Annual report from the regents of the University System of Georgia for the year 1935 to his excellency honorable Eugene Talmadge governor [Dec. 31, 1935]

ANNUAL REPORT
from the
REGENTS
of the
UNIVERSITY SYSTEM OF GEORGIA
FOR THE YEAR
1 935
To His Excellency HONORABLE EUGENE TALMADGE
Governor

...
Atlanta, Georgia, December 31, 1935.
To His Excellency, Honorable Eugene Talmadge Governor of Georgia State Capitol Atlanta, Georgia
Dear Governor Talmadge:
The Regents of the University System of Geo~ gia herewith submit to you their fourth annual report, pursuant to the provisions of Section 60 of the Reorganization Act, tor the year ending December 31, 1935.
With this report we are submitting the report ot Chancellor Sanford to the Board. We ask its careful consideration by all interested in the University System. The details of the work unde~ taken, the purposes which the System seeks to accomplish, the handicaps under which it is now operated, its needs for the future, and the ideals which it hopes to attain, are carefully and ably outlined by the Chancellor in this report. It would be entirely useless for us to restate these matters which he has presented so fully.
THE REGENTS
The present personnel, district represented, term of office, and address are as follows:

DISTRICT State at
Iarge Ex Officio First Second
Third Fourth
lifth
Sixth Seventh
Eighth
Ninth
Tenth

...
Marion Sm1 th, Chairman
Atlanta

TERM OF OFFICE
Concurrent w1th term of Governor

Eugene Talmadge Atlanta
s. H. Morgan,
~ton
John llonagban, Pelham

Ex Officio during term as Governor
JulT 1, 1933, to JulT 1, 1939
July 1, 1935, to July 1, 1941

George C. Woodruff, Columbus

Januar,y 1, 1932, to
JuJT 1, 1937

Cason J. Callaway,
IaGraiJge

J&DUar,V 1, 1932, to Jul 1, 1941 (lirst term expired July 1, 1935: reappointed)

Clark Howell Jr., Atlanta
Killer s. :Bell,
Milledgeville

Februar,y 7, 1934, to July 1, 1937
July 1, 1935, to Jul 1, 1941

Charles K. llilam, Cartersville

July 1, 1935, to July 1, 1941

ll. D. Dickerson, Douglas

Januar,r 1, 1932, to July 1, 1937

San~ :Beaver, Vice Chairman
Gainesville

July 1, 1933, to July 1, 1939

R. P. :Burson, Monroe

April 13, 1933, to July 1, 1937

2

Chail'man Vice Chahman Secretary Treasurer Clerk

OFFICEBS OF THE REGENTS
. . . . . . ....

Marion Smith

Sandy :Beaver

L. R. Siebert

W. W. Noyes

Mrs. Ann Wilder

Chancellor





0

Chancello~Emeritus

Secretary to Chancellor

University System Examiner

. s. V. Sanford
C. M. Snelling
F. S. :Beers

Offices of the Regents of the University System: Rooms 330-331, State Capitol, .Atlanta, Georgia

Office of the University System Examiner The University of Georgia, Athens, Georgia

COMMITTEES

The standing colll!littees of the :Board, through which it functions, when not in session, are:

COMMITTEE ON EDUCATION;
Sandy Beaver, Chairman
George c. Woodruff
Clark Bowell Jr.

COio!MITTEi Oll FINANCE:
Miller s. :Bell, Chail'man s. H. Morgan
Cason J. Callaway

COMMITTEE Oli ORGANIZATION .AND LA.W: M. D. Dickerson, Chairman Eugene Talmadge John MoDagb.an

COMMITTEE ON VISITATION:
s. H. Morgan. Chairman
R. P. Bu.rson Charles M. Milam
3

SPECIAL COMMil'TEE ON :BUILDING PROGB.Al4:

Miller s. Bell, Chairman

Clark Howell Jr.

..

s. H. Morgan

UNITS IN THE lnUVERSITY SYSTEM

LOCATION

INSTITUTION

PBES IDENT, DEAN .aD/OR DIRB:CTOR

l. Albaey
2. Americus 3. Athens 4. Atlanta 5. Atlanta
6. Augusta 7. Carrollton 8. Cochran 9. Dahlonega 10. Douglas 11. Experiment

Georgia Normal and

J. w. '!Iolley,

!gricultural College President

Georgia Southwestern Pe;yton Jacob,

College

President

The University of Georgia

Harmon w. Cald-
well, President

Georgia School of Technology-

M. L. Brittain, President

Department of Adult Education
Atlanta Extension Center
Division of General Extension

c. M. Snelling,
Director George M. Sparks,
Director J. C. Wardlaw,
Director

University of Georgia G. Lombard Iell;y,

School of Medicine

Dean

West Georgia College I. s. Ingram,
President

Middle Georgia College L. 'II. Browning, President

North Georgia College J. C. Rogers, President

So.1th Georgia State College

J. 14. Thrash, President

Georgia Experiment Station

H. P. Stuckey, Director

4

LOCATION 12. :rorsyth

INSTITU'l'ICII
.
State Teachers and Agricultural College

PUS mDT, DKAB AND/ OR DIBECTOR
W. M. Bubbard, President

13. Mllledgevllle Georgia State College ~B. Wells,

for Women

President

14. Savannah

Georgia State Indnstrlal College

:BenJamin :r. Bubert,
President

15. Statesboro

South Georgia Teachers M. S. Pittman,

College

President

16. Tifton

~braham Baldwin Agri- George B. Xing,

cultural College

President

17. Tifton

Coastal Plain ixperi- s. H. Starr,

ment Station

Director

18. Valdosta

Georgia State Jomans :rraDk R. Baade,

College

Prealdent

The Senior Colleges, where four years of college work are given, are:

LOCATION

INSTI'l'UTIOli

1. ~thens

The University of Georgia

2. ~tlanta 3. Augu.sta

Georgia School of Technology
University or Georgia School
of Medicine

4. Milledgeville

Georgia State College for Women

5. Savannah

Georgia State Indnstrlal College

6. Statesboro

South Georgia Teachers College

7. Valdosta

Georgia State Womans College

5

The Junior Colleges, where the freshman and sophomore
. years of college work are given, are:

LOCATION

INSTITOTION

1. A.meriCils

Georgia Southwestern College

2. Carrolltun

West Georgia College

3. Cochran

lliddle Georgia College

4. Dahlonega

North Georgia College

5. Douglas
s. Tifton

South Georgia State College
.A.braham Baldwin .Agricultural College

The Agricultural Experiment Station largely supported by federal funds is located at Griffin, and the Coastal Plain Experiment Station largely supported by State funds is located at Tifton. The Agricultural Experiment Station maintains a sub-station, the Mountain Experiment Station, at Blairsv111 e.
The Atlanta Extension Center of the University System is in Atlanta. It has a Department of Adult Education - an evening school and general extension classes and correspondence courses. Recently the school has been authorized to conduct classes on the junior college level from two to five o1clock each afternoon.
The senior college at Savannah and the junior colleges at Albany and Forsyth are for Negroes. At present it is necessary to continue high school work as a part of the work of these institutions, because the high schools for Negroes have not yet reached such a standard of efficiency as will permit the Regents to discontinue it.
6

CHANGES IN PERSONNEL
On April 10, 1935, the Re~ents received with regret the resignation of Chancellor Philip Waltner. He has rendered intelligent and efficient service in the reorganization of the Universi~ System. The improvements in curriculum, the encouragement given to Faculty members, the economical and businesslike operation, and the promotion of the educational ideals desired by the Regents are among a few of his constructive achievements.
The following testimonial was passed by the Regents:
Philip Waltner (Testimonial Adopted by the Regents of the University System of Georgia)
1Philip Weltner drafted the Bill creating this Board, sponsored it before the General Assembly, and materially aided its passage. He was the first appointee to this Board, and was the chief factor in its organization and in the reorganization on sound educational lines of the whole University System. He was the only and unanimous choice of this Board for Chancellor of the Un!versi~ System.
With a clear mind and a pure heart, he has given unsparingly of his energy and talents to educating the minds of the young people of Georgia to think straight, and has implanted in their hearts that love of justice and righteousness which is the chief aim of true education.
He leaves the service with the gratitude of the Board of Regents and he is entitled to the gratitude of all the people of Georgia.
Dr. s. v. Sanford, President of The University
of Georgia, was elected Chancellor of the Un!versity System of Georgia. For thir~ years he was connected with the University as Professor of Eng-
7

liSh, Director of the School of Journalism, Administrative Dean, and President of the Universi~. During the reorganization,. the Regents imposed upon him the difficult task of consolidating the three units in Athens - the Universi~, the College of Agriculture, and the Georgia State Teachers College. So many and so varied have been the problems which he has faced that he is admirably equipped for the position to which he has been elevated.
Dr. Harmon w. Caldwell, Dean of the Lumpkin
Law School, was elected President of The Universi ~ of Georgia on May 10. He is a young man of ability, firmness of decision, and scholarly attainments. He is an honor graduate of The University of Georgia and of the Harvard Law School.
His constructive leadership in developing a high class Law School, a member of the Association of Law Schools, with the quality of its work approved by the American Bar Association and-the Regents of the State of New York, indicates clearly that he has the abili ~, the leadership, and the scholarship for the position to which he has been elevated.
Mr. J. Alton Hosch, a graduate of The Universi~ of Georgia and the Harvard Law School, for some years a professor in the University Law School and for some time actively engaged in the practice of law, was elected Dean of the Lumpkin Law School on July 15. His training and experience assure the Regents that the Law School will continue the remarkable progress it has made toward its goal of giving the finest type of legal education.
LEGISLATION
The General Assembly of Georgia in January 1935 passed the following Acts and Resolutions and
8

these were signed by the Governor:
Medical and Surgical AUPlications
No. 302
An Act to amend an Act entitled 1 An Act to abolish the present State Board of Medical Examiners and to establish a composite Board of Medical Examiners for the State of Georgia; to define its duties and powers; to protect the people from illegal and unqualified practitioners of medicine and surgery; and to define the standing of a medical college; to regulate the issuing and recording of licenses; to define what is considered the practice of medicine; to fix fee for license; to provide for the revocation of license; to require a standard of preliminary education of applicants; to prescribe the penalties for the violation of this Act; and for other purposes. Approved August 18, 1913, by striking from the 6th section of said Aot the words: 1Appl1cations from candidates to practice medicine or surgery in any of its branches shall be accompanied with proof that the applioant is a graduate of a legally inco!'porated medical college or institution in good standing with the board, 1 and by substttuting in lieu thereof the words: 1Applicatlons from candidates to practice medicine or surgery in any of its branches shall be accompanied with proof that the applicant is a graduate of one of the two colleges of medicine now existing in the State of Georgia, or from some other legally incorporated medical college or institution in good standing with the board; 1 and for other purposes.
Fiscal Year of Regents No. 163
An Act to amend the Act approved February 20th, 1933, fixing the fiscal year of the Regents of
9

the University System by striking from Section I of said Act the words to Jul.y let 1n eaoh year through Jun.e 30th ill the following year, and substituting in lieu thereof the words to September let in eaCh year through August 31st in the following year. 1
Disposal of Property No. 191
An Aot to authorize the Regents of the University System of Georgia to sell, lease, or otherwise dispose of surplus real or personal proper~; and for other purposes.

SURPLUS PROPERTIES
In 1933 the Board discontinued six institutions wh1oh were respectively located at Barnesville, Bowdon, Clarkesville, Madison, Monroe, and Powder Springs. Under authority given by the 1935 Georgia Assembly title to the prope~ of five of these institutions has been conveyed to local communities of the respective residence of these institutions. The Board has authorized the disposal ot the property on w~oh the Bowdon State Normal and Industrial College is located; however, the transfer ot the title to this property has not been completed. A qUit olaim deed was used in each case. Other pertinent information appears as follows in detail:

lWII OJ' DISCOB!DUED D.A.TI OJ'

IIS!I!l'l'U'l'IOB

TRABSDR

Georgia IDdnstrial College
!arneaTille, Georgia

6/19/35

Binth Dietrict A 6 M 8/7/36
School ClarkesTille, Georgia

o r ancl Council of the Cit7 of :Ba.1'118sTille
lloard of Education of
Habersham Count7

10

lWOI: 01' DISCOHTIJIUED IBSTI'l'UTICIJ
Eighth District .A. & M
School Madison, Georgia

D.A.B or
TIWTSJ'ER
&/7/35 ...

