continuing Education, fashioned on the results of careful research, could do much to promote cooperation and a more intelligent solution of community problems.
Treatment of juvenile delinquents poses another major problem in social relations. Only in a few metropolita~ areas are there specialized courts to handle such cases. The vast bulk of juveniles are tried by judges who have had no training to equip them to deal effectively with these cases. Trained personnel to advise and help judges with juvenile offenders are not available in most areas of the state. Here again is an opportunity for continuing education to perform a needed and worth-while service by providing education in dealing with juvenile deliquency.
Their Churche s
The people of Georgia are definitely a church-going people with a multitude of churches. A very high percentage of Georgia's citizens are church members. The dominant pattern of religious organizations is along denominational lines. Church life in Georgia is largely rural. Out of 9,754 churches listed in the last church census, 7,416 were located in rural areas.
Strangely enough it is this large church membership with its multiplicity of small churches which creates problems. True there are many excellent preachers in the state who are capable, experienced, and prepared, but for the most part these workers are serving in the larger city churches. Many of the rural churches are really mission outposts. They have services only once or twice a month, the pastor usually does not live in the community, and the salaries are very low. Consequently, well-trained preachers, like doctors and lawyers, are attracted to the wider opportunities with greater material rewards.

12
This leaves the rural community, which needs the services of the church even more than the urban centers, with meager services and untrained leaders. Most of the rural churches of Georgia do not have adequate housing facilities and comprehensive programs. For these reasons, the ministers are few and of limited preparation; the churches are small, bare and unattractive. Lack of funds and vision has produced many hundreds of buildings which are far from beautiful or even convenient. Many are not painted, not underpinned, cold in winter, hot in summer. Many have no libraries, no studies, no toilet facilities, no recreational rooms; and many of them have no regular Sunday Schools or other programs for young people. There is a great opportunity for the church to provide the social, cultural, recreational and spiritual needs in rural communities, but in too many cases it is losing out to other forces.
The majority of rural churches are unable to provide planning and training programs which would enable the church to best serve the community, its officers to best serve the members, and its members to grow into well-rounded citizens. The church must be a vital part of the community if it is to serve its purpose. It must concern itself with the economic and social life of its people. It certainly should support the educational efforts available and add to them wherever the need arises. Good church officers, Sunday School teachers, counsellors, recreational leaders, lay leaders and effective committeemen do not just happen; they must be discovered. They must be trained, and they must be given an opportunity to serve. It must be remembered also that comprehensive programs which meet all the needs of all the members of a community come only after careful study and planning. It is in the creation of such programs that the services of a continuing education center can be utilized.
Their Planning
"Planning" is used here in the broadest sense to include social as well as physical planning. Social planning includes, for example, such things as a plan for reducing jevenile delinquency over a period of years. The problem, as conceived here, includes the failure of both individuals and groups to plan.
The great majority of municipalitie 8 have not engaged in any kind of comprehensive city planning. A survey made in 1952 showed that of 81 replies to a questionnaire sent to the 172 municipalities in Georgia with a population of 1, 500 or more, 34 municipalities had passed planning or zoning ordinances at one time or another. Only 22 of these 34 had planning and/or zoning commissions at the time..

13

Forty-six of the 81 reported that they had never passed any kind of planning or zoning ordinance. Even in those municipalities which have planning bodies, most often nothing has been accomplished beyond the setting up of a more or less intelligent zoning plan. Very little, if any, thought has been given to even the physical development of the municipality, not to mention its social development.

County planning is unknown in the state, as is any comprehensive planning on a state-wide basis. A few metropolitan counties have attempted to plan their urban areas, chiefly by zoning and subdivision control, but nowhere has there been an effort to plan for the county as a whole. A comprehensive land use plan, for example, is unknown in any county in the state.

Their Political Life

Political participation is used here in a broad sense to mean much more than mere voting or activity in a political campaign. It is conceived as the process whereby citizens actually take part in the making of governmental decisions and in the administration of their government. Participation in this sense includes such activities as keeping informed of governmental operations and forthcoming decisions; membership in non-official organizations concerned with government; attendance at governmental meetings, e. g., city council, public hearings; and service on official boards and commisssions.

It is a universal observation of those persons at the University who are working with governments in Georgia that there is an ab-
normal lack of political participation by citizens of the state. Voter participation in elections and primaries is probably a good index of the status of general political participation. From 1944 through 1952 the votes cast in proportion to the adult population (18 year s and older) were:

Year

General Election

Primary

1944 1946 1948 1950 1952

16. 0 per cent 7. 8 per cent 17.2 per cent 12. 0 per cent 29.4 per cent

12. 2 per cent 33. 1 per cent 33. 0 per cent 27. 3 per cent 20.9 per cent

Average for period 16. 5 per cent

25. 3 per cent

14
The low percentage of voter 8 in the South is often attributed to the large nUInber of non-voting Negroes included in total population figures. But calculations made on the basis of white adult population r ather than total adult population show the majority of Southern state s still far below the level for the nation as a whole. Figured on this basis, Georgia percentages for participation in gubernatorial and senatorial primaries from 1920 through 1946 are still well below 30 per cent. Here again is an opportunity for continuing education to properly present to the people the advantage to them of participating in voting procedures.
Their Government Officials
Where there is inefficiency in government in Georgia it is due in large measure to lack of training opportunities for public employees. The University has found that most persons occupY,ing governmental posts are aincerely desirous of doing a better job. They show a willingness to undergo personal hardships and sacrifices for training which will eQuip them to perform their assigned functions more efficiently. But for most of the public officials and employees in Georgia, no organized in-service training opportunities are available. There are fairly well-developed training programs for those persons in the field of education, including the agricultural extension service. Atlanta and Savannah conduct some training, chiefly for policemen and firemen. A few agencies of the state Government carryon training activities but the great bulk of state officials and employees do not have training opportunities. The rather excellent state personnel agency does not even include a training officer on ifs staff.
Statewide organizations of public officials conduct training in only a few areas. The Georgia Municipal Association looks to the University to perform training activities for municipal employees of the State. Requests for training information are referred to the University by Association officials. The Association of County Commissioners and the County Officers Association also cooperate with the University in conducting training but carryon no independent training program. Other organizations which conduct training programs in cooperation with the Univer sity are the Georgia Association of Assessing Officials, the Georgia City Managers Association, and the Georgia Municipal Finance Officers Association. The Georgia Waterworks and Sewage Association cooperates with the Georgia Institute of Technology in a training program each year. The University is also cooperating with the Georgia Peace Officers Association in efforts to institute an in- service training program for police of the state on all

15

levels. The only other program of significance is a very limited training school for firemen of the state conducted by the Atlanta Fire Department, the Georgia Institute of Technology, and the State Department of Education.

A great need is to make training available to local, state, and federal employees in all sections of the state. The most effective in- service training activities will be at the "grass roots" level. Today virtually no training of this kind is being conducted for public employees in Georgia.

Their Universit.y System

The University of Georgia, oldest of the state-supported universities, was chartered January 1.7, 1785 and was opened to students in 1801. However in its more than 150 years of continuous service, its greate st growth and development has come within the last fifty years.

As presently organized, the Univer sity is the capstone of a university system of publicly supported higher education composed of 15 institutions. The University itself includes eleven schools and colle~es which last year (1951.-53) granted 35 different degrees to 1,905 students. Of the 15 institutions of the University System, seven are degree-granting units with enrollment of equivalent full-time students for last year (1951.-53) as follows:

University of Georgia, Athens, including Atlanta Division
Georgia Institute of Technology, Atlanta Medical College of Georgia, Augusta North Georgia College, Dahlonega Georgia State College for Women, Milledgeville Georgia Teachers College, Statesboro Valdosta State College, Valdosta

6,651 3,31.3
31.6 51.6 553 474 361.

The five junior colleges are:

Georgia Southwestern College, Americus

154

West Georgia College, Carrollton

1.46

Middle Georgia College, Cochran

151.

