Annual report from the regents of the University System of Georgia to his excellency honorable E.D. Rivers governor for the year 1936 [Jan. 25, 1937]

REPORT
from the R E G E N T S of the
UNIVERSITY SYSTEM OF GEORGIA
To His Excellency
HONORABLE E. D. RIVERS
Governor

. DAHLONEGA NOR._T~ G EOQMj,c.

. AT~HJ:S

Of T-11 UNIVE~ITY

GEO~I.I>.

Eli.PERIMEIIT
(j-0~(1 1JI. l'.PERII<\ENI

5TATION

FORSYTH STATE TEO,CH1>.~ AND AGR ICULTURAL COLLEG.

. /1\ILLEDCrfVILLE
GEORCii A ~T;\TE. COLLf.I<E. 'fOil_ WOM EN

COCtlR..I\N
M IDDLE G01l_C,I"

COLLEt>~

AI'IER.I CU~ GEOR(,IA 'SOUT HWEHERN COLLEGE

. STATE:>~ !>OUTH GEoR!,IA
TeACilEI!,.'S COLLE G I!.
SAVANN Ml GEOR_C. IA STAT

AL&A.N'(

GEOR_GIA. NORJI.\4L .A ND

A(,RICULTU~A.L COLLEC.E



TIFTON

.A&R.AHAM I!>ALDW I ~

ACRI(ULTUil,Al COLLEGE

COI\~T... L PL "'" .),PR. I/I\'E'NT !5TA"T I ON

DOUGLAS SOUTII GlOR.GII\ CO LLE GE
FOR THE YEAR

VAL DOSTA
GEORGIA STATE. WOMANS COLLEGE

1936

Atlanta, Georgia, January 25, 1937.
To His Excellency, Honorable E. D. Rivers Governor of Georgia State Capitol Atlanta, Georgia
My dear Sir:
Pursuant to the provisions of Section 60 of the Reorganization Act, the Regents of the University System of Georgia herewith submit to you their fifth annual report - for the year ending December 31, 1936.
With this report we are submitting the report of Chancellors. V. Sanford.
The present personnel of the Board of Regents, districts represented, term of office, and address are as follows:
l

2
DISTRICT Ex Officio State at
Large First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth

REGEl!TS

ADDRESS

E. D, Rivers Ex Officio during term as Governor

Marion Smith Concurrent with term of Governor

E. Ormonde Hunter July 7, 1936- July l, 1939

Jolm ~ionaghan July 1, 1935 - July 1, 1941

George C, Woodruff January 1, 1932 - July 1, 1937

Cason J. Callaway January 1, 1932 - July 1, 1941

Clark Howell February 7, 1934- July 1, 1937

s , ~iiller

Bell

July 1, 1935 - July 1, 1941

c . n. ~rne.m
July 1, 1935 - July 1, 1941

M. D. Dickerson January 1, 1932 - July 1, 1937

Sandy Beaver July 1, 1933 - July 1, 1939

R, P, Burson April 13, 1933 - July 1, 1937

Atlanta Atlanta Savannah Pelham Columbus LaGrange Atlanta Milledgeville Cartersville Douglas Gainesville Monroe

OFFICERS OF THE REGEHTS Chairman Vice Chairman. Chancellor Secretary. Treasurer. University System Examiner

.Sandy Beaver

s . .~liller

Bell

"' v. Sanford
L. R, Siebert

w. w. Noyes

F. s. Beers

Pfice of the Regents of the University System is 330 State Capitol, Atlanta, Georgia