GlWJTD
Board of C01m1iaaioaere of :Roads an4 BeveJN.ee of Morgan Count;r

Georgia Vocational aDd Tra4es School
Monroe, Georgia

6/19/35

Board of Education of l'alton Count7

Seventh Diatrict .A. &M 6/19/35
School
Powder Springe, Georgia

Board of Bduca\ion of Cobb Count7

PAVING AT UNIVERSITY SYSTEM UNITS No. 66
A Resolution
To authorize and empower the State Highway Department to make a survey of roads and drives on campuses of institutions comprising the University System of Georgia; to determine which of said roads and drives should be paved; to pave the same and pay the cost thereof out of the revenue of the Highway Department.
The Un1versi ty of Georgia Campus Paving No. ~0
An Act to authorize, empower, and direct the Higbway Department of the State of Georgia to pave certain roads and drives on the campus of The University of Georgia in Athens.
Georgia State Womans College; Paving No. 305
An Act to authorize the State Highway Department of Georgia, for and in behalf of the State or Georgia, to grade, construct, and pave approximately one mile of driveways on State Property
11

known as the Georgia State Womans College at Valdosta, Georgia, in Lowndes County; to appropriate funds therefor ou~ of tunds allocated to the State Aid Road Fund; and for other purposes.
Paving at West Georgia College (Carrollton)
Resolution No. 44
Paving at Georgia Southwestern College (Americus)
Resolution No. 15
REGENTS' POWERS: STATE'S TITLE TO PROPERTY No. 20
An Act to define the status of the Regents of the University System of Georgia and of the members of the Board of Regents of the University System of Georgia; to declare the State's title and ownership of the property held by the Regents of the University System; to limit and restrict the powers of the Regents of the University System and the members of the Board of Regents; and for other purposes.
UNIVERSITY SYSTEM STRUCTURES No. 381
An Act to appropriate to the Regents of the University System of Georgia, out of fUnds heretofore unappropriated, the sum of $1,000,000; $666,666.66 for the year 1936, half of which shall if funds are in hand be made available during 1935, and $333,333.34 for 1937; the funds from Which shall be used for the purpose of erecting necessary structures at various units of the University System.
12

REFUND! NG BONDS
.. NO. 275
An Act to provide for the refunding of bonds of the State of Georgia now or hereafter held by the Regents of the University System, including the Land Scrip Fund, to direct the payment of interest on bonds now due, to repeal an Act approved September 30, 1881, providing a plan of refunding; and for other purposes.
When the 1935 General Assembly of this State convened the bonds representing the Land Scrip Fund were past due, as well as other State ot Georgia bonds held by the University System. The Assembly enacted a law to cover the refunding of these bonds which was approved by the Governor on March 23, 1935. This law authorized the State Treasurer to issue to the Regents of the Univer-sity System of Georgia the State's obligation in the form of non-negotiable bonds maturing fifty (50) years from the date ot issue. The Land Scrip bonds bear interest at 5 per cent per annum. while all other bonds bear 4~ per cent interest per annum.
Under date of July 1, 1935, the Treasurer ot this State delivered to the Regents tour bonds ot the State of Georgia as authorized by the 1935 enactment: (1) the Land Scrip bond for $242,202.17 at 5 per cent interest; (2) a bond for $99,000 at 4~ per cent interest to redeem bonds past due or that became due July 1, 1935; (3) a bond for $39,000 at 4~ per cent interest - for $9000 past due and $301 000 invested in trust securities in exchange for State bonds over and above the Constitutional Sinking Fund of this State; and (4) a bond for $32,000 at ~ per cent interest under conditions similar to those given in section three. The first three bonds were delivered to The University of Georgia and the fourth to the
13

Georgia School of Technology.
We urge the most.careful-attention to the portion of the Chancellor's report dealing with insurance, or rather the lack of insurance, on properties under the administration of the Board of Regents. The situation gives the undersigned, as Chairman of the Board, the gravest concern, in which he knows a number of the members of the Board share.
The State law (Code 91-403) directs the Governor to insure all public buildings of the State at one-half of their value. Beyond any question all buildings in the University System are by law public buildings of the State, and the authority to insure them is thus vested in the Governor. The plan inaugurated by Executive order of insuring the State's property through a State insurance fund undoubtedly rests upon a sound assumption, towit, that such a fund could be created which would furnish adequate protection and reduce the cost of insurance. It is true also, however, that until such a fund has been bUilt up a period intervenes when, if any major fire loss occurred, there would be no adequate insurance from which even 50 per cent of the loss could be paid. Our information is that the Governor recommended to the Legislature an appropriation to start this fund but that the appropriation was not made. Hence, under the Executive order, the fund started without a reserve, and we are now in a period when there is no adequate reserve to protect this insurance liability. The situation is one ot distinct peril should a major fire loss occur.
As Section 91-403 of the Code relates only to the insurance of public buildings the Finance Committee of the Board of Regents has felt itself justified in taking temporar,y insurance protection on the entire contents of all buildings, and the Board at its next meeting will be asked to approve
14

.. this action and to make this protection of the
contents of all buildin.gs against fire loss perma-
nent. It is also the purpose of the Chairman at the next meeting of the Board to state that he does not believe that Section 91-403 prohibits the Board from taking insurance to the extent of the other 50 per cent of the value of buildings not specifically covered by Section 91-403 of the Code.
It should be added also that the Finance Committee has felt justified in taking insurance on all buildings which represent the investment of trust funds.
In concluding this report the Board expresses its deep appreciation of the splendid loyalty and support it has received from the Chancellor and the Executive officers of the Board; from the heads of all institutions; and from the staffs of all institutions, including those employed in administrative and office work by the Board and by the institutions; as well as the entire teaching staffs. We have had a year unusually free from internal friction or difficulties. We are sure we have made great progress in consolidating and developing the System along the lines of the reorganization plan. Our appreciation is due to those who have made this possible and we conclude this report with an expression of that appreciation.
Respectfully submitted, Regents of t~he University System of Georgia,
By Marl on Smith, Chairman
15

...

Atlanta, Georgia December 31. 1935

Honorable Marion Smith, Chairman Regents of the University System of Georgia Atlanta, Georgia

Dear Chairman Smith:

Three annual reports have been made since the reorganization of the University System; this is the fourth, but my first annual report, and it covers the operations of the University System of Georg1a for the year ending December 31, 1935.

SESQUICENTENNIAL
The Act of the General Assembly creating The University of Georgia was passed in 1784. The Charter was granted in 1785 - 150 years ago. This year therefore marks the sesquicentennial of the granting of the Charter of the University, which was written by Abraham Baldwin, Father of The University of Georgia and Founder of American state universities.
It was Massachusetts that gave to the world the idea of the free public school system, but it was Georgia that pioneered the idea of free institutions of higher learning - state Universities. For this reason,. if for no other, it seems wise that this annual report should begin by recounting a few facts in the histor,y of the University and some lessons learned from the Charter, even though the reference must be ver,y brief.
16

LESSONS FROM THE UNIVERSITY CHARTER
...
Governor Lyman Hall in his inaugural address to
the General Assembly on July a, 1783, said: "Every
encouragement ought to be given to introduce religion and learned clergy to perform divine worship in honor of God and to cultivate religion and virtue among our citizens. For this purpose it will be your wisdom to lay an early foundation for endowing seminaries of learning; nor can you, I conceive, lay better foundations than by a grant of land that may, as in other governments, hereafter, by lease or otherwise, raise sufficient revenue to support such valuable institutions.
As a result of this recommendation, at the next meeting of the General Assembly 1 An Act for the laying out of two more counties to the westward and pointing out the mode of granting the same" was passed February 25, 1784. The following year the General Assembly on January 27, 1785, passed 1 An Act for the more full and complete establishment of a public seat of learning in the State."
1As it is the distinguishing happiness of free governments that civil order should be the resUlt of choice and not necessity, and the common wishes of the people become the law of the land, their public prosperity, and even existence, very much depends upon suitably forming the minds and morals of their citizens. When the minds of the people in general are viciously disposed and unprincipled, and their conduct disorderly, a free government will be attended with greater confusions and evils more horrid than the wild, uncultivated state of nature: it can only be happy where the public principles and opinions are properly directed and their manners regulated. This is an influence beyond the stretch of laws and punishments, and can be claimed only by religion and education. It should therefore be among the first
17

objects of those who wish well to the national prosperity to encourage and support the principles of religion and morality, and early to place the youth under the forming hana of society that by instruction they may be moulded to the love of virtue and good order. Sending them abroad to other communities for their education will not answer these purposes, is too humiliating an ac~nowledgment of the ignorance and inferiority of our own, and will always be the cause of so great foreign attachments, that upon principles of policy it is inadmissible.
"This country in the times of our common danger and distress, found such security in the principles and abilities which wise regulations had before established in the minds of our countrymen, that our present happiness, joined to the pleasing prospects, should conspire to make us feel ourselves under the strongest obligation to form the youth, the rising hope of our land, to render the like glorious and essential services to our country.
The Charter or Aot of 1785 gave to the University System of Georgia its actual existence as one entity, and it required the trustees (Regents) to superintend the literature (curriculum): to determine what kinds of schools and academies shall be instituted: to prescribe what branches of education shell be taught and inculcated in each: to examine and recommend the instructors to be employed in them: and further, the president of the University or some member of the Faculty shall visit, at least once a year, the schools and examine into their order and performance. The Act also prescribed that all public schools shall be part of the University, emphasizing the unity of education, and that the trustees (Regents) shall make recommendations for accomplishing these great and important matters to the General Assembly.
18

Abraham Baldwin, author of the Charter and Act creating the University, conceived of it as the head of public education and wisely declared it to be the duty of the University to visit and inspect the schools and to put those worthy on the accredited list. Presidents Meigs and Findley visited and inspected the schools as required by law. Whether the other presidents did or did not, the record is not clear.
It was left to Chancellor Walter B. Hill in 1889 to declare that the University with its branches was a unit, in other words, a university system. It was also he who in 1903 made provision for inspecting and accrediting the public schools of the State, "The authorities of the University designed it to be the apex of the public school system of education, and in order to secure the best results there should be hearty co-operation between the parts of the System. To make the foregoing consideration workable, the Faculty of the University adopted a system of accrediting the high schools of the State."
Upon the recommendation of Chancellor Hill,
Dr. J. s. Stewart was named high school inspector.
Dr. Stewart in 1903 said, "The fundamental idea is that it is better to examine the school, know its equipment, instructors, and character of work done, and relY upon the judgment of the principal as to the fitness of the pupils to do college work, than to ignore these and make entrance to college conditional upon the applicant answering a given set of questions. The accredited system exalts the secondary school and its principal. It gives a state and interstate standing of efficiency and enables communities to build up schools of recognized standing drawing students from the surrounding country. 1
It is evident that the Charter set forth that the State supported institutions of higher learn-
19

ing should be a university system governed by one board - Regents of the University System of Georgia. Today the reo~ganizat1on is putting into active operation the ideas and suggestions and regulations so clearly stated by that master mind, Abraham Baldwin, in 1785. 1 He originated the plan or The University of Georgia, drew up the Charter, and with infinite labor and pains, in vanquishing all sorts of prejudices and removing every obstruction, he persuaded the Assembly to adopt it.
There are still many valuable lessons to be learned from that ancient document that will aid us in our plans for making a modern university system and a progressive educational plan for the State.
PAST AND PRESENT
Contrary to what so many people in Georgia and in other states believe, the records show that the people of Georgia, from the commencement or their independence to the full establishment of their constitutional government, have recognized the duty of making public and ample provision for the education of all her citizens. The records show that her Halls and Baldw1ns, w1 th their many worthy coadjutors, in the achievement of our independence, did not doubt that the State could and would become an efficient patron of learning that correct moral and religious instruction oould be imparted in our public schools and colleges.
UNIVERSITY IDEALS
The ohief characteristic of Georgians, marking their whole history from generation to generation, is their love of liberty, and their restiveness under regimentation. This characteristic is the priceless heritage of The University of Georgia, where we conceive the primary and fundamental and
20