South Georgia College, Douglas

1.1. 1

Abraham Baldwin Agricultural College, Tifton

1. 10

Board of Regents University System of Georgia

I Assistant Chancellor ~

---I

I I Dir. Plant & Business

Chancellor
........-\

Operations

Executive Secretary I

Treasurer

I

I Five Junior Colleges
I Three Negro Colleges

'I I Six Other Senior

I

Colleges

I THE UNIVERSITY OF GEORGIA

I

I Comptroller
r---- Registrar & Dir. I of Admissions

I

, Director of Libraries

I

President -1Director Public Relations I

~Dean of Students

I

I Continuim!: Education Program

I Dean of Faculties
""-
~ Graduate School

Atlanta Division I
I

1College of Educa tion

School of law

I

I College of Business

I Schoal of Pha nnacy

,

I School of Journalism

I

I 1College of Arts & Sciences

Anthropology

lMatheutics

& Archaeoloal

~Modern Foreign

I Art

I---

languages

School of Veterinary Medicine I

School of Forestry

I

School of Home Economics

I

College of Agriculture

I

I

See Next Page for Organization

I Bacteriology

Music

I Biology
1Botany I Chemistry I Classics
I English
I Fine Arts
IGeography & Geology
I History

Philosophy

fl

~~ ~P~SiCS &

~

Astronomy

~~

4
~~

HPolitical Science

0

PSYchololZY'

'Religion

~ r---fSociology
r--- ~~peech & Drama

Schools and Colleges are administered b,y Deans, the Division of General Extension by a Director.

.:_..:....I>........~~----- -

"__

._~====o.

THE UNIVE.RSITY Or GEORGIA
ADMINISTRATIVE. ORGANIZATION - COLLEGE. or AGRICULTURE

UNIV~RSITV OF' GILOQGIA
PA~SID~NT
0. C. Ad,rhold

to COLLt.GI. OF' AGRICULTURL

DIAN

DIR~CTOR

c. c. Murrery

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ASSOCIATL Dt.AN O~

ASSOCIATL OlALCTOR

ASSOC.IATI. OlAI.CTOR

I NSTR.UCTION Peru I JIY. Cherpmern

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OF'

lXPUUMLNT (;,org' H.

STATIONS King

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OJ: LXT.NSION Werlft4'r S. Brown

I I COLL~G~ E.XPO STATION RISIOLNT OIR.E.CTOR

-

Gf.ORGIA ~)(P. STATION RE..JDE.NT DIAE..CTOR.

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COASTAL PLAIN EXP. STAo' RISIOE.NT DIIUCTOR.

E. LJ.eallDU$ BA!OWNe

F:F: Cow.,,.,

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AGAONOt/l"( OIVISION
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AGRICULiURAL lCONOMIC'!. DIViSiON J. WFanninp Cn.irwt."
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AGRICUl"TURAL

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16

The three Negro colleges, all degree-granting units, include:

Albany State College, Albany Fort Valley State College, Fort Valley Savannah State College, Savannah

Total

471
616
91,7 15,311,

All units are governed by the Regents of the University System of Georgia, a constitutional board appointed by the Governor with the approval of the Senate for staggered periods of seven years. The executive officer of the Regents i.s the Chancellor of the University System, who is responsible for carrying out the policies of the Regents as they apply to the several units. Policies to govern the System are recommended to the Chancellor for transmittal to the Regents by the System Advisory Council consisting of the presidents of the fifteen units. (See Chart IV for University System Organization. )

All the graduate work and most of the research work in the System are performed at The Univer sity of Georgia, Georgia Institute of Technology, and Medical College of Georgia. The University of Georgia also has the only professional schools of law, forestry, veterinary medicine, journalism, and pharmacy in the System. All instructional, research, and service programs in agriculture in the University System are concentrated in the College of Agriculture of the University, with the exception of some work done at Abraham Baldwin Junior College. Even in this latter unit, however, the work is closely integrated with the courses, research, and short courses offered in the University. University agricultural experiment, branch, or field stations are located in every major soil and climatic area of Georgia as follows: Athens, Griffin, Tifton, Blairsville, Calhoun, Alapaha. Attapulgus, Reidsville, Midville, Fleming, Watkinsville, Eatonton, and Fort Valley. The agricultural Extension Service has county agents and home demonstration agents in every county of the, state, and it also operates the 4-H Club program throughout Georgia.

The organization of the Universlty is such that there is an easy exchange of faculty resources between the University proper and ita Atlanta Division. The Director of the Division and his administrative dean are members of the University Administrative Council. The Director of the Atlanta Area Teacher Education Service is a fulltime employee of the College of Education and his staff is drawn from several units of the Univer sity of Georgia, Georgia Institute of Technology, Emory University and Agnes Scott College. The head of the Department of Nur sing Education of the College of Arts and Sciences

17
is located in the Division while some of the upper division work offered by her department is given in Athens. These illustrations indicate the close and friendly relationship between the University, its largest division, and other institutions in the State. The relative position of The University of Georgia in the System is clearly stated in a paragraph from the Chancellor's report to the Regents for the year ending June 30, 1952.
"Because it has a Division of General Extension that is state-wide in the scope of its operations and because it has the Division of Agricultural Extension, The University of Georgia is in better position than any other institution to reach the rank and file of the people of the State. II
In analyzing the composition of the University faculty, it is interesting to note that there are 685 full time and 279 part-time members with a total of 964. Thirty-eight per cent of the instructional staff in Athens hold the doctor's degree with 159 doing advanced work. There were 150 publications by the faculty during the year 1951-52. It is also interesting to note that 42 per cent of the faculty are native born Georgians while the remainder come from 41 of the other 47 states, the District of Columbia and several foreign countries.
The University has made progress in the past year in bringing the salaries of the faculty more in line with those paid by competing institutions. Average salaries were increased by approximately ten per cent for professors, associate professors, and assistant professors, and by a larger per cent for instructors. Through the increased allotment of public funds for faculty salaries, and with the assistance of grants from the Alumni Foundation, the institution is in a strong position to attract and hold able and well-trained personnel in the subject matter fields. This condition is enabling the several schools and colleges to move forward with confidence in planning their future programs.
A study of the University budget over a ten-year period reflects a remarkably encouraging picture insofar as continuing education is concerned. In the ten-year period ending with the academic year 1951-52, the cost of operating the University has increased almost 400 per cent. In this same period of time the state allotment to AgricutturalExtension has increased more than 800 per cent. In the fall of 1947 the Division of General Extension was transferred to the University, and the total allotment of money transformed into services has

18
increased 200 per cent. This growth in even this small area of continuing education clearly indicates that The Univer aity of Georgia has had a growing appreciation of its responsibilities in this area. (See Chart V to indicate importance attached to service programs by the University. )
The phY8ical facilities of the University of Georgia at Athens including lands used by the college experiment station and the School of Forestry embraces approximately 3, 500 acres. The total floor area in existing buildings on the main campus is 1,642,000 square feet. These facilities accomodate a student body of 4,600. It is estimated that within the next ten years the student enrollment on the Athens campus will reach approximately 10,000. In preparation for this increased demand for campus instructional services, the Board of Regents within the past year has employed a firm of architects to study the physical needs of the University and plan for its long-time development. The report of the architects calls for the erection of a number of new facilities with a total of about 2,000,000 square feet at a cost of approximately $30,000,000.
Due to limited facilities, the strictly service programs of the institutions have been granted the exclusive use of a very limited amount of space. Physical properties currently used by the University were unfortunately not constructed with pl"ograms of continuing education in mind. This fact seriously handicaps the service units in operating programs of this sort. It is noteworthly, however, that in spite of this handicap the University has been extremely active in the service field and has developed considerable skill particularly in the handling of adult groups.
In the field of continuing education The UniverSity of Georgia has been a pioneer in the area of Agricultural Extension Service as the University was among the first half-dozen states to establish such a service after the passage of the Smith-Lever Act. In 1922 the faculty adopted a plan of in- service training through correspondence and extension classes, and by 1928 the work had grown to the point that a full-time director was employed. In 1944 the Bureau of Educational Field Services was organized in the College of Education. This Bureau provides a consultation service for the state public school system and for institutions of higher learning in which teacher-training programs are operated. In 1951 the Bureau of Public Administration was reactivated. and in 1953 an Institute of Law and Government was established. For more than 25 year. the University has operated a Bureau of Business Research. While these service activities are not organized