The standing committees of the Board of Regents , through which it functions when not in ~ession are ~
CO~IDITTEE ON EDUCATION : Clark Howell , Chairman E . Ormonde Hunter
COM!UTTEE ON FINANCE : !liller S Bell , Chairman George C. Woodruff Cason J. Callaway
CO ~UHTTEE ON ORGANIZATION AND LAW : M. D. Dickerson, Chairman John Nonaghan E. Ormonde Hunter
CO~ITTEE ON VISITATION : R. P . Burson, Chairman C . ll . Hilam
Builrline Committee It was necessary to create a special committee on buildings to handle the program made possible by State and Federal funds . This committee was charged with the details of the building program , awarding contracts , etc. The personnel is as follows :
Miller s . Bell , Chairman
George C. Woodruff R. P . Burson E. Ormonde Hunter
AUDITORIUM GEORGIA SCHOOL OF TECHNOLOGY Atlanta, Georgia

4
Units in System
The University System is now composed or eighteen units.
The units, location, and ~eads are ~ rollows:

LOCATION 1. Albany

INSTITUTION
Georgia Normal and Agricultural College

PRESIDENT, DEAN AND/OR DIRECTOR
J. w. Holley,
President

2. Americus

Georgia Southwestern College

Peyton Jacob, President

3. Athens

The University of Georgia Harmon W, Caldwell, President

4. Atlanta

Georgia School of Technology

~. L. Brittain, President

5. Atlanta

Atlanta Extension Center

George N. Sparks, Director

6, Augusta 7. Carrollton

University of Georgia School of Medicine
West Georgia College

G, Lombard Kelly, Dean
I. s. Ingr~,
President

8. Cochran

Middle Georgia College

L. H. Browning, President

9. Dahlonega

North Georgia College

J. C. Rogers, President

10. Douglas

South Georgia College

J. ti. Thra~n, President

11. Experiment

Georgia Experiment Station H. P. Stuckey, Director

12. Forsyth

State Teachers and Agricultural College

W. tl. Hubbard, President

13. Milledgeville Georgia State College for Guy H. Wells,

Women

President

14. Savannah

Georgia State College

Benjamin F. Hubert, President

15. Statesboro

South Georgia Teachers College

M. S. Pittman, President

16. Tifton

Abraham Baldwin Agricultural College

George H. King, President

17. Tifton

Coastal Plain Experiment Station

S, H. Starr, Director

18. Valdosta

Georgia State Womans College

Frank R. Reade, President

5
Four Year or Senior Colleges The following constitute the senior or four year collegesz l. The University of Georgia, Athens 2. Georgia School of Technology, Atlanta 3. Georgia State College for Women, Milledgeville 4. Georgia State Womans College, Valdosta 5. South Georgia Teachers College, Statesboro 6. University of Georgia School of !Jedicine, Augusta 7. Georgia State College, Savannah
Junior Colleges The following are the junior colleges offering two years of college work - freshman and sophomore: 1. North Georgia College, Dahlonega 2. West Georgia College, Carrollton 3. Georgia Southwestern College, Americus 4. Niddle Georgia College, Cochran 5. South Georgia College, Douglas 6. Abraham Baldwin Agricultural College, Tifton
Experiment Stations The following are the experiment stations: 1. Georgia Experiment Jtation, Experiment 2. Coastal Plain Experiment Station, Tifton 3. Engineering Experiment Station of the Georgia School
of Technology, Atlanta
Department of Adult Education This department is composed of the following divisional 1. The Atlanta Extension Center (Evening School) 2. Division of General Extension

6
Excerpt Taken Froll! Hinutes., of l'Ieeting Held by Board of Regents Gnder Date of July 10, 1936
Samuel Hill Horgan
The Board of Regents of the University System of Georgia has learned with profound sorrow of the sudden passing of one of its most distinguished and useful members, the Honorable Samuel Hill Horgan, which occurred suddenly at his home at Guyton, Georgia: Sunday morning, July 5, 1936, at 5:45.
The Regents deeply regret the loss of their former associate, and desire to record their high appreciation of his character, ability, and unselfish service to the State. No Regent has been more diligent or shown more wholehearted devotion to his duties.
M~. Morgan served as Chairman of the Finance Committee and Chairman of the Visiting Committee, and to all the obligations which these responsibilities brought him, he devoted his wide experience, exceptional ability, and sound judgment. These qualities combined with his willingness at all times to serve and advise, made him a strong and dependable Regent.
As his associates on the Board we appreciate his sincere, strai.ght-forward character, and each one of us feels a deep sense of grief at his passing; and we extend to his family our deepest sympathy in their affliction, and direct that these minutes be incorporated in the records of this Board, and a copy forwarded to the family of Hr. Horgan.
Hiller S. Bell, Chairman R. P. Burson C. M. Milam