essential function of a university to be fearless
.. inquiry and the maintenance ot truth
For many decades our view of human freedom was limited, as Jefferson's was, by the political and social conditions of a land-holding aristocracy, and the University is proud to hand down the keen sense of honor and hospitality and good breeding which were, with intellectual liberty, among the finer features of that period.
In these latter days the University has taught and illustrated a broader democracy, and while preserving and honoring what we deem best in the old, our chief aim has been to bring a vital higher education into the reach of all the youth of the State, and to explore their immediate social and economic and cultural environment in the light of all that was best in our traditions and all that we deem to be best in the most modern thought.
REORGANIZATION
The reorganization of the University System of ~eorgia was begun in 1931 by legislative action and by the then created Board of Regents. At the outset the Regents made application to the General Education Board for funds for a complete educational survey of the State supported institutions of higher learning. The request was granted, and a Survey Commission was appointed composed of experts in various fields, who submitted a printed report after the entire Commission had made a careful analysis of the situation.
The recommendations, now well known to the Regents and to the people, need not be enumerated in this report. In fact, they are too elaborate to be given in detail at this time. I desire, however, to call attention to three major recommends-
21

tiona: (a) the reduction in the number of institutions; (b) the election of an executive secretary of the University.System .so that the Chancellor could give his attention to major issues of educational policy, public relations, and supervision of examinations and personnel, and (c) the problem of uniform curricula particularly at present at the Junior college level.
As a result of these recommendations nine institutions were abolished, two senior institutions were reduced from senior level to Junior level, end the remaining strengthened by more adequate financial support. To oarr,y out in part the sec-
ond recommendation, Mr. F. s. Beers, of the Uni-
versity of Minnesota, was selected as executive secretary of the Council of the University System and also as University System Examiner. His work has been outstanding in lll8ey ways.
The University System program, as outlined by Mr. Beers, is triangular: one leg of the triangle is concerned with testing and measuring students; another with health; and a third with surveys of community needs and the absorptive power of communities with reference to professionally and semi-professionally trained people - the products of higher education. For a more detailed explanation of these objectives, see 1 Educational and Vocational Guidance, First Report, 1934-35, 1
by F. s. Beers and H. M. Cox.
Just as, in 1903, Dr. Stewart began the work of inspecting and accrediting the public high schools, so today Mr. Beers is carrying forward in the units of the University System a program of educational testing and vocational gUidance. He writes 1 that heretofore tests have been used largely to enforce standards, not to guide the student into lines of work for which he shows aptitude. The drastic reforms in education such as those at Georgia, Minnesota, and Chicago will
22

contribute to educational thinking and progress directly as they repudiate mass standards - the wholesale granting o:t profesetonal degrees, uniform curricula and uniform levels of achievement for all students - and make honest efforts to rediscover the individual student and help him prepare himself tor a satisfactory and socially acceptable career. As a first step in the direction o:f' socializing education for the masses of our students, the survey studies developed by the Faculties are most promising. They offer for the first time in the history of the State supported education in Georgia the means for unearthing individual differences and then for acting upon them in the interest of the students and the State. Without diagnosis and guidance, inexcusable and unforgivable practices will go on.
VISION AND THOROUGHNESS
No reform has been conceived or carried out with the vision or thoroughness of the reorganization of the University System since January 1, 1932; until that time the multiplication of branches of the Universi~ continued so fast that it was not halted until there was fastened upon the State an educational monstrosity with twen~ six branches bearing the misnomer, the University o:f' Georgie.. Obviously, reorganization was badly needed, imperative, in fact. It came. So intelligently were plans drawn and a program outlined that at present the University System of Georgia has assumed a position of importance, if not leadership, on the national horizon.
It can be frankly and truthfully said that no group has ever been more earnest or honest in attempting to oarr,y out the provisions and recommendations of the Survey Commission than has the Board o:f' Regents of the University System of Georgia
23

Making Friends
The situation is new. We are making friends among the people. The University System is serving the State. The General Assembly this year was the most educationally minded with which I have ever dealt. In tact, the members seemed vitally interested in a modern educational program.
COUNCIL OF THE UNIVERSITY SYSTEM OF GEORGIA
The Council and its functions are not to be confused with the internal administration and powers of legislation which belong to the administration and the Faculty of each college in the System. Rather, the Council is independent of any and all colleges but is representative of all schools and virtually all activities of schools.
The reorganization of 1931 laid particular stress upon the function of a State university as that of service to the community whlch supports it. Pursuant to the policy of the reorganization, the Council was established as a central agency for bringing the common problems of the several units of the System into focus so that their solutions might grow out of the uncovering of common interests and purposes. Hence, the function of the Council is not legislative nor administlative; its function is to explore common problems, to deliberate upon common purposes, and to recommend to the Chancellor and the Board of Regents specific proposals which merit action.
In the first instance the exploratory function of the group canvasses such problems as arise from considerations of curricula, the transfer of students from college to college, and the examination of students for purposes of accrediting their standing with reference to professional speciali-

zation or vocational possibilities. In addition, questions relative to Faculty tenure, retirement, qualifications, and research ~re matters which come specifically within the exploratory powers of the Council. Its second function is deliberative; that is, through the medium of group conferences, it hears the reports of special committees whose task it has been to inquire into the various matters described above under the exploratory function. These reports are debated at length, are modified in the light of individual and collective judgment, and are committed to writing.
The final duty of the Council is to prepare in the form of written proceedings a series of recommendations which are submitted to the Chancellor and the Board of Regents. These recommendations furnish the chief executive and the Board with a cross section of opinions, judgments, and comments which have grown out of the administrations and Faculties of the several colleges. Six such reports, in the form of proceedings, have thus far been submitted for legislative action. In no instance has the Board seen fit to ignore any specific recommendation, nor on the other hand has it seen fit to put the recommendations of the Council into legislation without some modification. These facts, with reference to recommendations of the Council and the action taken by the Board, pay high tribute to the relative uniformity of point of view from which administrators, Faculties, the Regents, and the Chancellor see the obligations of the University System to the people who support it.
It would be hard to conceive a system of checks and balances more systematically arranged to safeguard the interests of the people and to promote a program of service and research in higher education than the one now in vogue: the Council, the Board of Regents, and the Chancellor. According to the order in which they are named,
25

their functions are exploratory and deliberative,
legislative, and executive ...
ENROLLMENT
A study of the table reveals some very significant facts. The college student enrollment in 1933 was 8035; in 1934 was 9006; in 1935 was 9696. The increase in 1935 over 1933 was 1660, and in 1935 over 1934 was 689. Only the units in the University System for Negroes have high school departments. The high school enrollment in these units for Negroes in 1933 was 362; in 1934 was 266; in 1935 was 239. The decrease in high school enrollment in 1935 over 1933 was 96, and in 1935 over 1934 was 27.
The high school enrollment is rapidly decreasing in the senior college at Savannah and is slightly increasing in the junior units at Albany and Forsyth. More and more it is necessary for all three units for Negroes to devote their time to college work. This c~~ be done in a few more years, for indications are that the public high schools for Negroes are increasing and all are doing better work. All the funds now allocated to the unite of the University System for Negro education are badly needed for doing college work. The physical plants badly need repairing and need new buildings.
The total enrollment in the University System on October 1, 1935, was 9961. At this writing it has passed 10,000. We have reached the capacity of our physical plants. These facts indicate that we must now ask the General Assembly for a large sum for a building program and a substantial increase in our maintenance fund. We cannot go backward; we must go forward Maintenance must be provided.
26

Subjoined is the net enrollment in the units ot the University System for the Fall quarter ot 1935 as compared with the enroi.lment in 1933 and
1934.
DORMITORY SITUATION
The overcrowded condition in the dormitories throughout the System is deplorable. Rooms which were built to accommodate two students are now being occupied, in the majority of oases, by three and, in some oases, by tour students. This condition is not healthful, nor is it conducive to proper college work. The erection of the necessary dormitories with funds made available by the 1935 General Assembly will greatly alleviate the present serious situation.
With the exception of the Atlanta Extension Center and the three Negro institutions, there were 7587 enrolled in the University System during the 1934-35 school year. Ot this number 3909 students resided in the 1651 rooms available in our dormitories. In other words, on the basis ot placing two students in each room we could accommodate approximately 50 per cent ot our student body.
It the contemplated dormitories are built the situation will be improved. However, as important as are the dormitories, many of the Faculty members and students believe, and rightly so, that other buildings are imperative from the point ot view ot better instruction and adequate classroom facilities. Classroom buildings, laboratories, library buildings, books, and dining halls are among those facilities tor which tunds must be provided at once.
BUILDING PROGRAM
'lhe building program approved by Public Works
27

UNIVERSITY SYSTEM OF GEORGIA ENROLL!.!ENT COMPARISONS

LOCATION OF INSTITUTION
AMERICUS DAHLONEGA CARROLLTON COCHRAN

FRESIIliAII SOPHOMORE JUNIOR SENIOR SPECIAL GRADUATE TOTAL
1 ~4tob7~<; 1 ~4~oo~~<; ~~4tob~J<; ~~4toovJ<; ~~4to~J5 II ~4tob~J5 I ~4 OD~J<; 1 33

191 17<; 86 161

'

277 336 219

17<; 186 91 116

121> lSO BS 87

I

163 18<; 101> 101

!

2

1 '

I

1> 3

I

I

I

261: 303 210 266 270 232 267 286 293

DOUGLAS 'fiFTON A.ll.A.C

133 130 70 ' 71> 109 113 <;6 98

I

'

203 201> 205

4 6

i

169 217 86

ATHENS (U. OF G. 1782 839 621 719 o;~ I sz9 !_399 535 8 1<; _so I 37 24ol> 2724 2101

fl!