'I'D UlfIVERSl'l'Y OF GEORGIA. (IKCLUDIIm OERERAL EX'l'DSIOK AID AGRICUL'l'URAL EX'l'DSIOK)
S'1'A'l'EDIrl' OF EXPEKSES AID S'1'A'l'E ALLO'l'JIIBI'l'S

UPBlWI'l'URBS -
Ada1niatrative and 'enera1 Student Welfare PhJ'aica1 Plant Librariea Inatruction Reaearch - (General Oft1,.) Bxtenaion
General Agricultural Other

19-2-43 'l'hrougb 1951-52 1951-52 1950-51 1949-50 19_8-49 1947-48 1946-47 1945-46 1944-45 1943-44 1942-43
225.904 225.271 204.613 217.715 204.364 140.533 110.492 87.108 69.645 58.956
106.847 100.523 97.015 93.010 87.220 60.836 37.588 30.981 13.365 15,591 395.293 379.881 322.609 430.203 344.070 352.533 193.423 134.612 182,631 197,719 237.979 221.010 193.862 200.940 180.395 136.096 100,127 104.646 88.544 73,694 1.920.849 1.909.370 1.922.190 1.901.344 1.783.053 1.285.563 743,088 569,137 550,962 585,712 201.091 249.017 262.498 268.423 187.083 117.192 65,185 32,881 21.627 15.9'8

307.098 269,986 279.998 221,096 162,678. 0

0

0

0

1.916,880 1.773,127 1,749,941 1,678.327 1,559.318 1,532,581 1,323,112 1.206,945 1,103,458

201,092 220,121 272.439 273,733 254,362 159.628 120,022 58,684 42,850

0 812,292
33,718

'1'ota1 Expenaea -

5.513,033 5.348,3065,305,165 5,284,800 4,762,543$3,784,962$2,693,737 2,224,994$2,073,282 1,793,~O

IlICOIII -
State A110tllent Education and General General Extenaion Agricu1tura1 Extenaion
'1'ota1 State Allotment

1,925,000 1,462,323 1,306,799$1,077,000 670,892$
55,000 44,300 53,700 40,000 31,925 650.000 435.200 44!.000 464.744 441.000
2,630,000, 1,941.823$1.804,499$1,581,744$1,143,817

376,367
0 387.104
763,491

645,674
0 272.349
918,023

579,865
0 211'000
790'885

418,575
0 151.006
569,581

411,000 0
75'000
486,000

Prior to 1947-48 General Extenaion waa carried aa a aeparate unit ot the DniveraitJ' SJ'at...

19
under a single director, they lay the foundation for a center of continuing education.
In developing its service programs, the University is committed to the principle of joint- staffing. This device is used throughout the University for the improvement of its instructional program and for the strengthening of its service activities. Through this arrangement many of the ablest members of the faculty are made available for programs of contiuuing education, while at the same time through their services, they are kept in constant touch with' the problems of lay and professional groups in the state.
Through its Division of General Extension, The University operates six off-campus centers -- five for whites and one for Negroes -- in population centers at Gainesville, Rome, Marietta, Columbus and Waycross. These are regarded as outposts through which evening programs, particularly at the lower division level, are operated for a large number of citizens who cannot come to the campus. They also provide administrative machinery through which many services of a non-credit nature are funneled into the state.
Within the past eighteen months the University, in cooperation with lay and professional groups in the state, has conducted 125 conferences and institutes with a total attendance of around 20,000. While most of these programs were conducted on the campus at Athens, m.ore than 30 of them were operated on a comm.unity basis through the Atlanta Division, the off-campus centers or in some other location.
This program of short courses, conferences and institutes represents the greatest development in the University service program. No program is sponsored which does not arise out of the expressed needs of Georgia people, and no program operates in which the University cannot make a contribution. In organizing programs of this type, University service divisions are not only free to use the campus faculty resources but they are encouraged to draw from business. As this proposal is being written, the annual Family Life Conference is in session on the campus, and it is being sponsored by the University and sixty-five other college. and organizations in the state.
In addition to short courses, conferences, and institutes, the Division of General Extension offers a variety of educational services to individuals and groups in the state. The Photographic Department supplies news bureau photographs, activity shots, motion pictures and slides. The Film Library has two thousand l6mm.. prints which are distributed to requesting groups in all parts of

;~j
20
Georgia and to all other states. The Drama Loan Library has been established to help schools, clubs, and other community groups who wish to present dramatic programs. The Speakers Bureau supplies speakers from the University upon request by state organizations.
Instances of joint sponsorship are too numerous to mention them all. Two years ago, as a result of research work done by the Tennessee Valley Authority, it became evident that there was a need for a Southeastern Conference on Industrial Finance. Such a conference was organized by the University of Georgia in cooperation with the Georgia Institute of Technology, and it was promoted and participated in by the General Extension Services of eleven of the Southern states. The University has held annual institutes for the City Managers Associations of Georgia, South Carolina and Alabama in cooperation with the Universities of South Carolina and Alabama. Such illustrations of practices in developing programs in cooperation with others on a state and regional basis are usual in the University planning.
The achievements of the Agricultural Extension Service are many; outstanding is Georgia's 4-H Club program, which includes a membership of a little less than 130,000. A 4-H Club center is being developed by the Agricultural Extension Service and its 4-H Club Foundation at Rock Eagle Park, which will have a capacity of 1,200. This development is only forty-two miles from Athens and is an integral part of the University service.
Their University Seat: Athens
Athens, seat of The University of Georgia, is a desirable and a practical location for a center for continuing education. Located geographically north and east of the center of the state, Athens has a population of 28, 130. Chart IV shows that a circle with a radius of 161 road miles (roughly the distance from Athens to Americus) encloses a population of 4, 178,223. A circle of shorter radius 101 miles (or the distance from Athens to Augusta, with its hydrogen plant concentration) encloses a population of 1,875, 120, not including the territory in and around Aiken, S. C. Both circles include Atlanta and the densely populated counties in its metropolitan area.
Easy access to the University town is available by all modes of travel, not only within the immediate area, but throughout the state and neighboring states. Four federal highways provide main arteries for motor travel, and two of these link Athens with Atlanta.

POPULATION DISTRIBUTION IN UNIVERSITY SERVICE AREAS

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..

ONE DOT = 500 PEOPLE

9

2,0

4,0

~O


e
e

2,500 5,000 10.000 25,000 50,000
100,000



200,000 300,000

MILES
LARGE CIRCLE ENCLOSES 4,178,223 PEOPLE SMALL CIRCLE ENCLOSES 1,875,120 PEOPLE
LARGE CIRCLE: 130 AIRLINE MILES APPROXIMATELY 161 ROAD MILES
SMALL CIRCLE: 88 AIRLINE MILES APPROXIMATELY 103 ROAD MILE S

E. BIRD

21
Driving tim.e between the two cities, including tim.e in Atlanta traffic, is less than two hours. Augusta and Macon are little more than two hours away by highway. Fifty to sixty buses operate daily through the Union Bus Terminal in Athens, twenty-one of them between Athens and Atlanta. Railroads and airlines provide convenient links within the state and for interstate travel, with rapid transit between Athens and Washington and New York.
At a time when many factors are at work to decentralize mass population areas, the site of The University of Georgia offers the advantages of excellent transpsortation facilities linked with the space and quiet of a relatively small urban center, a place where traffic and direction finding will be minimized. With proper facilities, groups may live and work together without the distractions and the confusion of a larger city. For people from rural communities and small towns, such considerations are important. People from larger urban areas, on the other hand, will find here an enviroment free from cares of everyday jobs and surroundings.
At the same time, the advantages of being virtually in the shadow of the Atlanta metropolis should not be overlooked. Atlanta is in many respects the economic, governmental, and social capital of the region. Most of the wealth of resources contained in Atlanta can be utilized in a program of continuing education centered in Athens. The location in Atlanta of the metropolitan division of The University of Georgia, the Atlanta Division, will be a me~ns by which the center can serve the people of this metropolitan area.
Communication between the University of Georgia and the state at large is made easy through a number of channels. A newspaper, daily except Saturday, is published in Athens. The community receives full coverage in Atlanta's daily newspapers. Through the University News Bureau and the Agricultural Extension Service, releases are dispatched regularly to daily and weekly newspapers and radio stations all over Georgia. Two radio stations, one affiliated with a national network, broadcast from Athens, and radio and television reception is good in the area.
The location of Thfi University of Georgia at Athens provides a prime laboratory for study of land types and their utilization. Within a radius of 150 miles of Athens, there exist a diversity of land form types and land occupance and utilization types which is unsurpassed in variety and accessibility by those available in any other area of similar size east of the Rockies. As a field laboratory for