7
Reorganization
So far as the Regents can foresee, we have completed the reorganization and no further changes are considered necessary. The problem now is centered around co-ordinating and developing the units in the System from the standpoint of high scholastic attainment. It is gratifying to report that every unit in the System is now a member of the Association of Colleges and Secondary Schools of the Southern States. Never has there been a period when the University System was rendering a more far-reaching service to the youth and to the citizens of Georgia.
Attendance
The growth in attendance should be a source of gratification to the citizens and to the Faculties of the University System. If it is argued that the increase may be due to the fact that eight (8) units were abolished, the answer is that the increase in attendance is more than 2500 ln excess of the combined attendance of all the units prior to the reorganization.
Attendance Brings Other Problems
It is evident that increase year by year in attendance adds an additional strain on the present State maintenance appropriation. Increased enrollment requires additional members of the Facul-

8
- ties; and an increase in the teaching staff requires
an increase in the maintenance fund. A business is
standing still if it. operates from year to year on
the same financial budget. It prospers and grows in proportion to its expansion of the budget, granted of course that expansion is based on good financial judgment. Growth in enrollment goes hand in hand with increase in maintenance. Increase student enrollment and decrease maintenance - and the System will render only a mediocre service.
Efficiency and Economy
Efficiency and economy are often synonymous. At times these words are not so regarded. Per capita cost of instruction has been determined by experts in finance. Seldom, if ever, can an industry succeed, if it does not know the unit of cost no matter what the article may be. The same law holds good in our educational institutions.
It is evident that a large enrollment cannot be taught with the same funds as a small enrollment; and so an ever increasing enrollment - without proportionate increases in maintenance - destroys the balance between efficiency and economy no matter what the standards may be, and the institution tends to become mediocre.
In Georgia, contrary to the opinion of many, there are good evidences of determination on the part of taxpayers and members of the General Assembly to make possible an educational system, ideal

9
and logical, such as Abraham Baldwin outlined in
1'785.
Let us now build, there-rore, a University System that will not only meet the needs of our people but that will assume national leadership.
Absolute Limit of Economies
During the period of reorganization, from January 1, 1932, to the present time, the Regents have made every possible economy. These economies have been made by reducing salaries, reducing personnel, reducing funds for new equipment, and for repairs, abolishing departments and exacting of teachers twelve months' service. Every yossible cut has been made. These were necessary for the reason that the indebtedness incurred prior to the passage of the Reorganization Act of 1931 had to be paid. Investigations indicate that some of the debts, while not authorized were made in good faith. We have no criticism to make of those who managed the institutions prior to the reorganization. However, the Regents were charged with grave responsibilities, the most important of which were these two: balancing the budgets and paying the debts. Both these have been accomplished. The budgets are balanced and the debts in excess of a million dollars have been paid in full. And, as further indication of the economy and efficiency with which the Regents have operated, your attention is invited to the following facts:

10
During the three years prior to the Reorganization Act, the State turned over to the
Trustees an average of appro;imately ~~1 ,840 ,000.00
annually . Last year - notwithstanding the fact that
we taught 26 per cent more pupils than were taught at any time under the old system - the Regents received from the State only $1,275,000 - an accomplishment which is probably without a parallel in the nation.
Increased Costs of Living
The cost of living, of repairs, of fuel, and of everything has increased and is still increasing . Salaries of the Facult~ must be increased to correspond at least with those in neighboring states or we cannot hold the youn ger members of the Faculty nor attract the type of scholar that makes an institution great .
CLASSROOM BUILDING UNIVERSITY OF GEORGIA SCHOOL OF MEDICINE Augusta, Georgia