ATLANTA (TECH) 611> <;80 1>21> <;84 381 396 331 292 15

i 3 19 16 171!4 11!71 1666

IIILLEDClEVILLE 1>79 508 :331> 347 183 I 200 I 151! 176 6 1>

STATESBORO

223 20'i 148 B9 62 6o I 39 34 4

2

l

, 1160 i 1235 1032
476 44o 456

VALDOSTA AUGUSTA liED. COLLEGE
~~~~~NTER
*SAVANNAH
*ALBANY
*FORSYTH

153 165 92 1!0 62 50 33 I 46 I 3 2

i

31>3 31>3 323

4o l>o 31 37 31! i 32 34 37 i 4

7

147 I l'il l'i3

16<; 166 121! 11!8 89 111> ! 109 79 81> 31>
83 58 18 1>5 31> 77 16 21>

86 : <;<;
45 21

<;2 i31!2 21> g

i
I
I
I i

'HO ' 16 I

1!3<; 81>2 638

7

con. Sub. Fr.

ie~~

_m ~1~ Total

ill ig~l _uo~l_.
HL Sch. Total

ig~ ~

211 i 2

Coll. 1
* m HTLotSacl h.1

, ~?

! _~ :!-~:!:

1
,

~~

Administration of Washington, D. c., December 12,
1934, was abandoned by an Act of t~e General Assembly in January 1935. In li~u thereof U1e General Assembly appropriated to the Regents of the University System of Georgia the sum of $1,000,000 for a building program. This appropriation was made payable in ti1r~e installments: one-third in 1935, one-third in 1936, and one-third in 1937.
The Chancellor of the University Syst3m was directed to apply to the Public Works Administration at Washington for money to match the money payable by the State in 1935 and in 1936. The plan announced by the Public Works Administration was on the ratio of 45 per cent and 55 per cent. Under this plan, if the State furnished $333,333.33, then the Public Works Administration would furnish $270,000. This would make available a building fund, for the first third of the State appropriation of $1,000,000, of $603,333.33 If ~1e same plan holds good in 1936, then an additional $603,000 would be available, or a total building fund in 1935 and in 1936 of approximately $1,200,000. Under this new plan no indebtedness by the State or the University System would be incurred.
This application has been filed with the Public Works Administration in three parts: Part I, based on $333,333.33 available in 1935; Part II based on the same amount available in 1936; Part III, a combination of Parts I and II, if boti1 grants are available. In other words, if only the first third of the million dollar appropriation with the grant from PWA is available, then the building program will of course be different from what it would be if both sums are available.
The allocations have been approv~d by the Regents and the architectural drawings and plans are being completed with as little delay as possible. Because of court proceedings our project was

delayed and put in Class B. Ever,y effort is now being exerted to expedite action on our projects. It is confidently believed ~t the matter will be brought to a successful conclusion within a few weeks. Whether the funds available can be matched or not, the Regents can go forward with a building fund of the first third of the million dollar appropriation. With so small a fund, little can be done, but so pressing are the needs for new buildings and for repairs and renovations of the old that every dollar seems a blessing and is greatly appreciated.
If the slli~ of $1,200,000 is available for a building program for the University System, the allocations are: Georgia Southwestern College $25,000; The University of Georgia $313,000; Georgia School of Technology $204, 000; Middle Georgia College $25,000; West Georgia College $35,000; North Georgia College $50,000; South Georgia State College $30,000; State Teachers and Agricultural College $25,000; Georgia State College for Women $170,000; South Georgia Teachers College $85,000; Abraham Baldwin Agricultural College $50,000; Georgia State Womans College $60,000; and the University of Georgia School of Medicine $75,000.
If only $602,000 is available in 1935 the allocations will be different, and if only the State appropriation of $333,333.33 the allocations will have to be greatly changed and approved by the Regents. In this report it is therefore impossible to give details except in this general way, until the exact amount from State and Federal sources is known.
INSURANCE - REPLACEMENT
The plan suggested by Governor Talmadge and now in operation for the State to insure its own property is excellent and in a few years will re-
30

sult in large financial savings. However, until the plan has been in operation for some years or until a large suo of m?ney has.been accumulated in the State Treasury as an insurance fund, I am convinced that the Regents and the Governor should work out a plan to protect adequately the buildings and contents of the various units of the University System.
An estimate of the present valuation of all the buildings and contents is approximately $10,642,4?3. The buildings amount to $8,018,263 and the contents to $2,624,210. On the estimated value of our buildings, the insurance is $4,085,60?. Reduced to a percentage basis there is a coverage of 50.9 per cent on the present estimated value of these buildings. At present there is no permanent coverage insurance on the contents. If the Governor should work out a plan for contents similar to that already put into operation for buildings, it would require some years to have adequate funds to care for the contents of many of the buildings at Athens, Atlanta, Milledgeville, etc. I commend the plan, but fear the consequences if a major fire should occur in the next few years.
As an illustration, ti1ere was on November 6, 1935, a fire at the University which destroyed the dairy barn and its contents. This building with its contents is estimated at $35,000. The building was old but good. It could not be insured for more than $15,000, though its replacement value is $30 1 000. The contents were about $20,000. The building was insured on approximately 50 per cent of its value, not of its replacement value. As a matter of fact, the actual insurance is $6,750. There was no insurance on contents. To secure the necessary funds with which to rebuild a modern dairy building is a problem. The budget does not contain unallocated funds necessary to replace any building, if it should be destroyed. To secure the necessary funds at this time presents a per-
31

plexing problem.
A building, mor~ modern-than that destroyed, must be built if the agricultural program in animal and dairy husbandry is to be carried forward to meet the needs of the farmers and students. A dairy barn cannot be bUilt for the funds received that will meet the needs of a progressive State nor an advancing University The contents of this building can be replaced in time at a minimum cost, but such would not be the case if a library or science building should be destroyed. The institutions are operating on the lowest possible budget.
The point I wish to make is this: All buildings in the University System should be insured by the State, not on 50 per cent of their present value, but on the basis of their replacement value. The buildings must be replaced by the State, for they are the property of the State. I feel confident that some plan can be satisfactorily worked out by the Governor and the Regents. When a fire destroys any bUilding in the Univereity System, it must be replaced immediately.
OLD DEBTS
The total indebtedness of the State supported institutions of higher learning prior to January 1, 1932, when the Regents took control of the University System, was $1,074,415.45. The total reduction during the years 1932 and 1933 by the Regents was $415,813.12, leaving a balance on old debts of $658,602.35. In the 1934 annual report of the Regents to the Governor is found a detailed statement of this indebtedness.
It was decided to pay this indebtedness or as much thereof as possible during 1935 and 1936. The Central Office began a thorough investigation
32

of each account. Many inaccuracies were discovered. In some cases .account~ had been paid; in some partial payments had been made; in some the State was not responsible; in some compound interest had been added to the principal, and in only one case was the amount larger, due to the fact that one of the units failed to pay interest as did the other units on similar accounts.
To the indebtedness of $658,602.35 had to be added $40,006.79, authorized by the Regents in full settlement of the claims of the architects and engineers who made the necessary detailed studies for the original application to the Public Works Administration for a loan and a grant for buildings for the University System. To this indebtedness must also be added approximately $10,000 for miscellaneous items. These items made the total indebtedness $709,410.38.
The investigation made by the Central Office reduced the amount to $627,039-30, a reduction of $82,371.88. During 1935 the Central Office has paid on the indebtedness $622,908.50. The unpaid items amount to only $4,130.80, and sufficient funds are on hand to pay these, if and when their accuracy is determined.
Each account has been carefully audited, and before payment was made each creditor was reqUired to sig,n a release wherein all claims were relinqUished. All details, including releases and cancelled checks, are on file in the Regents' O!fioe and may be examined at any time.
Here is the status of the old debt account:
33

Receipts

.

..

From University System Appropriation . $253,373.52

From Institutions - Contributions .

58,557. gg

From Governor TRlmadge.

. 317,126.48

TOTAL $629,057.99

Disbursements

Accounts and Banks

$622.908.50

Balance in Bank, Dec. 31, 1935 $ 6,149.49

Unpaid Items

$ 4.130.8.Q.

How were these debts paid? Governor Talmadge allotted from the lapsed funds to the Regents $317,126.46, and the remaining $312,931.53 came from the maintenance funds of the University System.

It is indeed gratifying to know that these debts are behind us. They have been a disturbing factor in our progress and to pay them has necessitated economies on the part of each unit. Money set aside for repairs badly needed, for equipment absolutely reqUired for efficient teaching, and for the employment of additional teachers to help carry the load incident to a heavy increase in student enrollment, has been used to pay a large part of this indebtedness. Of course the Regents could not have paid this money had it not been for the fact that the State paid 92t per cent of the 1935 appropriation, instead of 80 per cent upon which all budgets were made. This additional sum was and is badly needed for the proper support of the University System. Rigid economy has been practiced to get rid of tt~e stumbling block to progress, old debts.

34

FINANCES

Let me give you a picture o! the support given by the General Assembly for a period of six years, the three years prior to the creation of the Regents and the three years following:

1930 1931 1932 1933 1934 1935

2,001,304.40 1,891,264.97 1,624,927.50 1,336,930.00 1,170,000.00 1,387,500.00

It was our duty to play the part of good citizens during the depression by accepting a minimum appropriation. Cuts were made in all lines of business; we gladly fell into line. Unlike the situation in other lines of activity which had a decrease in work, the institutions of higher learning were called on to do more work by virtue of a large increase in the number of students. In many cases the institutions had to do increased work with greatly reduced personnel and with inadequate facilities. The work was done cheerfully and as efficiently as possible under adverse circumstances. Now with an increase of 689 in attendance in 1935 over 1934 and an increase of 1660 in attendance over 1933, it is evident with the return of prosperity that an increase in the maintenance fund is absolutely imperative.

The trend in the past few years has been to shift more and more of the expenses of instruction to the students. There was need for readjustment of the fees in all the units. These adjustments have been carefully made. We cannot further increase fees. To the extent we increase fees from year to year, to that extent will opportunity for higher education slip from the masses. As has been so well said in a previous report, "there is only one corrective to this tendency and that is for the State to assume its responsibility for
35

preserving to our youth the hope, on fair terms,

to secure the advantages of the State's institu-

tions.w



An institution is measured by the character and scholarship of its Faculty. The greatest assets of an institution are its students, past and present. The great possessions of an institution are its names. Without additional funds we cannot make progress; in fact, we will lag behind institutions in our sister states. With the present schedule of salaries we can hold the older members of our Faculty, but is that fair and just? With our present schedule of salaries we cannot hold our bright young men in the Faculty, nor can we attract the type of men we must have - the type the citizens of the State demand as teachers of their boys and girls.

We va~ue highly what the Governor and the General Assembly have done for the University System in the past three years. The money has been promptly paid and wisely spent by the Regents and heads of the various units of the University System. There has been co-operation on the part of all concerned. The time has now come to ask for larger funds not only to keep the University System in the high position it now holds but to advance the Un1versity System to a position of importance, if not leadership, on the national horizon. During the past three years it has made such progress as to attract national attention.

We should not further increase fees as I have shown. We cannot limit our attendance by selecting students by an examination or by some other testing plan. Privately endowed institutions of higher learning can limit attendance, if they so desire, but higher institutions supported by the State cannot. No matter what privately endowed higher institutions may do as to limitation of students, State universities will always follow
36

the open-door policy.
Now since Governor Talma~ge has paid ~~e State's indebteqness except the bonded indebted~ ness, I feel that the State is in a position to provide more adequately for its educational program - the public school system ~d the University Syst~m. I refuse to consider any reference to two systems of education. There is only one system, from the first grade through the University System.
Our University System is growing and developing, and the annual appropriation for its support should be increased. The minimuo requirement is $1,500,000 annually. The financial affairs of the State should be so adjusted and so arranged that when the General Assembly makes an appropriation in the future it should be paid in full No money has been borrowed for operation or maintenance of any unit in the University System by the Regents. It is gratifying to report that 92t per cent of the appropriation was paid this year by Governor Tal~adge, and paid promptly each month.
It is absolutely necessary for the General Assembly to appropriate as a minimuo $100,000 for needed repairs. Nothing proceeds as rapi.ily as disintegration of buildings unless halted by intelligent repairs and replacements. The sum requested is the minimum requirement, for some of our buildings are deteriorating very rapidly, and thes~ will soon be dangerous or unfit for use.
PERMANENT ENDOWMENT
May I recommend that the Resents consider the advisability of introducing a bill at the next meeting of the General Assembly providing for the issuance of an obligation of the State to protect the permanent inco8e of The University of ~orsia?
37

The Constitution of 1877 recognizes this debt of $100,000, thus guaranteeing that the $8,000 will be paid in the future as in ~e past. It is true the Acts of 1784, of 1815, of 1821, of 1877, of 1881 are specific as to the $8,000, called the Permanent Endowment of the University. It seems to me that the University should have in its possession a non-negotiable obligation of the State recognizing this debt of $100,000 and guaranteeing the sum of $8,000 annually.
The General Assembly this year passed an Act for the refunding of bonds of the State of Georgia now or hereafter held by the Regents, including the Land Scrip Fund. This question of the Land Scrip Fund is now settled for fifty years. Confusion arises because at times this $8,000 is set up in the Appropriation Act as the Permanent Endowment of The University of Georgia and at other times is included in a lump sum set up for the payment of interest on the obligation of the State. Such procedures lead to confusion.