22
geographic work. this area is. therefore. without peer. It affords superb opportunities as an experimental laboratory for a university interested in the development of functional education as well as for research work in geographical and ecological specialisms and many related fields.
Organizational Patterns
One of the most extensive resources available for cooperative efforts in continuing education in Georgia is statewide organizations of infinite number and variety. Many of these follow the usual patterns of such organizations. since they are essentially state branches of national organizations. Others have been organized to meet interests and problems peculiar to Georgia and to the South. Cities in Georgia. especially Atlanta. have become popular as headquarters for a large number of regional and national organizations.
There is a great variety of trade and professional organizations including such prominent and well-entrenched organizations as the Georgia Medical Association and the Georgia Bar Association. Organizations of public officials such as the Peace Officers Association. the Georgia Municipal Association. and the Association of County Commissioners wield a great deal of influence in the state. There are several general agricultural organizations as well as those groups organized around specific areas. Of these. probably the most extensive and most powerful is the Georgia Farm Bureau Federation.
Labor organizations are still relatively weak in the state, but their power is increasing with industrialization and gains in membership. Joint educational programs conducted by labor organizations of the state have been noteworthy, particularly in the Atlanta area.
There are several groups of educators in the state organized for specific interests, but the most powerful and the most inclusive is the Georgia Education Association. Widespread in membership and influence is the Georgia Congress of Parents and Teachers. The usual civic clubs of most states are represented in Georgia. Veteran and patriotic organizations include the major groups known all over the country as well as some peculiar to the South, such as the United Daughters of the Confederacy. Georgia has both professional and volunteer social service organizations of which the American Red Cross and Travelers Aid are most extensive. In addition, there is the newly organized United Nations Information Service created to increase international understanding.

23
The dominant pattern of religious organizations in the state has been strongly denominational. Some attempt is made to cross denominational lines with such influential organizations as the National Council of Churches of Christ, the National Conference of Christians and Jews, and the Georgia Council of Church Women.
Youth organizations in Georgia are many, but organizations of rural youth, like 4-H Clubs and Future Farmers of America, are particularly strong.. There is a great variety of recreational, hobby, and individual improvement organizations. Concerned with recreation generally throughout the state is the Georgia Recreational Association. Social reform agencie s include such prominent organizations as the Southern Regional Council and the League of Women Voters.
In addition to women's auxiliaries to various organizations, there are such powerful independent women's agencies as the Georgia Federation of Womens Clubs and the American Association of University Women.
There is, of course, duplication of effort among other problems related to organizational patterns. In the work of the Governor's Committee on Children and Youth, much duplication was noted on the part of various organizations. A small beginning has been made in some areas toward integration of effort. For example, the Georgia Conference on Family Life is sponsored by 65 different state and local organizations interested in family life in Georgia. Herein lies an excellent opportunity for a strong program of continuing education, not to supplant these organizations but to assist them in more extensive coordination.
Regional Re source Patte rns
The Continuing Education Center, as conceived, would be limited to G eo rgia as to facilitie s and management~ It would, howeve r, be regional in service and vision. Wherever the State of Georgia can serve the region and wherever it can be benefited 1rom regional participation' all the resources of the South will be utilized. There are many highly valuable regional agencies presently operating. These include the Tennessee ValleYoAuthority, the Atomic Energy Co~rnission, and the Southern Regional Education Board. There are also southern sections of many professional and technical organizations.
The T. V. A. management has expressed and demonstrated its interest in a continuing education center for the South and has assured

24
us of their cooperation and assistance. Thus the center can use all the information T. V. A. has accumulated, organized, and evaluated. This resource can be called upon for the services of their personnel --most of them not only outstanding in their professional fields but also very adept ih public relations. The center can also utilize actual facilities and installations of T. V. A. for a variety of work, for instance, many groups of farmers and fertilizer men could be taken to the phosphate and nitrogen plants at Sheffield, Alabama. T. V. A. has already developed a number of regional groups which meet and plan and report together and, in certain instances, work together. All the experience gained in the field of community development by T. V. A. can be utilized by the center.
Their Taxes and Revenues
Georg;ia is making a strenuous effort to finance a greatly expanded program of state services, particularly in the educational field. Chief sources of revenue are a three per cent general sales and use tax and selective sales taxes. The figures for 1952 show a total collection of $170,007,000 from the se source s out of a total of $228,124,000 from all tax sources.
The per capita tax for Georgia increased from $41. 07 in 1950 to $65.46 in 1952. while the average for all the states increased from $60.52 to $64.48. In 1950, taxes represented 3.8 per cent of the total income of Georgia. as compared with 3.6 per cent for the country as a whole. In 1952, as a -result of the general sales tax. taxes took 5.9 per cent of the total income, compared with a national average of 4.1 per cent.
The State of Georgia has a very low state debt. and the present long term debt is the result of a modest building expansion program for state educational institutions. Although the present tax burden is above the nation's average, it is below that of North Carolina and several other states. It is likely that Georgia will be able to continue the policy of balancing annual revenue and expenditures.
State support for education in Georgia has increased rapidly in recent years. For the school year 1952-53, Georgia appropriated a higher percentage of all state revenue to education than any other state in the nation. Georgia allocated 51 per cent of all state revenue to education. The next highest state is South Carolina with an appropriation of 41 per cent. The table set forth on the following page shows state revenue appropriated for education for selected years:

25

YEAR
1937-38 1941-42 1945-46 1949-50 1952-53

UNIVERSITY SYS TEM OF GEORGIA
$ 1,495,200 1,907,993 3,400,000 5,496,418
12,233,000

PUBLIC SCHOOLS OF LESS THAN COLLEGE GRADE
$12,377,974 14,205,758 19,167,490 54,014,871 93,000,000

THIS WE BELIEVE
A StateInent of Beliefs Guideposts for our Plan
Great advances in education in AInerica have accoInpanied and followed changes wrought by national eInergencies. Such advances encourage inquiry into the Inoral, econoInic, and intellectual cliInate in which we live, that all Inen Inay lead richer lives. Men who are free to seek understanding of theInselves, their fellow Inen, and their universe recognize change not as a threat, but as a natural phenoInenon. And, free Inen, who retain to theInselves powers of governInent, chart their destiny upon the dignity of the individual and his faInily. A recognition of the worth and possibilities of the individual and his deterInination to inquire freely into the nature of all things recalls the goal of public education in AInerica - the Jeffersonian dreaIn of an aristocracy of achieveInent growing out of deInocracy of opportunity.
Cultural and econoInlc patterns develop and change through the long and tedious experiences of groups which people an area. In Georgia and the Southland, as indivi~uals and groups have COIne to understand their probleIns and their opportunities, they have worked to solve their probleIns and to develop these opportunities. There has COIne recognition that Inotivating factors in individual developInent include (a) need for food, clothing and shelter, (b) the love of fa InilY, (c) the desire to serve others, (d) the desire to be iInportant in the eyes of one's fellow Inen, and (e) the desire for power and wealth. These are drives related to the whole of western civilization, but to