11 Encourage or Deter Students
The absolute limits of~conomies have now been reached . I t is the function of the University Sy~tem, through the General Assembly, to furnish its facilit ies to as many young men and women of Georgia as possible. It would be a serious step if anything should be done that would deter or prevent youth from taking advantage of the opportunities the University System offers .
The Regents have so adjusted fees and cost of board, room rent , etc ., as to enable students to secure a college education at a minimum cost . Comparative studies made by educational f oundations indicate that costs in the University System are very low. I r efer you to the report of the Chancellor . It is the desire of the Hegents t o keep the costs as low as possible to the youth of the State . A decrease in maintenance or no increase in maintenance increases the costs to the pupil .
VOCATIONAL AGRICULTURE AND HOME ECONOI1ICS BUILDI NG STATE TEACHERS AND AGRICULTURAL COLLEGE Forsyth, Georgia

12
Bu~lding P~gram
It would be the part of economy for the General Assembly to make possible another million dollars as a building program for the University System. Buildings are badly needed. Perhaps no such opportunity will ever be presented to the General Assembly for a building program for our UniverSlty System.
Repairs
Buildings deteriorate every year. Money is needed to prevent such deterioration. All public buildings need repair. Economy demands adequate appropriation annually for repairs.
Inadequate Facilities
Attention is called to the fact that the present facilities in the State Capitol for the Central Office of the Regents are inadequate.
Legislation
To the General Assembly the Regents presented several bills and resolutions. We respectfully ask that careful consideration be given to the following:
A Bill Entitled: An Act empowering the Board of Regents of the University System of Georgia to invest trust~ds in real estate and in improvements or buildings thereon; repealing all laws or parts thereof in conflict with this Act.

13
A Resolution: Expressing Assen~ of the~Legislature of the the State of Georgia to the Provisions and Purposes of the Act approved June 29, 1935 (Public No. 182-74th Congress).
A Bill Entitled: An Act to amend an Act entitled: "An Act to define the status of the Regents of the University System of Georgia; to declare the State's title and Ownership of the property held by the RegentE 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," approved February 14, 1935, and published beginning on page 171 of the Georgia Laws of 1935, by striking from the said Act of 1935 that part of Section 3 requiring fees and proceeds of sales to be transmitted to the St~te Treasurer.
A Resolution: Authorizing certain county officials to deposit in the Library of The University of Georgia certain old newspapers and printed documents.
A Bill: Authorizing and Directing the State Librarian to deliver to the Library of The University of Georgia Law School certain Publications and providing for the Use of this Material.
A Bill Entitled: An Act empowering the Board of Regents of the University 0ystem of Georgia to invest

14
trust funds in lands now owned or hereafter acquired by said Board.
~
In concluding this report the Board again expresses its deep appreciation of the splendid loyalty and support it has received from the Chancellor and the Executive officers of the Board and from the heads and staffs of all institutions.
Respectfully submitted, Regents of the University System of Georgia,
By Sandy Beaver, Chairman

Honorable Sandy Beaver, Chairman, Regents of the University System of Georgia, Atlanta, Georgia
Dear Chairman Beaver:
It gives me pleasure to present to you and through you to the Regents my report as Chancellor of the University System of Georgia for the year ending December 31, 1936. This is the fifth annual report, but my second report. The reports of the Presidents, Deans, Directors, Heads of Departments, and others covering the activities of the several units of the University System are on file in the office of the Regents and are available to those interested. The audit of each institution by the .State Auditor is likewise on file and available for inspection.
Introduction
Whether the New Deal is responsible for our economic recovery is a matter of little or no consequence. It is undeniable that national and
15