The question is this: 1 Is the $8,000 an appropriation or is it accrued interest on the acknowledged debt of the State to the University? We get the $8,000, but complications arise from
time to time. Mr. T. w. Reed was Treasurer of the
University from 1909 to 1933, and as such official drew requisitions for the payment of all interest due the University by the State. On his requisitions during those years the State paid the $8,000 each year for the guaranteed income. At the same time he also maderequ1sitions for the semi-annual interest due on the 7 per cent obligation of the State in the hands of the University and also on the $90,202.17, the balance of the Land Scrip Fund that had not been converted into the 7 per cent obligation that the other portion had. This balance of the Land Scrip Fund has now been oared for by the Refunding Act passed by the last General Assembly. This settles a controversial subject of many years.
38

If' the Regents held an obligation of' the State es they now do for the La.nd Scrip Fund, no technical question as to the paymell't could arise. Unless the $8,000 is recognized as accrued interest, as it hAs alwa~ys been, the University will lose during the period of years one payment of $8,000.
I quote from an address made by Chief Justice Richard B. Russell of the Georgia Supreme Court, entitled "The Legal History of The University of Georgia." Said Judge Russell: I am here to file a brief.
"By ~ Act to authorize the Trustees of The University of Georgia to sell the lands belonging to said University and to systematize the funds belonging thereto, approved December 16th, 1815, (Cobb's Digest, page 1088) the trustees were authorized to sell the several tracts of land donated by the Act of 1784, and it was provided that if the lands should be disposed of upon a credit the bonds given for the same should be secured by good personal security, together with a mortgage upon the land so purchased, and further authorized the Governor to advance two-thirds of the face value of the bonds and mortgages as deposited in the State Treasury, which amount was to be invested in bank stock. Under the provisions of this Act the Governor subscribed for one thousand (1,000) shares of stock for the University in the Bank of the State of Georgia. It was provided that the trustees should never dispose of the stock without the consent of the Legislature but should use only the dividends or proceeds therefrom."
By the Act approved December 21, 1821, 8 it was provided that the permanent endowment of the University shall consist of a sum not less than eight thousand dollars per annum, and that when it shall so happen that the dividends furnished by the bank stock granted to the University (by the Act of
39

December 16, 1815) shall not be equal to the sum aforesaid, the Treasurer of this State is required to make up the defictency se~-annually out of any moneys in the Treasury not otherwise appropriated." "The Constitution of 18?? recognized this debt of $100,000, thus guaranteeing that the $8,000 will ever be paid in the future as in the past. 11
11 An Act to make permanent the income "01: The University of Georg1a 11 was approved September 30, 1881. The Act provided for the issuance of an obligation of the State in lieu of any bond prescribed by the Trustees. Acts 1881, page 101."
EDUCATING FOR HUMAN NEEDS
Survey Courses
Under the direction of Chancellor Weltner, a study of curricula has been made and survey courses have been written by the Faculties of the University System in human biology, physical science, social studies, functional me.thematics, and the h~~anities. These courses are a part of the requirements in the Junior Division. The psychological significance of this move was t~hat it forced the Faculties who had long been devoted to their specialities into contributing to generalized courses, which included not only their specialty but the special ties of others. The effect upon the Faculties in general was eminently salutary.
Human needs, education's obligation to serve the individual and the individual's obligation to society, is the philosophy of this plan. The physical sciences emphasize the needs of the individual and the needs of society. Human biology stresses the fact that there is no mechanism more interesting than the human body and, from the ste.ndpoint of its application to problems of pr1-
40

mary importance to man, no knowledge can be of greater practical value than a knowledge of the human organism; the emphasis ii therefore upon the human individual and the racial aspects of human biology.
The social studies, combining sociology, philosophy, psychology, economics, history, and geography, emphasize the art of living together in this new era. The humanities (literature, language, art and music) vitalize the great literatures and fine arts - not only our own, but other peoples. The arts, in this plan of education, are no longer sequestered subjects to be specialized in by a few students, but an intimate part of the educational fabric. And functional mathematics emphasizes the facts and processes of mathematics which are essential for the proper understanding of elementary required courses or for the intelligent reading of newspapers and magazines the mathematics of citizenship.
President Bowman of the Johns Hopkins University in his address on "Next Steps in American Universities" says:
1 It is in the field of human relations that each one of us steps out of his narrower role and becomes a citizen. It was said of an early pioneer who had advanced deep into the wilderness that, while he knew that he was where he was, he was lost because he didn't know where anyone else wasl One cannot find one's self without first locating the other fellow. The moment that a scientist interprets his findings in terms of society he becomes a social scientist. Not all scientists have the time or the taste to push their work to the point of social interpretation. That some should do so is a vital condition of balanced progress. That we should stimulate an effort in this direction is one of our current obligations, a next step, if you will, in intensification. So-
41

ciety invests heavily in our institutions and men; and it is not alone discovery as an interesting experience for the .few, b~t also interpretation for the many that is required in an advancing democratic civilization. The public, while making us bow to science, still avoids the number 13 and likes to believe that magic is not yet dead."
CONTEMPORARY GEORGIA. Particular attention is called to the course on Contemporary Georgia. It is in fact the fourth course in the social studies. The objective of this course is to bring the students of the University System to a familiarity with the facts and problems of their own State. It is felt that the State's problems are in the long run the student's problems and that the student would benefit, and eventually the State would profit, if the social studies in the first two years of the University System curriculum included somewhere near their close an analytical review of the particular environment in which most Georgia students have been reared and in which most of them will continue.
Probably the author's statement in his introduction is worth quoting: "That the course will entirely succeed in its first trial period is too much to hope. For it ever to be fully successful in its purpose will require an indefinite amount of revision, development, and effort on the part of all who are concerned with writing, teaching, and studying it.
"The text is a framework of statistics upon which has been plastered a thin veneer of comment and a trifle of economic and social philosophy. Much of the data and many of the remarks do not call attention to circumstances that are as lovely as many of us could wish. Little is to be gained by concealment and there is always the chance that knowing the facts may set us free. It is sincerely hoped that all who come in contact with the
42

contents of this survey course will take what is written as a challenge to further study and to social cohesion for the determined solution of problems, and not in any way an essay in discouragement." With the revision next year by the combined talent in the University System new material will be added and some of the old material will be omitted.
The survey courses can be and are being 1mproved from time to time. They have already proved themselves worthy of all the pains and efforts required on the part of Faculty members. The various Faculty members in the units of the University System desire to make ever,y possible revision and improvement. Criticisms will arise from time to time. That is natural and by cons truetive critioism the finer will be these courses. I am confident that the members of the Faculty all realize that what is sacred and enduring about universities is the spirit in which they do their work and the high mission w~th which they are charged.
PUBLIC SCHOOL CURRICULUM
School authorities throughout the United States are becoming aware of their long neglect of the central problem of education and are now turning their attention to the question of what should be taught in the public schools. In Georgia the movement for revising the publio school curriculum is sponsored by the State Department of Education and the University System with the co-operation of the Georgia Education Association. It was launched in December, 1933, at a council representing all phases of education. With the approval of this body Chancellor Philip Waltner of the University System and State Superintendent of Schools M. D. Collins designated L. M. Lester, Director of Teacher-Training and Certification in
43

the State Department of Education, as Director of the Curriculum Program and Dr. Paul R. Morrow, Professor of Secondar,y Education, The University of Georgia, as Curriculum Adviser. A Committee on Institutional Co-operation serves to co-ordinate the activities of the colleges and advises with the Director and the official Consultant.
The teachers principals, and superintendents of Georgia have undertaken a most significant work in the program for the improvement of the teaching in the schoolrooms of the State. After all is said and done, school finance, school organization, school administration and supervision exist for but one end, namely: to provide for boys and girls the most desirable situation possible for learning, under teacher guidance, in the schoolrooms of Georgia. Nothing about school affairs is so important as the standard of work done by the classroom teachers.
This program for the improvement of instruction is essentially a teacher-training program. The teachers and administrators of Georgia should miss no opportunity to ally themselves heartily with this undertaking. No sacrifice of time, energy, or money is too great when the best education possible for the future citizens of Georgia is at stake
THINGS INTELLECTUAL
As a result of the survey courses there is on the campus of each unit of the University System vital interest in things intellectual. The time has passed when a hidebound curriculum should be continued which prevents a superior student doing in three years what would take an average student four years to do. Nothing should be thrown in the way of the superior student proceeding towards a college degree. To retard such a student often
44

leads to idleness and indifference. We need not
.. be discouraged because certain things do not fit
as well as they should.
If even the brilliant student is persistently surrounded by mediocrity and subjected only to standards which for him are trifling and flimsy, it is hardly to be expected that the fabric of his mind will be enriched and strengthened by academic training as it is only fair to him and desirable for society that it should be.
JUNIOR COlJ..EGES
The junior college movement is growing all over the country. It seems to be a permanent fixture in the State's program of higher education. 1 The State will see to it that access to the higher levels of education will be open to all of its youth who possess the necessary will to learn and the ability for self-improvement. The work and program of the junior colleges merit our fullest support.
There is a great demand for the six junior colleges in the University System which are situated in strategic points: Americus, Carrollton, Cochran, Dahlonega, Douglas, and Tifton. Many parents feel that during the first two years of college life students should attend a well or~ ized junior college with an excellent Faculty and a relatively small attendance, where they can have greater supervision and personal instruction, rather than a senior college where the attendance is large. Naturally, the element of cost also plaYs an important part.
The junior college must assume and is assuming rapidly the responsibility for preparing those students for life or a vocation who enter on careers at the completion of the two-year college
45

course and for preparing such students as are likely to pursue their academic work further. To provide for the latt.er group.. is simple, but to determine the best program for the former is still a great problem. What vocational training is best? Experience only can answer that question.
The table showing the enrollment in each unit is found elsewhere in this report. The attendance in 1934 was 1450; in 1935 it is 1616, an increase over last year of 166. It shows that the junior colleges have a maximum attendance. These attendance figures show their popularity, and they also indicate that the physical plants must be enlarged and the maintenance largely increased.
With the growth in attendance at the junior colleges, the freshman and sophomore classes in the senior colleges, with the exception of the Georgia School of Technology and the Medical College, this year show only a slight increase, while the senior classes show that more and more students in the junior colleges are pursuing their college work through the senior units.
Students may attend the junior colleges at a cost of approximately $200 a year. This factor plays an important part in attracting a large n~ ber of students and even some who otherwise might enter a senior Unit at the junior college level. Upon the satisfactory completion of the two-year college course, the student is awarded a Junior College Certificate.
The curriculum at the Junior college level for the University System, except at the Georgia School of Technology and the Medical College, is as follows:

Social Science

Physical Science Biological Science Functional Mathematics

..

English Co~position

Humanities and the Fine Arts

Physical Education

Electives

Total

4 courses

2 2

" n

1 1

" n

2

n

2 6

"

20 courses

The six electives may be chosen from a large list of subjects, provided the student intends to complete his work at the end of two years - a terminal course. However, if the student intends to enter a senior college upon the satisfactory completion of his junior course and pursue a course leading to the degree of his choice, then the student must choose his six electives in accordance with the following:

(1) Students who desire to receive the degree of bachelor of science at a senior institution must take two courses in the pure sciences: chemistry, physics, biology, or zoology, and a third course in mathematics. The other two courses are in modern languages, or such courses as may be approved by the Faculty.

(2) Students who expect to receive the degree of bachelor of arts from a senior college must follow the Language sequence. Latin or Greek and modern languages are required at the University. The other required electives may be taken from the list of subjects approved by the Faculty.

(3) Students who expect to receive the degree of bachelor of science in home economics at a senior college must complete the four required courses in home economics. The other two electives must be taken as determined by the Faculty.

(4) Students who expect to receive the degree of bachelor of science in commerce at the Univer-
47

sity must complete the four required courses in commerce. The other two electives must be taken as determined by th~ Facult1 The North Georgia College and the Middle Georgia College give only terminal courses in business education and preparation for the degree of bachelor of science in commerce.
(5) Students who desire to receive the normal diploma upon the satisfactory completion of the two-year junior college course must take the thirteen prescribed courses instead of the fourteen constants prescribed for other students. Of the seven other courses, five must be taken in the field of education, and the other two courses as prescribed by the Faculty. Only the West Georgia College and the Georgia Southwestern College among the junior colleges grant the normal diploma.