Z7
the people of an area which has experienced an urgent and complete revolution, the awareness of these drives takes on new meaning. To take advantage of opportunity in such a way as to nourish economic roots and to stimulate cultural growth throughout the area becomes a labor which demands all resources of all people.
Individuals and groups of all ages and of all educational levels are in need of wisdom and skills with which to fashion better lives. There is an awakening to the urgent need for richer, more useful lives, and there is an awakening to the belief that learning has no age limit. More men and more groups of men are seeking the wisdom and the skills with which judgment, decision, and ,attitude may be fashioned. Individuals are seeking links with each other, with their fami!ies, and communities, and their governments and their world at large. Learning and living no longer are regarded as separate functions.
The individual and his family, and their immediate community are key units of society. Mature, responsible groups grow from mature, responsible individuals. To encourage maturity and responsibility, we believe it becomes the duty of a publicly supported University to provide the means for continuing education among the people in its area. At such university resources, people, and problems may be brought together. Here is a source of initiative, understanding, and guidance.
Already there is a framework at The University of Georgia within which specific economic and cultural problems and their solutions may be approached. There is, already, an accumulated store of information, and there is, already, research activity in various fields of interest. Here is a place where concepts of problems, the potentials of opportunity, and resources may be deepened and extended constantly. Here means may be sought and perfected to translate experience and to encourage development of intellectual and moral forces which may be brought to bear on common problems and opportunities.
While there is no adequate system for meeting the demands for continuing education on a university-wide level, it is our belief that upon the basis already provided by the state University System a program can be built. It is our belief, further, that such a program should grow boldly out of human need, and that methods and techniques may be fashioned to the problems which confront individuals and groups within our area. It is our objective to provide through The University of Georgia an institution where all educational resources available will be brought into service of all the people of our area to the end that more people may live richer, more useful liv!'s.

SO WE PROPOSE
In light of our resources and basic understandings the new and experimental proposed program is conceived of as an instrument that will greatly extend the usefulness of the University to the region and especially to all the people of Georgia. In fact, the successful testing of this idea would have far-reaching implications for the University's entire program offerings.
University programs of instruction throughout the nation devote by far the major portion of their time and effort to the pre -se rvice preparation of resident students. This is central and a highly important function to perform, but there is a growing concern that the University serve the needs of those who have finished their formal education. Much is being done through conferences, general extension, and agricultural extension, but an examination of this work indicates too often that it has been conceived of in the same general pattern as pre -service education. Pre -service education does not meet the needs of out-of -school students, who must continue their education on a voluntary basis and in their spare time. A new program is needed.
Continuing education is a program of organized experiences growing out of the interests and needs of people. Continuing education is not achieved by making courses, conferences, and extension programs available through repetition of their activities; it reaches its maximum effectiveness only when it provides continuous and systematic learning experiences for the individual. Its method is informal and seeks to use an appropriate combination of resources. The content and method is determined by the nature of the problem, the

29
resources available, and the inforIIlation and skills of the people concerned.
Continuing education is a prograIIl of acting and doing and is based on knowing. It uses the interests of all types of agencies concerned with a given probleIIl placing theIIl in a COIIlIIlon fraIIlework which puts theIIl in a IIlore significant relation to neighboring interests. Continuing education carries with it as a part of its IIlethod the habit of thinking inter-relatedly and acting cooperatively. It Inakes the facts of society real in practice as well as constant in thought, and this in turn breaks down the disabling breach between fact and value, between past conditions and future possibilities. Rational coordination and purposeful planning with widespread participation at every stage of the process constitute the only alternative to arbitrary COIIlpulsion--a society in which educational needs are upperIIlost in the IIlinds of people and cannot be run by randoIIl individual effort.
Continuing education recognizes the network of interlocking relationships of various groups on a given probleIIl. Its prograIIl is designed to enroll various organized groups having an interest in a given probleIIl: for exaIIlple, the probleIIl of housing in its broadest sense is the concern of such groups as the general public, real estate, banking, contractors, IUIIlber dealers, architects, pluIIlbers, electricians, decorators, zoning bodies and public health as well as the hOIIle owners. The prograIIl then IIlust deal with all of these groups and their relation to the probleIIl of housing.
The broad attack on COIIlIIlon probleIIls IIlade possible through the prograIIl of continuing education proposed, will tend to capitalize on widespread interest which sets the stage for the use of IIlass IIleans of cOIIlIIlunication. It will allow for IIluch IIlore effective use of the center staff's tiIIle and tend to insure continuous learning in that one group will serve to stiIIlulate others. This approach through organized groups will enable the University to concentrate its efforts on their paid and voluntary leadership, which will be able to aSSUIIle a IIluch greater responsibility for continuing the education of the IIleIIlberships in the organized groups represented through the help and guidance of the University. This will IIlake it possible to work through existing agencies and to extend the efforts of the University without adding to the cost of the continuing education prograIIl.
The prograIIl of continuing education will provide for widespread participation on the part of IIlany groups in all of the processes and at different levels of solution for any given probleIIl as it is being

30
worked on. Participation on the part of the University personnel with the general public will bring theoretical and practical aspects of the solution of problems into new relationships which will tend to improve both theory and practice. A program in which there is a joint approach by all concerned to the solution of a problem will facilitate the learners 1 gains in achieving new knowledge about the problem. the needed skills, attitudes. habits, and interests to work on that problem.
In the program of continuing education the central administrative staff will work as a team with the various resource groups concerned with any given problem. and will at all times be concerned with a joint approach wherein each member of the staff will carry the responsibility for his specific assignment in relation to the total problem being worked on. An illustration of the team approach is the way in which evaluation would be an integral part of the total program as it evolves rather than an activity engaged in at the close of the program.
Planning the Program
The program of continuing education will be basically concerned with helping people make changes in their behavior in reference to their problems. Significant changes in human behavior tend to occur only when experiences provide opportunities to acquire new usable knowledge. new skills, new attitudes. new interests and new habits. Most educational experiences tend to be directed toward increasing only new knowledge with the hope that changes will result in an individual's behavior. Our continuing education program will be arranged to provide many types of learning opportunities through individual study and small group discussions that will assure not only new knowledge but also new attitudes, new skills, new interests. and new habits.
In the pre -planning aspects of the program much work will be done in the field. Emphasis will be placed on individual acquisition of new knowledge about a given problem through the use of such devices as work conference manuals containing suggested reading, facts that will need to be collected, and leading questions related to the problem. Such assignments will be devised to stimula.te interest and to increase the individual's knowledge of the problem to be solved.
The center staff of the continuing education program with the paid and voluntary leaders of the agencies involved will work together

31
in developing a work-study plan for their individual memberships appropriate to their interests, needs and abilities to provide their own direction. This part of the planning program will tend to insure a more vigorous, stimulating and effective review of the program which will be given at the University Center.
In general then the approach to a given problem will be through a planning period of work with the agencies involved. The central staff and such university personnel as will be needed will undertake joint planning on a long-range basis. The individual agency will assume responsibility for collecting data and developing work-study plans with its membership in preparation for the conference period.
It will also be a part of the pre -conference experience for the central administrative staff to develop a "script" of the conference indicating how: by whom, where, and when given activities will be performed. This in effect will begin to arrange the learning opportunities in some sequence and in reference to the amount of time the individual will have to share in the program and the part he will play.
The case -study method that has been used in some graduate schools will be used as another mean", of developing a more systematic and thorough-going approach to the solution of problems. This method lends itself well to continuing education in view of the fact that such cases dealing with problems can be mailed to individual conferees prior to the conference. This will give time for each individual to do some studying and investigating of his own before joining the group at the conference center in the development of basic principles and generalizations about procedures and practices for guidance in solution of the problem under consideration.
The intervisitation team idea as developed by Teachers College in the Cooperative Program of Educational Administration will be employed as a basic method of personal, group, and agency improvement.
Reviewing the Program
The second phase of the program will be devoted to reviewing the work and carrying out the plans developed in the initial stage of work on the problem. This phase of the program will take place within the Center for Continuing Education and the off-campus centers that the University will operate.