16
state prosperity and progress are evident in every line of activity. ~ducatio~was the first major activity to suffer drastic curtailment of funds and naturally will be the last to be restored to its former place. It is our belief, however, that the handicaps of inadequate buildings, of equipment, of teachers, and of salaries will quickly be remedied and that the University System will go forward.
Georgia can support and must support an adequate educational system. To build and maintain a University System which will meet the present needs of the youth and of the State will cost money. Let it be clearly emphasized that the educational institutions a~e not seeking to build themselves up at the expense of the State : their one desire is that they may be equipped so that they may render an efficient service to the pe ople of Georgia . There can be no finer investments than the money spent wisely for the support of its educational institutions. "Let it not be objected that a system like this would require means. Education is the one subject for which no people ever yet paid too much . Indeed, the more they pay, the richer they may be-
LIBRARY BUILDING WEST GEORGIA COLLEGE Carrollton, Georgia

17
come. Noth1ng is so cos~iY as ignorance and nothing so cheap as knowledge."
The cause of htgher ed~ation is one of the most sacred undertakings of the American people. All the University System asks of the State is small indeed in comparison with returns made by the State's wealth. No money is so well expended as that which a state or city invests in its educational system. This is the eternal choice that is given to the world.
Beginning of Improvement
Men who stamp their services and virtues on the pages of history with honor furnish inspiration for those who follow. Such a man was United States Senator Benjamin Harvey Hill of Georgia. Master.ful as were his speeches in Congress, none was greater than his address to the Alumni Society of The University of Georgia in 1871. Senator Hill was a statesman and a prophet and it would be time well spent for any person to reread that address on education and the functions of a university in building a great people and a great state.
SCIENCE BUILDING THE UNIVERSITY OF GEORGI A Ath ens , Geor gia

18
Among other things Senator Hill said: "The
. beginning of all imp.rovement in Georgia lies in the
enlargement of our system of education. Education is like water; to fructify, it must descend. Pour outfloods at the base of society, and only at the base, and it will saturate, stagnate, and destroy. The first necessary step in any educational system, therefore, and the first, the highest, the holiest now pressing upon every Georgian, is to build up this University (University System) 11
Significant as these utterances were in 1871 they are far more significant in 1937. No words of mine can be half so weighty as those of his. For that reason I recall them for your consideration and confidently believe that this General Assembly will make possible what the people of Georgia now desire an enlarged, enriched, and modern system of education from the kindergarten through the graduate school of the University System of Georgia.
Education Must Reach Masses
No State can have an adequate public school system of secondary education unless it has a good University System and no State can have a great University System unless it has an adequate public school system of secondary education. The two go hand in hand. There are not two systems of education; there is only one - an adequately maintained system of public education, including every unit supported by the State. There cannot be a foundation without a top nor a top without a foundation. Inspiration comes from above and so does the diffusion of knowledge. "The first step of upward progress is to build up our universities. Flowing down from them, education must reach the masses."

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The University System
Prior to the Reorganizat,on Act, each unit of higher education supported by the State considered itself an independent unit, largely because it was controlled by a separate governing board, even though all appropriations made were to the Trustees of The University of Georgia. That the University System has always existed in name, if not in fact, is clearly indicated by the manner in which appropriations have been made by the General Assembly. It was Abraham Baldwin in 1785, Father of The University of Georgia and Founder of American State Universities, who originated the idea of a state university system. It was Chancellor Walter B. Hill in 1889 who, to a certain extent, made operative the original idea found in the charter, but it was the General Assembly in 1931 which enacted into law the University System of Georgia. However, in the final analysis it was Abraham Baldwin in 1785 who originated the plan of The University of Georgia, drew up the charter and with infinite labor and pains, in vanquishing all sorts of prejudices and removing every obstacle, persuaded the General Lssembly to adopt it.
The people should be grateful to the General Assembly which liberated Georgia from her former educational bondage and made possible the University System in keeping with progress, with educational advancement, and with the needs of the new era. Good judgment, far-sightedness, statesmanship actuated their motives.
A Reform With Vision. No reform has been conceived or carried out with the vision or thorough-
ness of the reorganization of the University System