ABRAHAM BALDWIN AGRICULTURAL COLLEGE
The Abraham Baldwin Agricultural College is committed to a two-year program designed especially to make of boys farmers and of girls homemakers. The course is designed with great care to prepare the student upon the completion of his work to return to the farm and manage it with businesslike efficiency, or to establish and maintain a satisfactory farm home. The student is fitted to take an active part in the life of his community upon his graduation.
A second curriculum is so arranged that a student upon the satisfactory completion of it can, without loss of time or credits, enter the College of ~!culture of the University and complete his work for the degree of bachelor of science in agriculture or other allied subjects.
The facilities for the teaching of practical and efficient farm life are greatly increased by

the close co-operation of this institution and that of the Georgia Coastal Plain Experiment Station. This oombinatioR afforda a medium by which the student may supplement the instruction received in the classroom by observing the many experiments in farm crops and animal industry at the Experiment Station.
A well equipped dairy, a large poultry plant, beef cattle and purebred hogs and experimental plats of all kinde equip this un1t for highly satisfactory instruction.
THE SOUTH GEORGIA TEACHERS COLLEGE
The Regents upon the recommendation of the Survey Commission designated the South Georgia Teachers College as the coeducational teachers college of the State. The institution has been organized into seven divisions, and the Faculty has been classified according to rank with definite minimum standards as prereqUisite for eaoh. However, additional departments are needed at once, but these cannot be established until the State makes possible a larger annual appropriation.
While this institution is rendering a real service to the State, it is doing a particular service to the counties in the district in which it is located. Through the assistance of the General Education Board two greatly needed fields of service have been in operation for a year and are being continued this year - Field Service and Supervision Service.
Briefly stated field service means that twentyfour student teachers exchange places with twentyfour regularly employed teachers for a period of three months in the counties of Screven, Bulloch, Evans, Tattnall, and Chatham. Supervision service
49

means that the institution furnishes a well trained, full time supervisor to aid the teachers of elementary school-s in a& many counties as possible. During 1934-1935 this expert supervisor aided every elementary school in the counties of Screven and Bulloch, and during 1935-1936 she will render a simila.r service in the counties of Evans, Bryan, and Liberty. As stated this valuable work is made possible by financial aid from the General Education Board. Similar supervision will be furnished to other counties, if the General Assembly will furnish adequate funds. That our schools need such expert supervision cannot be denied.
This institution has also made wise provision for the placement of its graduates through a placement office attached to the laboratory school. More and more it becomes the duty of each institution in the University System to aid its graduates in securing positions, positions for which this training has prepared them. Vocational guidance and placement are more imperative today than ever before.
Honors DaY has been instituted to give emphasis to scholastic attainment and Georgia Progress Day to magnify the important phases of Georgia life. These two occasions have been made permanent events on the college calendar.
Many improvements during the year have been made and are still being made in the physical plant, largely through the financial aid of the State officia~s of WPA. Pa.rticular attention must be called to the water plant. This institution has outgrown the facilities originally provided by the city of Statesboro. The danger of loss of property and of liv~s ie serious.
50

GEORGIA STATE WOMANS COLLEGE
The Regents of tne Univ3reity System have designated this unit as the College of Liberal Arts for Women. Its main objective is to teach one how to live a life rather than how to make a living. Upon the satisfactory completion of the work, the student is given the degree of bachelor of arts.
Statistics compiled from the report of the United States Commissioner of Education show that the number of students pursuing the degree of bachelor of arts is increasing. That is gratifying, and yet it is what we would expect. That the courses in arts should hold their own among college students in this present age, particularly in the age of change in education, is a compliment to our higher institutions of learning and to the personnel of the student body. This situation indicates that our good American colleges have not lost sight of their primary function.
All phases of education are Taluable and should be emphasized in a complex civilization. One reason for a great University System is to emphasize vocational, technical, agricultural, medical, and legal education. Just as today we have one institution of engineering, the Georgia School of Technology, and another institution of agriculture, the College of Agriculture, so it is deemed wise to promote and foster an institution in the University System as a college of liberal arts. That institution is the Georgia State Womans College at Valdosta.
The attendance in that college can never be so large as the attendance in senior institutions offering a variety of courses and degrees; hence the per capita cost will be slightly higher. It is believed, however, that our University System will not be complete unless such a unit exists. the present attendance indicates there are many women
51

in Georgia who desire courses such as those in-
. cluded in standard colleges of liberal arts .
All realize that almost by the time you have learned a thing today it is out of date. 1 Homer is never out of date, nor Virgil, nor Horace." Shakespeare and the Bible have infinitely more to tell about the essentials of human life in the year 1935 than any thousand books reeling from the press. The classics do not grow old. A volume of science written fifty years ago, or even ten, is now more than likely to be at best a relic. But the song of the Grecian Masters or the Good Story of him who was banished to Patmos is today, after the flowering and fall of two thousand years, still a fountain of living water. Hence the importance of the classics in any sound and liberal system of education.
A University is made up of many colleges. To emphasize the need for liberal culture and to meet the demands of those young women, the Georgia State Womans College in the University System is assigned as its objective emphasis on liberal culture. Some units give power, others must give direction to that power.
GEORGIA STATE COLLEGE FOR WOtmN
The Georgia State College for Women in the fall term of 1935-1936 enrolled 1935. students, as compared to 1163 for the previous year. This is the largest enrollment in the history of the institution. The dormitories are very crowded; most rooms have three to five to each room. The classes are, many of them, over-sized - fifty to sixty to a room.
The esprit de corps of the students w.as never better. During the past year a student-Faculty participation in the management of the college has
52

been greatly improved. The dormitory and health
.. life of the students is receiving great emphasis Much has been done to improve the instruction and student guidance work. During the past summer, twenty-five instructors went away for special graduate study. F1ve of the regular term teachers are away now doing advanced study. The survey courses have been improved, notably in social science, and are favorably received.
An in-door swimming pool was constructed during the past summer and fall. It is usable, but not wholly satisfactory. It is to be a part of the Health and Physical Education unit to be built when funds are available. Very few repairs have been made to buildings this year due to drastic economies made to help in paying old debts.
There are several major needs at the Georgia State College for Women. The college needs a larger maintenance fund to adjust the salary schedule and to employ more instructors in several departments in order to lessen the pupil-load.
A new dormitory to house at least 300 students is needed to take care of the present enrollment. A new building for Health and Physical Education is badly needed. The Music department has only a few satisfactory offices and studios and is in great need of a separate building.
GEORGIA SCHOOL OF TECHNOLOGY
The enrollment in the summer term was 328 and in the regular session 1864, which was a 5 per cent increase over the previous year. The attendance for the collegiate year 1935-1936 will approximate 1975.
In addition to these the attendance in the
53

Evening School of Applied Science was 386. This school is for the purpose of giving men an oppol'tunity to improve themselv&a in applied arts.
Georgia Tech, in company with twenty-three of the twenty-seven leading engineering schools in the United States, has the semester instead of the quarter plan. President Brittain says: nsince our study of the question indicates that it is not only more effective but also less expensive in operation we have hoped that it might be possible for us to continue with this plan even though the quarter plan is adopted for the other units of the System, engineering like medicine being necessarily individualistic.
The fact that the Federal Government is completing its first housing project near Georgia Tech is of great interest and has resulted in distinct improvement in the surroundings on the east side of the campus. In place of the unsanitary tenement and slum houses in the vicinity, there are rapidly being completed along Techwood Drive permanent houses under Government direction. One of these is of particular interest, since it is a large dormitory housing approximately 350 students, at a cost of $250,000. This is managed under the direction of Georgia Tech, through arrangement with the Federal authorities, and takes many of the students away from undesirable boarding houses and places them more directly under the influence of the school. It is therefore an effective addition to the dormitory system and much appreciated, especially in view of the fact that it has been finished without expense to the State. As Chairman of the Advisory Committee of this Government project, President Brittain says: 1I have found the Federal officials willing at all times to consider favorably any point affecting our institution, and, in particular, I have been pleased with their willingness to change the location of several of the houses as first
54

proposed and give us the benefit of air and sunshine through tennis courts and park arrangements between the buildingsand Nor~ avenue."
State Engineering Experiment Station
The State Engineering Experiment Station of the University System of Georgia was legally established at the Georgia School of Technology by an Act of the Legislature in 1919. However, the Station was not put in operation until July 1, 1934, at which time the Board of Regents appropriated $5,000 to support it during the coming academic year. This step resulted from a growing realization of the great effectiveness of other such stations located in most of the States in the Union, for these research agencies have proved to be powerful instruments in the development of human and natural resources. Moreover, the obvious need of discovering new uses for the natural products in the State of Georgia, such as cotton, rosin, turpentine, kaolin, cyanite, and pine pulp, in order to bring about a more satisfactory balance between agriculture and industry, was a final compelling reason for establishing a scientific and engineering research agency at the engineering institution, so superimposed upon the teaching function of the University System as to render a vital service in raising the general standard of living in Georgia.
The primar,y function of the State Engineering Experiment Station is to make available the scientific talents of the Faculty and the graduate students as well as the equipment in the University System, so that problems of an engineering nature which are vitally connected with the welfare of our citizens may be attacked and solved with effectiveness and dispatch. Moreover, through a close co-ordination of both the engineering and agricultural experiment stations in the State we
55

hope to effect a sound development of agricultural and mineral resources, the attraction and diversification of new industries~th particular reference to the greater utilization of soil products, the achievement and maintenance of a satisfactory balance between agriculture and industry, improvement of University teaching by broadening the scope of teaching personnel through research, the training of men in methods of research, and the development of outlets tor the productive activities of our graduates in engineering and science within the State of Georgia.
During the first year of operation, the Station was responsible tor the production of commercial quality rayon from Georgia pine pulp, the perfection of excellent yarns and fabrics from waste rayon which accumulates in our rayon plants and textile mills, preliminary work concerned with cotton mill processing to promote uniformity and strength of cotton yarns, and the preliminary steps in adapting manufacturing processes to the production of high quality firebrick from our Georgia kaolins. Through gifts and donations obtained by staff members, the State appropriation was trebled in value and translated into results available to the public. Thirteen part-time and two full-time workers made these results possible.
With the advent of the 1935-1936 appropriation, the Station has again more than trebled the effective value of the State appropriation through gifts and donations. At present fifteen full-time and ten part-time paid workers together with five part-time unpaid workers are engaged in scientific and engineering research aimed at the development of Georgia resources. Nine of these workers are research graduate assistants.
Ten projects are intended to develop a sate type of heavier-than-air aircraft tor the private owner, new markets and products from gum-rosin and

gum-turpentine, methods of processing to produce uniformity and high quality in cotton yarns, X-ray methods for studying molecular structures of materials, and the use of Georgia ~aolins in refractories of firebrick.
At such a time in the future as funds, talent, and facilities permit, sanitation, water purification, construction, air conditioning, fuels, power plant operation, engine performance and construction, the utilization and benefication of minerals, and further industrial uses of soil and forest products will be studied.

COLLEGE OF AGRICULTURE
During the past two years, there has been a marked increase in t~he enrollment in the College of Agriculture of The University of Georgia. This increase is given in the following table:

Class

1933

Freshman Sophomore Junior Senior
Total

49 39 42
__!
194

*One quarter only.

~
148 5? 59
___2 322

1935*
251 160 109
---2!
584

The figures given include only students regularly enrolled in agriculture, forestry, and agricultural engineering. The figures for 1933 and 1934 are for three quarters. Those for the school year 1935-1936 include the enrollment as of October 1. The registration for the year will exceed 600, thus trebling the size of the student body in a period of less than two years. This increased enrollment was brought about by the combination of several favorable circumstances, the most important of which was the action of the Regents in re-
57

ducing the cost to students in agriculture and
. agricultural engineering during their freshman and
sophomore years.
As stated, these figures include the students in forestry, in order to make a comparison on the same basis for a period of three years. This year, however, the School of Forestry is a separate unit of the University and no longer a department of the College of Agriculture. The George Foster Peabody School of Forestry is the oldest in the South and has the largest enrollment. During the past two years it has been impossible to supply the unsolicited demand for its graduates.