32
In general the reviewing of the program will be limited to working with select groups of leaders from the agencies primarily interested in developing skills and knowledge about a given problem with the view of assuming leadership with their own membership. This part of the program becomes a sharing and exchanging of ideas with the view of achieving common understandings about a given problem.
During the conference period the central staff, with appropriate personnel from the University, will undertake to help, where it seems advisable, in the development of plans for action studies in the local communities. This program constitutes a desirable learning opportunity that has long-range possibilities for involving many local groups in joint studying and solving of problems affecting a given community.
The conference program itself will have developed the necessary skills and abilities to use the various forms of communication. The whole program is designed to help people use their resources and in so doing make the resources more useful to the people. This network of groups studying a common problem is much more conducive to good learning and continuing education than the occasional isolated conference or extension course commonly available.
The conference period will primarily be concerned with working with many groups and in some cases working with the entire group whenever there appears to be a common difficulty that can be dealt with in large audience situations. It will be the function of the Center to provide professional leadership for guiding the discussions and directing the learning activities of the adult group while attending the Center rather than leaving this to volunteer lay leadership. In these aspects of the programs, the discussions will be based on some previous home study and work on the part of the participants. Furthermore, the Center staff with the resource personnel of the University will be primarily concerned with affecting attitudes in reference to a given problem, helping the group to achieve common understandings and indicating the kinds of skills and habits that will need additional practice when the individuals return to their organizations and to their local communities. A professional recording will be made of the work of the conferences and will be immeidately available to any conferee.
This variety of learning opportunities will be designed in an over-all effort to help redirect behavior by providing opportunities

33
for the individual to acquire functional knowledge in reference to a problem along with the needed skills. habits. attitudes, and interests of dealing with such a problem.
Applying the Program
In the third phase of the program the central administrative staff will assist the organized groups and their individual members to apply to their given situations what has been learned. Much attention will be paid to follow-up work to help agencies and individuals make adjustments in their learning and to assume new assignments for further study. This follow-up procedure will be a source of aid and direction to the Center staff in refining its techniques and procedures for further work with agencies and individuals in the field of continuing education.
Action research programs will be directed toward individual and small group work. In this phase of the program the central staff's responsibility will be largely one of stimulation and evaluation. The major portion of the Center's effort will be carried by radio. television, publications, and films. The implementation of the program will be developed after the work has been completed in the conference through a series of projects, some being community-wide, some only for small groups, and some for the individual in his own professional or vocational development.
Program activities stern from the application of resources to problems. The following are some of the promising areas in which various aspects of the program will be developed. They are not all inclusive but are only illustrative of the problem areas of the program.
Helping people to make their land more productive
Idle land needs to be put to some productive use not only to raise income. but to conserve the land resources of the state. Better land use, better crops, better trees, greater appreciation of the values of our land and woodland resources can be developed by a strong functional center of continuing education.
Helping people to relieve their population pressures
Problems of greater dependency ratios, mobility, illegitimacy. and others point to the need for a strong program of education. Much

34
can be done in the crowded areas to help people adjust.
Helping people to raise their economic level of living
Farmers can improve income. Small businessmen can develop practices which will increase profits and provide better goods and services to consumers. Consumers can learn to buy more effectively. Skilled workers can increase and augment their present skills and learn new skills. The Center will provide the organization which will bring to bear total resources of the University and the University System upon many economic problems.
Helping to raise the educational level of the people
The Center will facilitate the extension of educational achievement of many groups, including (I) youth not in schpol and who have not become secure in the occupational world, (2) people who are fairly secure occupationally, but seek an educational outlet for their interests, and (3) the increasingly large group of aging people who seek constructive effort following retirement.
Helping people to become healthier
Continuing education can provide a strdng force for improvement of health, both through group programs and through assistance to agencies already engaged in the health education field. Nutrition, immunization, mental health programs, family life programs, and others are examples of specifics which will assist in development of better health practices.
Helping people to improve their housing facilities and use
The Center will make a distinct contribution in developing functioning educational programs de signed to improve housing. There is need for helping people in building new housing as well as in making better use of present housing facilities.
Helping people to develop their churches as social institutions
There is a definite shortage of ministers among Georgia churches, and the majority of these serving express the need for additional education of a functional type. Many of them have expressed an urgent need for training in counselling. Most of the rural churches have neither adequate housing facilities nor comprehensive programs.

35
Helping peo1?le to plan
The Center will have as a major concern the stimulation of planning by individuals as well as by communities, social development as well as physical development.
But stimulation of planning, including the dissemination of knowledge on how to go about it, would be only one phase of the program. The Center must also serve those individuals and groups actively engaged in planning, furnishing planning services which they need to do an effective job.
Helping people to increase and make more intelligent their political and civic participation
The Center will help the people toward a better understanding of the organization and workings of their governments. Means of participation available to citizens and ways to utilize these means best will be stressed. Practical education in actual participation can be used.
There also may be programs designed to promote more active and more intelligent political participation. An attempt will be made to achieve a better understanding of the value of participation, what it means in improving the life of the community and the individual.
Helping improve the competence of governmental officials
A comprehensive training program will be conducted for public officials and employee s of the state, including federal, state, and local employees, full-time personnel, and citizen members of boards, councils, commissions, and juries.
Some of these training activities will be conducted at the Center, but a great many of them will be done at the grass roots level. The pressing need is to take training where public officials and employees live and work.
The Program Must Be Developmental
It is impossible, of course, to know in advance precisely what can and should be done in a program that is opening up a truly new type of education. Some things that at first appear desirable and practical will later prove ineffective, but as the program develops new ideas will emerge. Consequently, a project designed to open up
~

36

a new type of continuing education program as herein proposed must be developmental. The important point is to have a plan, a method, and a procedure with a sufficient number of promising areas of program development to assure a significant start. It is from this view that the foregoing proposals should be tested as well as in terms of their feasibility and significance as individual areas of development.

We Evaluate

Evaluation will be concerned with "means" as well as "ends." The organizational plan for achieving the stated objective will be examined. It will proceed concurrently with the other phases of the enterprise. It will provide for the collection and analysis of such evidences for transmission to the public and to the W. K. Kellogg Foundation.

Evaluation procedures will be designed for each planned program of activity. This design would be concerned with answers to such questions as the following:

What was the purpose of the activity? The ultimate evaluation will be based on the quantity and quality of the desired change resulting from the program.

What were the conditions when the activity began? The existing situations with respect to the purpose will be described. This description will include evidences of activities now going on; prevailing concepts and understandings; attitudes; resources; organizational arrangements, physical facilities related to the purpose.

What was done? A running account of activities would be kept.

indicating step by step procedures.

:~

How was it done? The answer to this question would provide information to aid in determining future procedures in situations of this sort and often in different situations.

Why was it done? The circumstances that determine a choice of possible actions are available in determining future action.

What happened because of the activity? The outcomes must be stated and measured by the objectives. How do the current concepts, understandings, attitudes differ from those described at the beginning of the activity? Are there changed relationships among people and organizations? If so, are these changes those desired at first? Have the individuals or groups become increasingly self-reliant and self-directive?

37
Has a community - or group-led community - action program developed? Does it have a good chance to continue when the Center staff withdraws from the project?
What are the next steps? What should be done? Who should do it? When and where should the action begin?
All evaluation, as stated. should be concerened with quantitative and qualitative evidences. Many phases of an activity are subject to numerical tabulation. such as the number of persons participating. the number of meetings held, the number of demonstrations provided. The qualitative evaluation is more subjective. It is difficult to measure quality in change in human relationships. attitudes, concepts. understandings. There are devices, however, which give reliable evidence of such change.