20
since January 1, 1932. There had been fastened upon
. the State an educatio. nal university with twenty-six
branches bearing the misnomer, The University of Georgia. 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. And it can be frankly and truthfully said that no group has ever been more earnest or honest in attempting to carry out the provisions and recommendations of the Survey Commission than has the Board of Regents of the University System of Georgia.
The University System is something new; it has made and is making friends; it is serving the State; and yet it has been no easy task to accomplish a reorganization of the state supported units of higher education into a co-ordinated unified University System. From time to time there is a tendency for the spirit of rank individualism to creep into the program and for the interests of special groups to be put before the interests of the System as a whole. Some who have been in the units for a long while and some who have been identified with units only a short time cannot yet comprehend what has taken place or is taking place. There are still those who insist that each unit is a local unit and belongs to the people of the community in which it is located. It is gratifying to have the local people vitally interested in its progress and welfare. However, local people must realize that each unit belongs to the people of the State and that the various units now constitute an entity - the University System of Georgia.
There would be little justification for the

21
support of six junior colleges situated in six strategic points, if each did not have a specific function or objective in the.Univers!ty System. Urgent appeals are made to the Chancellor from time to time to permit this unit or that unit to do this or that type of work. If such requests were granted, then there would be duplication of efforts and waste of the appropriation. To grant such requests would mean a return to pre-reorganization days: chaos, extravagance, inefficiency, and waste in money and low standards. The University System is so new that many of our people have not yet been able to vision it as a great unit in higher education.
The University System will not meet the needs of Georgia, if it duplicates efforts by allowing each unit to offer instruction that its neighbors are offering or if each unit must compete for the purpose of salving its conscience or if each must forever worship that old tradition, namely: "those are best which offer the greatest number of subjects or greatest variety of courses." These idols must be discarded and each unit must put emphasis on instruction and then the University System will command the respect and support of the people through adequate financial aid by the General Assembly. It is undeniable that through this consolidation of units and of specifying the definite objective or each unit there have resulted economy, efficiency and high scholastic achievements.
Public Schools
The Chancellor of t~e University System was named President of the Georgia Bducation Association at its annual convention in ::aeon, April,

22
1935, for the session 1935-36. What better evidence is needed to indicate that the educational forces are actively united~in their efforts toward one common objective - a modern educational system in Georgia adequately fina~ced. I appreciated the high compliment paid me and, though already overtaxed by my many heavy duties as Chancellor, I determined during my term of office as President of that Association to give my best talent to the cause of education, both secondary and higher, with emphasis on the unity and for the adequate financial support of our educational system.
At the ten district educational meetings, I submitted a ten-point program. Before this program was submitted to the ten or twelve thousand teachers, parents, and citizens gathered at these meetings, it was submitted to the State School Superintendent, Honorable M. D. Collins, who endorsed it and further endorsed it publicly at each of the ten district meetings. Finally this ten-point program was submitted to the Annual Convention of the Georgia Education Association, in Macon, April, 1936, where it was unanimously adopted. It is indeed gratifying to note that these recommendations, in large measure, are now embodied in the platform of the Democratic party adopted in Macon in September.
Here are the recommendations made which constitute the minimum essentlals:
1. Adequate financial aid for the support of public educational institutions.
2. Adequate equalization funds to provide equal educational opportunities for boys and girls in all parts of the State.
3. Free school books, properly safeguarded,

23
to pupils in tne elementary grades. 4. Salaries for teachers to be fair,
reasonable~ and pr&lptly paid. 5. Reasonable security of positions for
teachers renderi~ efficient and effective service. 6. Adequate funds for a larger expert staff adminis.ration in the State Department of Education. 7. The enactment of House Bill 511, so amended as to provide necessary financial support for its complete operation in September, 1937. 8. Adequate support for the University System of Georgia. 9. Liberal laws by which Georgia can participate in all funds appropriated by the Federal Government for educational and other purposes. 10. The enact1nent of a modern tax act, based upon the principle of ability to pay.
Today, as never before in Georgia, progressive citizens, taxpayers, and youth are asking t:!:1e 1937 General Assembly for a modern educational system. All recognize that education is a governmental agency, for it fosters good citizenship. How else can boys and girls be helped except through the educational processes? Education, in large measure, is a State function and the financial support of education is a responsibility l"le must recognize and a duty that must be discharged. The fundamental law of Georgia demands that the schools must be free and open to all.
It is to the interest of the University