At present the enrollment of students in the degree course in agricultural engineering is larger than that reported by any other college or university in the United States offering the same type of work for the school year 1934. The standard of work in agricultural engineering is recognized as excellent by the American Association of Agricultural Engineers, as evidenced by the fact that the chapter of Junior agricultural engineers in 1934 won the national trophy awarded by the American Association of Agricultural Engineers.
Constructive changes have been made in the curriculum leading to the degree of bachelor of science in agriculture. During the first two years a student is required to take at least one practical agricultural course in eaCh department of the College of Agriculture, in addition to fundamental courses in basic sciences and courses of general cultural value. This change has increased the practical value of the training to all students and especially to those who may be compelled to withdraw prior to graduation. Since the cost of attending th~ College of Agriculture for the first two years has been decreased, it is ce~ tain the number of such students will be relatively large.
58

SHORT COURSES AND MEETINGS. In addition to the regularly enrolled students at the College of Agriculture, an effort has been made to bring as many people, young andold, to-the College as possible. The aim of the institution is to serve the farm people of Georgia through short courses and special meetings. This table indicates the type of courses and the enrollment for 1935:

Course State 4-H Club Farrr. Women Terracing (2 groups) Land Appraisers Canning (5 groupe)
Forestry Chick sexing and breeding school Poultry short course Farm credit ( 3 groups)
Total

Enrollment
213 boys 304 girls 233 50
44
101 men 48 women
8 47
39 125 1162

Two significant meetings, now permanent events on the College calendar, brought large numbers of farmers and farm women to the College. The Livestock and Legume Day attracted the largest number of farmers that ever assembled at the College of Agriculture, approximately 3000. The visitors were conducted on tours over the farm and given the benefit of practical demonstrations and an opportunity to see the College farm. In the evening, a livestock show, Little International, was given by the students majoring in animal husbandry.

"Farm and Home Week, 1 begun in 1934, attracted twice as many people this year, approximately 2000. The program included activities of interest to farmers, farm women, and 4-H boys and girls. ~ore than one-half of these spent the entire week at the University and lived 1n the dormitories,

59

taking their meals in the cafeteria and dining hallS
FARM OPERATIONs. For tfte first time the College of Agriculture and the Bureau of Animal Industry of tne United States Department of Agriculture have signed a co-operative agreement to carry on livestock experimental work. The Bureau of Animal Industry has sent to the College a carload of Corriedale sheep from the ranch of King Brothers, Laramie, Wyoming, and twenty-eight mares from the government experiment station at Miles City, Montana.
These two projects are carried on to determine whether it is desirable and profitable to raise spring lambs and to breed and raise mules as workstock in Georgia.
The lamb project has progressed far enough to state that lambs can be raised on Georgia farms at a time when they sell for higher prices than at any other season in the year. The lambs raised at the College farm are of the highest quality as attested by D. A. Spencer in charge of Sheep Investigations for the United States Department of Agriculture.
The mule project has not progressed far enough to give any valuable facts. It has created interest on the part of the farm people of the State. This is evidenced by the fact that thirty-five mares have been brought to the farm by the farmers in northeast Georgia for breeding.
Progress has been made in the management of our dairy cattle. In 1935 two State production records for all time were established by cows in the College herd. In addition to these two records,. the American Jersey Cattle Club awarded both a gold mdal and a silver medal to cows in the College herd for their production records. This
60

is t}l~ flrGt time> in the history of Georgia that a
.. ~~old meual J urRcy cow hc'lS been produced in a
publicly-owned herd.
CANHING OP..:RATTONS. Among the significant practical developrnents at the College during the past two years, the work in the canning of fruits, vegetables, and meats should be mentioned. A small canning plant erected on the campus during the summer of 1934 has been in continuous operation on a toll basis. Instruction has been given to students in the canning of fruits, vegetables, and meats, and to 200 adults, 149 of whom were enrolled in short-courses during the year. Produce was brought to the College by people living seventy-five or 100 miles away.
In addition to the aotual canning, the plant has been used as an experimental laboratory in developing a satisfactory type of community canning plant for the State. Several improvements in equipment have been made; for example, an exhauster was developed which proved so satisfactory that a commercial concern is manufacturing it in quantities for sale.
A plant for the canning of the cattle from the drought-stricken area was set up by the FERA at the College of Agriculture. This plant was operated day and night for a number of months. A hundred cows were slaughtered and cr:nned daily and at a lower cost per unit than at any of the other plants in the State.
The plant with an equipment Vctlued at $15,000 has been given to The University of Georgia. This plant will be used as a m~~ts laboratory for instruction and for experimental work. No institution in the South has equipment comparable to this for instruction and experimental work of such vital importance to the ltvestock indu8try in the State.
61

CO-OPERATIVE RELATIONS. Meetings of agricultural workers have been held at the College during the past two years; committees have been appointed in several units of the Uni~ersity System and the work of all these agencies has been co-ordinated.
The agricultural workers at the College have made every effort to co-operate with other agencies in Georgia for the benefit of the farm people and the State. An example of this co-operation is the service rendered to the plant growers of Georgia through the department of plant pathology at the College. Dr. Julian Miller, in co-operation with the State Entomologist, discovered that the diseases resulting in the loss of one-third of the plants grown in Georgia last year and shipped to other States for sale was due to disease-borne seed shipped into Georgia, yet certified by authorities in eastern States. The discovery by Dr. Miller has led to the development of co-operative plans with seed producers in New York, Pennsylvania, Indiana, and other States. Mr Yeomans, the State Entomologist, believes this will eventually permit Georgia to double its plant production business. This example is typical of the cooperative relationships being established.
EXTENSION CONTACTS AND 4-H CLUB WORK. The Extension Service has been in contact with more farm people in a personal and special way during the past year than ever before, and the enrollment in 4-H Club work has never been so large. In the last report available from the United States Department of Agriculture the official enrollment of boys and girls was 52,847, and of this number 32,356 completed their projects and made reports. This also established a new record. Only Ohio exceeded Georgia in 4-H Club enrollment. Since this official report was made our contacts have continued to increase, and it is certain this year will again bring honors to Georgia for the number of persons served by the Extension Service.
62

GEORGE FOSTER PEABODY SCHOOL OF FORESTRY
During the past few years the forestry work at The University of Georgia has been growing ver,y rapidly. The increased interest in forestry and the importance of the South in this work has undoubtedly had something to do with this.
The importance of forestry to .Georgia, and the necessity for furnishing trained leaders, demand a strong regional School of Forestry at the University. In line with this policy and by action of the Board of Regents, the Department was given the status of a separate school in June, 1935. In reestablishing the School of Forestry it again bears the name of its original sponsor, Mr. George Foster Peabody, who in 1905 offered to endow a Chair of Forestry at the University for a period of three years. At that time the School was called the George Foster Peabody School of Forestry.
For the collegiate year 1934-1935 the total enrollment of 145 was the largest on record. While it was felt that the enrollment would increase during the collegiate year 1935-1936, it was not anticipated that the enrollment would be 195 students, as was the case this fall. It is interesting to note that students have been attracted to the School from a number of other states and institutions.
Through the co-operation of the Federal Government it was possible to secure summer work for all of the Forestry students who desired it. These students were employed at different national forests and in soil conservation work. This work not only gave the students experience but afforded them contacts which were invaluable. The graduates of the School have been parti~ularly fortunate in that all have secured posltlons before or upon graduation.
63

Through the co-operation of the Federal Government the senior camp was held in the Osceola National Forest at O+ustee, tiorida. This camp is of great value to the senior forestry students since it gives them an opportunity in the spring term of their senior year to put into practice theoretical knowledge gained during their four years at the University. The sophomore camp was held at Watson Springs on the property given to the University by Colonel J. D. Watson.
WiUl the increased interest in forest planting, efforts were made to grow a large number of seedlings in the nursery during the present year. Unfortunately the inability to secure seed restricted the output below that which was desired. It is estimated that the total number of seedlings grown this year will total approximately 750,000. These seedlings are made up primarily of pines slash, loblolly, longleaf, shortleaf, and black locust. Since the beginning of the planting season there has been an unusual demand for seedlings, and two million trees could have been quite easily disposed of.
A good departmental library is an essential part of the Forestry School and efforts are being made to provide such a library. A room has been set aside for this purpose and through the cooperation of many individuals and departments of the Government, a good start has been made on this library.
During the past year the School had the misfortune of losing the services of Mr. A. J.
Streinz, who left to take a Job with the u. s.
Forest Service. Mr. Allyn Herrick, a graduate of the N. Y. State College of Forestry who was working in the Texas Forest Service, was secured in Mr. Streinz 1 s place. Mr. G. N. Bishop, a graduate of the University of the class of 1926, was added to the Faculty. Mr. Bishop has had considerable
64

experience in naval stores work, and it is planned
.. to have him help develop this department of the
School.
SCHOOL OF MEDICINE
The increase in the allocation made by the Re-gents to the School of Medicine for the current fiscal year placed the institution on a sound financial basis. The School experienced no difficulty in conforming to the various subdivisions of its budget.
During the rehabilitation of the School of Medicine in 1934, the Faculty was practically re-built. During the year 1935 it was maintained at the necessar,y high level, and only one major change occurred. This was due to the resignation of the professor of surgery, and a satisfactor,y temporary arrangement has been made in this department.
In spite of the difficulties of the School of Medicine there has been no decrease in the number of applicants, and it still continues to have about twice as many applying to the first year class as can be admitted. The requirements for admission to the first year class have practically reached the point of demanding three years of college work for entrance, only two members of the class having been admitted in 1935 with two years of premedical training.
During 1935 the new Milton Antony Wing of the University Hospital, constructed at a cost of about $90,000, was completed. This building was furnished upstairs and down by a gift of $18,000 donated by Mrs. Olivia .A. Herbert, as a memorial to her husband, son, and daughter. The upstairs is used as a contagious disease pavilion, and the downstairs is the new out-patient department which
65

was transferred from the basement floor of the Medical School building. (This floor of the college is now being renovated-tor other purposes and the cost of the changes is being borne by the Alumni Fund.) The completion of this building made possible the dismissal of three criticisms of the Council on Medical Education and Hospitals, as follows: (l) New out-patient department provided; (2) Contagious disease pavilion provided; (3) The contagious disease pavilion increased by thirtytwo the number of beds in the University Hospital, raising the total number of beds to 300, about three-fifths of which are free.
After a great deal of solicitation on the part of the authorities of the School of Medicine and the University Hospital, the State Highway Board finally promised to hard-surface the roadways on the campus, the work to begin in the spring of 1936. The urgent importance of the completion of this work cannot be over-emphasized, especially on account of the dust nuisance in the hospital wards, laboratories, operating rooms, etc.
In June 1935 a graduate course for colored physicians was inaugurated and was attended by about one-fourth of the colored physicians in Georgia. It is expected that this course will be given again in 1936.
A graduate course in anaesthesia was given in the summer of 1935. It is hoped to expand the work in graduate medical education in the School of Medicine.
STATUS OF THE SCHOOL. Following the efforts toward rehabilitation made during the 1934-1935 session, the Council on Medical Education and Hospitals of the American Medical Association, at its meeting in Atlantic City, June 9, 1935, resolved: 1 That the Secretary by communication commend the University of Georgia School of Medicine for the
66

advancements it has made. 11 And 1t was further resolved that recognition be accorded students en~ tering the fall of 193~. On ~e basis of the report of Dr. H. G. Weiskotten and Dr. John Wyckoff made after their visit to the School of Medicine, Dean Kelley feels "that with the improvements that have been made and those that are contemplated the University of Georgia School of Medicine will be given the recognition that it deserves.
It must be borne in mind, however, that a determined effort on the part of accrediting agencies is being made to diminish the number of graduates in medicine and that a re-inspection of all the medical schools in the United States and Canada will be completed some time during 1936. After the study has been completed, what the action of these accrediting agencies will be no one can foresee. Provision has been made in Georgia for the protection of our own School of Medicine. This was accomplished when the Governor signed the bill passed by the last session of the Georgia Legislature amending the Medical Fractice Act so as to require the Georgia State Board of Medical Examiners to admit to examination graduates of either of the two medical schools in Georgia, regardless of their rating by out-of-state agencies.
It is the intention of the authorities to conduct the highest type of medical school. At the same time they de not propose to be wiped out of existence merely because in certain states there are too many medical schools graduating too many doctors, whereas this situation does not obtain in Georgia, where in 1933 the number of physiciana licensed and the number that died and retired were practically identical.
The increased support is helping greatly to make the School of Medicine take its proper place in directing medical activities in the State as a whole. With the inroads being made by syphllis,