WE ORGANIZE
A Staff for the Center
The primary objective of the Georgia Center for Continuing Education will be to provide the means of focusing intellectual resources of the area on effective communication and understanding. Because continuing education should deal with the problems of individuals and groups in a free society, an organization is planned that will be flexible enough to deal with changing economic and social conditions, and at the same time be rigid enough to provide good administration. The organization proposed will make it possible for the people in the region to have resources easily accessible with which to solve their problems and develop
'.;lr oppor1:'.:;nities.
Continuing Education in Georgia is planned so that a large part of the program will be conducted on the campus of the University. However, its small staff will serve as a task force that will work in cooperation not only with the schools and colleges of the University, but also with the University System and other groups which will be attacking local community problems throughout the state and the region. The six off-campus centers of The University of Georgia, the schools and colleges of the University System, as well as the private institutions are among the resources that will be used as permanent or temporary branch centers for the program.
The attached chart shows the proposed organization. The solid black lines indicate the flow of administrative authority and the broken lines indicate the University of Georgia and the University System of

PROPOSED ORGANIZATIONAL RELATIONSHIPS CONTINUING EDUCATION UNIVERSITY OF GEORGIA

SCHOOLS AND COLLEGES UNIVERSITY SYSTEM
OF GEORGIA

BOARD OF
REGENTS
PRESIDENT UNIVERSITY OF
GEORGIA

SCHOOLS AND COLLEGES UNIVERSITY OF
GEORGIA

BRANCH CENTERS CONTINUING EDUCATION

PUBLIC EDUCATION

LAY ORGANIZATIONS
PROFESSIONAL GROUPS

GOVERNMENTAL AGENCIES

REGIONAL AGENCIES

SCHOOLS AND COLLEGES IN GEORGIA BUT NOT IN UNIVERSITY
SYSTEM

~---3l>
<- > <>

UNIVERSITY AND UNIVERSITY SYSTEM NOT UNIVERSITY OR UNIVERSITY SYSTEM ARROWS MEAN COOPERATION FLOWS IN 80TH DIRECTIONS INDICATES FLOW OF ADMINISTRATIVE AUTHORITY

JB

39
Georgia. The dotted lines indicate cooperative relationships outside the University of Georgia and the University System. Arrows indicate that cooperation will flow in both directions.
The responsibility of continuing education. its program and facilities. will be vested in a Director responsible to the President of The University of Georgia. He will have faculty rank and be a member of the Administrative Council. In cooperation with the central administrative staff of the Center he will annually prepare a program on the basis of which the projected budget will be submitted to the President as a part of his report on the activities of the previous year.
The Director of Continuing Education will be expected to guide the activities of the Center so that they will add to the present programs in the state and the region. He will have the responsibility of negotiating with Deans and Directors of schools an~ colleges of the University of Georgia. with officials of other schools and colleges of the University System. and with individuals. groups. and organizations outside the University System in regard to the development of continuing education activities and in securing necessary staff for them.
The proposed small staff is as it should be since working agreements will be made with Deans and Directors of the various schools and colleges. and with individuals outside of educative institutions for the instruction. evaluation and service staffs for the program.
Besides the Director of Continuing Education the organization will consist of an Administrative Assistant and five Associate Directors. The five Associates will be coordinate and responsible for the systematic development of an integrated program of activities.
The Associate Director in charge of Evaluation Services will be responsible for constant study on program needs in the field of continuing education and the evaluation of service s rendered in this field by the Center. He will be responsible for the development of instruments of measurement, appraisal. and evaluation. The programs will be carried on in full cooperation with the schools and colleges of The University of Georgia and the University System in order to determine for purposes of continuiI).g education those fields where additional services programs are needed or where emphasis and support can be best rendered. Facts brought together will constantly be used in projecting the service program of the Center.

40
The Associate Director in charge of Instruction Services will be responsible for organizing the staff for the various segments of The service programs of continuing education. This responsibility will be carried out in full cooperation with the schools and colleges of the University of Georgia and the University System. It will likewise be his responsibility to arrange for services for the instructional staff with the proper officials. He will also make plans for the employment of lay or professional personnel needed on the instructional staff outside of the educational institutions.
The Associate Director in charge of Managerial Services will have the rank of Assistant Treasurer and Assistant Comptroller of the University of Georgia. He will perform all of the duties with respect to the activities of the Center customarily associated with such a position and report to the Comptroller of the University through the Director of the Center. He will annually assist the Director in the preparation of the budget. All money received and disbursed by the Center shall be the responsibility of this officer. All purchases shall be made through his office on requisition forms ordinarily used by the University. He will annually make an inventory of all physical properties used by the Center and submit same to the Director. The Associate Director in charge of Managerial Services will have as a member of his staff a person in charge of the personnel, operations, and maintenance of all physical properties of the Center.
The Associate Director in charge of Communication Services will be responsible for the preparation and distribution of materials for the programs of the Center through all media, including radio, television, films, and the printed word. He will, of course, wherever possible, make use of existing University services and personnel now operating in these fields.
It will be the re sponsibility of the As sociate Director in charge of Community Services to be continually on the lookout for opportunities where the Center can serve the purpose for which it will exist. It is expected that he will not only be sensitive to the needs of the people and organizations within the state and region, but serve as a catalytic agent. He will constantly be concerned with all aspects of the problems of implementing community improvement. It will be the responsibility of the Associate Director in charge of Community Services to formulate programs of service in the field of Continuing Education, to prepare time schedules for the various segments of these programs and to make arrangements for the facilities as well as the locations for the development of the programs. These responsibilities will be carried out in full cooperation with the schools and colleges of The University of Georgia

41
and the University System. and other groups concerned.
The Center will attem.pt to supplem.ent, rather than to replace, the various services already offered by the University itself and by a host of other agencies, both public and private, that afford opportunities to the citizen to rem.edy deficiencies in his schooling or to extend his education either in cultural or in vocational fields. Wherever and whenever appropriate, the various aspects of the program. and the Center facilities m.ay be used as training opportunities for oncam.pus students who can integrate their work in continuing education with their academ.ic course of study.

WE BUILD
The Facilities for our Job
In order to fulfill the demand of the continuing education program projected, an adequate physical facility will be needed on the campus ,in Athens. It is proposed that the building be constructed and landscaped on a seven-acre site indicated on the accompanying map of the campus of The University of Georgia This site was selected because it is ideally located on one of the main streets of Athens, easily accessible to the public and to all schools and colleges of the University. Nearby are such University recreational facilities as tennis courts, swimming pools, and softball diamonds. The site is just across the street from the headquarters building of the Agricultural Extension Service, and there is sufficient space for 300 or more cars.
The proposed building would be designed to be the headquarters for Continuing Education, and as such its construction and detail would be governed by the program of continuing education. This implies a building with very great flexibility. It will be designed in light of the fact that the people served will assemble not as individuals but as groups--P. T.A. 's,Farm Bureaus, school boards, state superintendents of public instruction, library associations, study groups, and church groups.
A program designed to provide these people with continuing education opportunities will make a great difference in space requirements and procedures to be followed. It will be important that the building and facilities contribute to bringing the participants back again

43

and again. The program will be short-time intensive activities that will depend heavily upon conferences. displays. libraries. space to purchase inexpensive educational materials. maximum use of radio. television. and all types of audio-visual aids for the learning processes. Thus the program will require different types of space arrangements for lobbies. libraries. conference rooms. newstands. and special space arrangements to make the most effective use of modern means of communications through TV. radio. and films. There will be large groups and small groups. and the Center will be designed to accommodate these many groups which will have different interests and be in varying stages of development in their educational programs.

Although our best guess is that the facility will include the following. complete details will have to await on the central staff working closely with the faculty of the University and an architectural firm approved by the Foundation to produce the final plans for the proposed building.

1. Space for adequate offices. including administrative and technical staff of continuing e~ucation. It will also have a small conference room for the administrative st(iff.

2. Space on the first flool:, githis buil~ing will be uS~"d for

b'"

r

,

such purposes as c.;hecking. registration. telep,hones,

social facilities fOr informal meetings. sales spac.e for

special conference btilletins. lounges. toile'ts. news-,

stand. check rooms. space for aceounting office. large

dining room with approximate capacity of '500 people. ~...

cafete~ia. a snack bar. small conference-dining-rooms,
kitchin. food stdrage. refrige~ation. local facilities

for kitchen and dining room help. and storage space.

Overnight housing accommodations for approximately

4
f

"00
,-Let.

"p

e

o

p

l
'

e,o'n.t

h

e'u,p

p.e

r

floors

of.,th"e.

structure.
," ._

4. Twen!X-.0r more conference rooms as follows:

5 to seat 8 to 12 people 5 to seat 10 to 18 people 5 to seat 25 people 3 to seat 50 people 2 to seat 75 people

44
A number of alcoves for informal conferences and discussion groups on each of the floors of the building.
5. An adequate auditorium to handle the larger groups who come to the Center.
6. Communications will be integrated into this building. Adequate space will be provided in this building for such things as educational movies, production and distribution, television, radio, publications and associated services. Inasmuch as much of the program of continuing education will take place off the campus through the materials provi"ded, adequate shipping space for many types of materials such as films, slides, and printed materials will need to be provided.
The continuing education building to be constructed on the campus in Athens will contain approximately 138,500 square feet.
It is estimated that this entire facility, including equipment and furnishings, special communications space designed to house TV, radio, publications.. film production and processing, parking and landscaping will cost $2,590,000. A detailed breakdown of this cost is given in the budget.
The University of Georgia is prepared to begin immediately the program and the plans for construction of this building upon notification by the W. K. Kellogg Foundation of the approval of this project.

WE FINANCE
A Budget for the Job This section of our report contains a budget in the form of charts followed by note s of explanation.

THE UNIVERSITY OF GEORGIA CONTINUING EDUCATION PROJEC T
FIVE - YEAR BASIS

EXPENDITURES:

Administration and Program. $ 643,400

Building and Equipm.ent (Including Rock Eagle Center) 3,190,000

Com.m.unications Equipm.ent 400,000

TOTAL

$4,2.33,400

SOURCE OF FUNDS:

Georgia Funds .............. $2,089,400
Kellogg Funds .............................................. 2.,144.000

TOTAL

$4,2.33,400

~ 0'

OPERATING BUDGET SUMMARY SHEET

Administrative and Program Cost - Georgia Continuing Education Project

First Year Second Year Third Year Fourth Year Fifth Year TOTAL

1. Salaries (a) Professional Personnel (b) Secretarial Personnel
2. Consultation Services 3. Travel 4. Telephone, Postage,
Supplies, etc.
TOTAL

$ 68,500 21,000 12,000 12,000
16,800
$130,300

$ 70,000 21,600 6,000 12,000
16,800
$126,400

$ 71,700 22,300 6,000 12,000
16,800
$128,800

$ 72,800 22,500 6,000 12,000
16,800
$130,100

$ 74,500 22,500 2,000 12,000
16,800
$127,800

$ 357,500 109,900 32,000 60,000
- 84,000
$643,400

Source of Funds
*Georgia Funds W. K. K. F. Funds
TOTAL

$ 25,000 105,300
$130,300

$ 25,000 101,400
$126,400

$ 35,000 93,800
$128,800

$ 50,000 80,100
$130,100

$ 54,400 73,400
$127,800

$189,400 454,000
$643,400

*See Budget Notes.
M:>-oJ

OPERATING BUDGET - EXPENDITURES BY YEARS

I. Administrative and *Program Cost Georgia Continuing Education Project

First Year Second Year Third Year Fourth Year Fifth Year TOTAL

A. Salaries 1. Director (1) 2. Administrative Assistant (1) 3. As sodate Directors (5) 4. Secretaries (7)
B. Travel for Personnel (6)
C. Telephone, Postage, Supplies, etc.
D. Consultative Aid to the Central Planning
TOTAL

$ 12,000 6,500 50,000 21,000 12,000
16,800
12.000 $130.300

$ 12,500 6,700 50,800 21,600 12.000
16,800
6,000 $126,400

$ 13,000
6,900
51,800 22,300
12,000

$ 13,500
7,000
52,300 22,500
12.000

$ 14,000
7,200
53,300 22,500
12.000

$ 65,000
34,300
258,200 109,900
60,000

16,800

16,800

16.800

84,000

6,.000 $128,800

6,000 $130,100

2,000 $127,800

- 32,000
$643,400

*See Budget Notes.
~
00

THE UNIVERSITY OF GEORGIA CONTINUING EDUCATION CENTER PROJEC T
CAPITAL ACCOUNT

*EXPENDITURES:

Building and Furnishings (Including Rock Eagle Center) $3,190,000
Com.m.unications Equipment .................................... 400,000

TOTAL

$3,590,000

*SOURCE OF FUNDS:

Georgia Funds ..................... $1, 900, 000

Kellogg Funds ............................ 1,690, 000

TOTAL

$3,590,000

'*See Budget Notes.
~ ..0

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Budget Note s
In submitting the proposed budget for The University of Georgia program of Continuing Education, no attempt has been made to reflect budget-wise the programs in Continuing Education now operated by the institution. To do so would involve the presentation of a large amount of budget information which at best would only reflect a current situation. University experience indicates that expenditures in this area of responsibility are limited only by the capacity of the State to appropriate funds for operating purposes, and the ability of the University to provide physical facilities. It should be pointed out, however, that the dramatic increases in University expenditures during the post-war period have been for research, particularly in Agriculture, and for the further development of service programs. Expenditures on Agricultural Research ran to approximately $2,100,000 in 1952-53. The University is currently spending a little more than $2,500,000 on Agricultural Extension, approximately $325,000 on General Extension, and another $100,000 on the Institute of Law and Government, The Bureau of Public Administration, and the Bureau of Field Services of the College of Education.
Operating Budget
The University is proposing to spend $643,400 over a five-year period in providing program and administration for an expansion of its total program of Continuing Education. The enlargement of this program will include a number of undertakings involving a distinct element of risk. The University, therefore, feels that it would be proper to ask the Kellogg Foundation to join it in financing these programs not heretofore undertaken. They are programs in which new methods must be developed, and additional research will be required before other than conventional patterns of education are established, A grant of $454,000 is requested of the Foundation for operating expenses over a five -year period with the understanding that the University will add $189,400 to make a total of $643,400 for this aspect of the program.
Capital Expenditures
The budget as submitted does not reflect an expenditure of approximately $1,000,000 which the University has already invested in the Rock Eagle Center near Eatonton, Georgia. When completed, this Center will provide living accommodations and educational buildings to take care of 1,200 people. Since the activities there will, without exception, be an integral part of the University's total program

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of Continuing Education, the budget reflects the expenditure of an additional $1,000,000 required to complete and furnish this Center which is located within one houris driving time from the campus.
The University proposes to construct a Continuing Education building on the Athens campus which, when completed and furnished, will cost approximately $2,190,000. Inclucted in this building will be floor space for a communications center, the equipment for which will cost $400,000. With the expenditure of this amount of money, for communications equipment, the institution will be in a position to experiment with, and make the broadest possible use of, all types of mass media including television, radio, and the production of educational films in the development of its program of Continuing Education. Against the total of $2,590,000 for the proposed Continuing Education Center and communications equipment the University will have $900,000 available. A request is hereby mad~ of the W. K. Kellogg Foundation for a grant of $1,690,000 to complete the project. The University is prepared to launch the project at once.
The Fiscal Year
It is suggested that the first fiscal period begin on the date the Foundation approve s this proposal and end on the next June 30, and thereafter the fiscal year be from July 1 through June 30. It is requested that $105,300 be made available to the University of Georgia for operating expenses during the first fiscal period. If agreeable to the Foundation, the University would like to receive the $1,690,000 for the building in two payments of $500,000 each and one of $690,000, these to be spread over a three-year period, beginning either the first or second fiscal year, whichever would be more convenient to the Foundation. If these three payments for the building were to be divided into two parts paid over any given fiscal year for either the Foundation or the University there would be no inconvenience.
Retention of Surplus
The estimated cost of construction and equipment detailed in the budget as well as the cost of program and administration for the fiveyear period are based on the best information available to the Committee at the time of submitting this proposal. If the cost of the program and administration or of construction and equipment should prove to be less than estimated at the time that the project is put into operation, the University wishes to request that the Foundation allow it to retain and rebudget such funds for the further development of the program of Continuing Education after the five -year period has lapsed.