67

gonorrhea, malaria, hook worm disease, tuberculosis, and cancer, there is an enormous field for concerted effort; and the- School of Medicine should lead the way in combating these foes to human prosperity, health, and happiness.
THE EXPERIAreNT STATIONS
The University System maintains agricultural experiment stations widely separated in the State to serve the varied types of agriculture.
The Georgia Experiment Station located at Experiment, on the outskirts of Griffin, is supported by both Federal and State appropriations. This institution has a staff of about thirty-five technically trained people who concentrate on the solution of fundamental problems underlying agriculture, homemaking, and rural life. It maintains well equipped laboratories at Experiment and conaucts co-operative experiments with the College of Agriculture at Athens and the Coastal Plain Experiment Station at Tifton, as well as with farmers and land owners in more than fifty counties of the State. It maintains a branch station in Union County, near Blairsville, to serve the mountainous section of the State.
A list of all the agricultural research projects carried on in the State is kept in a single volume and brought up to date once each year. A copy is maintained in the Chancellor's office that he may be kept informed as to what lines of .agricultural research are being carried on and by what agencies - Federal, State, or private funds. The results from these various experiments or projects are published in bulletin form and serve as the basis for improvement of agricultural ~ractices, agricultural teaching, and extension.
The Bankhead-Jones Act: On June 29, 1935, the
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President signed an Act of Congress providing increased funds for the support of research, teaching, and extension wor~ in agr\._culture. That part of the funds provided in the bill for agriculture.! research is required to be matched by an equal amount of State funds. This added revenue for research will fill a long felt need for better support in this important field.
The Coastal Plain Experiment Station located at Tifton is supported by State funds and devotes its efforts to the agricultural problems of the coastal plain area of the State. It emphasizes field experiments which are followed by farmers in the southern part of the State.
Both of the Experiment Stations work in close co-operation with the United States Department of Agriculture, the Tennessee Valley Authority, the College of Agriculture, and other units or branches of the University System. A more detailed account of the work of the Experiment Stations may be found in their annual reports.
ATLANTA EXTENSION CENTER
Enrollments in the Division of General Extension for the period ending August 31, 1935, were: Extension classes, 1555; correspondence courses, 1670; total, 3225 These 3225 classes and courses were taken by 2606 individuals. Sixteen instructors gave extension class instruction and 113 gave correspondence instruction during the period under consideration. Eliminating duplication, a total of 114 members of Faculties of the University System did extension teaching during the period covered by this report.
Twelve Negro instructors held extension classes and thirteen did correspondence teaching or, eliminating duplication, eighteen members of
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Faculties of Negro institutions in the University
System did extension teachin.g..
The total number of members of Faculties in the University System giving extension instruction were: class teaching, 28; correspondence teaching, 136; grand total, 164.
The Division of General Extension employs four full-time class organizers and instructors,who, in addition to their extension class teaching, organize classes taught by Faculty members of institutions in the University System. These men are well qualified and have the degree of doctor of philosophy.
Correspondence courses are given by instructors in the senior colleges in the University System.
In co-operation with the State Department of Public Health, the Division of General Extension arranged for graduate medical extension lectures and clinics for practicing physicians and graduate nurses. These programs were conducted by members of the Faculty of the Medical College at Augusta and also in the following cities: Statesboro, Tifton, Thomaston, Sandersville, Gainesville, and Cartersville. One hundred and forty-nine physicians and fifty nurses representing fifty counties received, free of charge, the benefit of these lectures and clinics.
The Atlanta Extension Center, formerly known as the Evening School, now gives courses for students on the junior college level, from two to five o 1clock in the afternoon. This phase of the work follows the same program of instruction followed by the other junior colleges of the System.
In addition to this work the Atlanta Extension Center is granted permission to give an additional

year's work in those subjects that will enable students to satisfy three years of work leading to an undergraduate degree in the enior institutions of the System. However, all candidates for the undergraduate degree given in the senior institutions must satisfactorily complete nine courses or thirty hours in the senior class in residence at the institution granting the degree and must meet all the prescribed requirements. The minimum residence requirement at the senior institutions concerned is thirty-six weeks.
NEGRO EDUCATION IN GEORGIA
The University System provides three institutions of college grade for Negroes, namely: Georgia State Industrial College at Savannah, State Teachers and Agricultural College at Forsyth, and Georgia Normal and Agricultural College at Albany. At each of these institutions is also a four-year high school; these high schools will be discontinued as soon as possible, but at present this cannot be done. The Georgia State Industrial College is a four-year college, while the other two are junior colleges doing freshman and sophomore work. The Georgia State Industrial College awards the bachelor of arts degree and the bachelor of science degree, with concentration either in education or agriculture, or home economics. Supplementary instruction in the trades is also offered. The State Teachers and Agricultural College and the Georgia Normal and Agricultural College offer a two-year college certificate to those students satisfactorily completing the required course of study.
A new course of study will become effective in September 1936 in both the junior colleges for Negroes at Albany and Forsyth. Under the new plan, at the end of two years students may receive a diploma in teacher-training, home economics, or
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agriculture. Students upon the satisfactory completion of their work may transfer to the senior college at Savannah and, in-two additional years, complete their work for a degree.
There is improvement in the work being done in these institutions. The physical plants need to be repaired and to be enlarged. The situation at Forsyth is critical. An increase in maintenance is badly needed.
It is gratifying to report that under WPA a great deal of work has been and is being done at the Savannah college. Hill Hall is being repaired and when it is finished it will be a modern building with modern facilities. This work has been needed for years. A fine health education building is also nearing completion. This building was made possible by using the trust funds raised for the purpose of erecting a health education and recreational building. The Industrial Arts Building is about completed and will be named Morgan Hall, in honor of Regent Morgan who has given so generously of his time to the entire University System and who has taken a keen interest in the senior college for Negroes in Savannah It is my hope that every Regent will be in Savannah when that building is dedicated. I am sure the Regents want to inspect that 1nst~tution, but more particularly assemble to pay tribute in this simple way to Regent Sam H. Morgan, "a prince among men.
Early in 1936, plans have been made to construct at Forsyth a modern combination building for the teaching of agriculture and home economics. I have assurance that the funds necessary to equip this building will be given by the General Education Board. Plans have also been made to erect a modern one-teacher school building. This building has been needed for years. To do additional work so badly needed, we hope to be able to receive aid from WPA. We value highly all the
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help that has been made possible.
. .
THE GRADUATE SCHOOL
The University System should be given the opportunity of developing a high class graduate school. This is distinctly University service which will yield in large measure a rich harvest to the State and mankind. Facilities and Faculties to this end should be provided.
It is extremely difficult to think of a University System without a well developed graduate school. It has been well said that a college may retain its self-respect in the use of its name, if it restricts its instruction to undergraduates, but a University with such restricted curriculum should lose either its own respect or its name.
Teachers are demanding advanced training, and the advanced training can only be had in well developed graduate schools. Unless such a school is adequately maintained we shall lose the type of man we must retain in or attract to the University System.
The purpose of the Graduate School is to perform two functions, not entirely distinct: to train teachers for higher institutions of learning and to do research work. The prosecution of research work has a profound influence upon lower grades of instruction. It we would command the advance of our material and to a considerable extent our spiritual life, we must maintain the earnest and organized search for truth. We could well put such an appeal wholly on moral and spiritual grounds: the unfolding of beauty, the aspiration to knowledge, the very widening penetration into the unknown, the discovery of truth, and finally as Huxley said, 1the inculcation of veracity of thought.'"
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May we not express the hope that at no distant date friends of the University System will recognize the importanc~ and va~ue of teaching fellowships and teaching scholarships so that we may assist our bright students in doing graduate work? In this way as in no other we can give tone to the University System.
UNIVERSITY VERSUS COLLEGE
President Hadley of Yale said, "A university is distinguished from a college, not so much by the unusual range of subjects taught as by the unusual recognition which its achievements command, whether they be in a few lines or in many. It was in this particular that American universities fell farthest behind those of Europe. They did not get into the game. Practical men in business and in politics did not look to them as places for getting advice as to how the affairs of life could be most successfully conducted. America has allowed the teaching of theory and the study of practical problems to get too much separated. In this respect the contrast with France or Germany showed itself ver,y strongly. If a practical problem in France or Germany needed solving, men looked to the Universities for help in solving it. This caused technical problems of ever,y kind to be studied more thoroughly, gave greater vitality to university teaching, and made the career of a college professor an attractive one for the most ambitious men. When the War came, with no help from Germany and comparatively little from France, people awoke to the necessity of asking advice from colleges on a great many lines where they had not previously done so. This gave our professors an opportunity to show what they could do - first in war and then in peace. We have made it our effort to retain the advantage thus gained.
The great difference between certain unive~ sities and others is one that seldom occurs to the
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average citizen: not in the calibre of professor, not in the investigations made, not in the work done - but in the lack of tunas to publish the results of these investigations to the world. At many universities ever,ything done by members ot the Faculty - research problems, literar,y work, addresses delivered before learned societies - are published to the world. Such institutions have a Review or a University Press. If the University System had a periodical, or had a press, it would encourage men to write articles and to give to the world their findings - things of permanent value t.o science and to letters.
The essential characteristics of higher institutions ot learning are the advancement, the conservation, and the dissemination of knowledge. A University System Press is, therefore, as fundamental and as essential as a librar,y or provision for research. The functions ot such a Press are to publish in dignified and stately form those important contributions to knowledge which, tor one reason or another, fail to command a sale that would justifY the publication in the course ot ordinar,y trade. Here is an excellent opportunity tor loyal friends to give funds with which to establish a University System Press.
It has been repeatedly said that one objection to the creation ot junior colleges is that these institutions cannot prepare students for the higher forms of cultural study as effectively as it can be done in the freshman and sophomore years or our good senior colleges. This statement is based on the assumption that the junior colleges cannot enlist teachers of the calibre of college professors, tor scholars will almost universally prefer institutions of the senior level. To a large extent this is true. Scholars like to oome into intimate contact with scholars. With rare exceptions, institutions of higher learning will always be able to pay higher salaries than insti-
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tutions of lower level. I am confident that these objections can in large measure be remedied by a high class Review, the avenue~y which scholars in the University System can give to the world the results of their study and research. May some good friends make possible this year the necessary funds for a REVIEW. Who can estimate its value to the State?
AN APPEAL TO FRIENDS
No State university or university system can exist on State support alone. Even the most favored State universities find it necessary to ask for outside contributions to carry on their work. Certain projects must rest with loyal friends for support. After the project is under way and the people realize its value and its neces~ity, the State makes adequate appropriations for continuing the work. It is for this reason that institutions of higher learning make constant appeals tor money from their friends and from foundations to begin a work of an educational nature that does not appeal to the Legislature. Past history proves conclusively that such gifts never deter State BUpport, but on the other hand encourage the State to larger appropriations for carrying on every worth while project.
CONCLUSION
In many respects this has been a good year. Progress has been made. The people have greater faith in the University System now than ever betore. There are evidences along many lines that the University System is taking its rightful place of leadership in the State.
We are by no means satisfied with the progress made and, like other institutions or systems, we
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are seeking new ideas to add color and interest to the important functions of the University System. The University and the University System ~e played an important part in~e development and history of the State and they w111 continue to do so, long after their critics have been forgotten. With true reverence let me apply to it the words of the Psalmist, we shall perish, but thou shalt endure. We shall wax old as a garment and as a vesture shall we be changed. But thou art the same, and thy years shall have no end. 1
To the Governor, the Regents, the heads of the units, to the Faculty, to the efficient staff in the central office, who have at all times assisted me in my work, I desire to express my sincere aPpreciation.
Respectfully submitted,
s. v. Sanford, Chancellor
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