24
System to work in closest harmony with the public schools of the Stat~ . The tuture progress of the University System is vitally dependent on the character of these schools . The University System can go forward only as the elementary and secondary schools themselves go forward . There is not and will not be any conflict in aims and objectives of the two educational bodies - the Regents of the University System and the St ate Board of Education, or between the strong advocates of higher education and the strong friends of secondary education.
Philosophy of Education
During the year just closed "A Horace Mann Celebration" was held in many States. In 1837, Horace Mann, lawyer, scholar, humanitarian, educator, became the first secretary of the Massachusetts Board of Education . This gave him the opportunity to enter upon an active campaign for better schools, better teachers, and for a more enlightened public. opinion. Pre judice and opposition confronted him. Strong minds on the other side considered his theory of public schools, free to all, as a fine example of waste in education and therefore waste of public funds.
DINING HALL ABRAHAM BALDWIN AGRICULTURAL COLLEGE Tifton , Georgia

25
In 1837 Horace Mann said: "If there was ever a causer if there can be a cause, worthy to 'be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of Education. It has intrinsic and indestructible merits. It holds the welfare of mankind in its embrace as the protecting arms of a mother hold her infant to her bosom. The very ignorance and selfishness which obstruct its path are the strongest arguments for its promotion, for it furnishes the only adequate means.
Education is our political ~afety. Outside this ark all is deluge. - Education must be universal."
This is a beautiful quotation from that great educator an d philosopher, Horace Mann, who is called the "Father of Common Schools of America." Is it not', however, a significant fact that the General Assembly of Georgia, in the same year 1837, had in mind the ideas contained in the quotation from Horace !'1ann, by passing "An Act to establish a general system of education by common schools." This Act provided the necessary funds and contains two very wise
GIRLS 1 DORMITORY GEORGIA STATE COLLEGE FOR WOMEN Mi lledgeville , Georgia

26
provisions: "That in those counties where the in-
habitants are thinly .settled ..t. he Commissioners may,
if they think best, refuse to lay off the same in school districts, but they shall employ a suitable number of teachers who shall under their directions, teach school not longer than three months in any one district or neighborhood, so that every section of such county shall receive, as nearly as can be, egual advantages _from said fund; 11 and second, 11 That no monies received from the State for school purposes, shall be expended for any other purposes, than for paying teachers and purchasing books and stationery for children, whose parents are unable to furnish the same. 11
This Act established the Itinerating System in those sparsely settled communities so that every child could have the opportunity of attending school, and further provided books for those whose parents could not fUrnish them.
The system of elementary education in Georgia before 1837 was a failure. The system was miserably defective and the money dissipated and squandered. It was unfortunate that the schools should have been designated poor schools. Many Georgians were too pro~d to be legally declared poor and as a consequence allowed their children to go without reading, writing, and arithmetic. In 1836 Georgia set aside G350,000 as a "free school and educational fUnd" and in that same year provided f'or a commission to study the educational system of other states and of Europe.
In Coulter's History of' Georgia we find these comments: 11 A common school system, f'ormulated largely by Alexander H. Stephens, was adopted by laws passed in 1837 and 1838 to become effective in

27
1839. At last poor children as a separate class for school purposes were to pass out of existence and Georgia was to admit her obligatio~ to instruct all alike. But alas1 Georgia immediately becrume frightened at her boldness and at the expense of
such an undertaking. It was during the fifties a group of educational reformers carried on the crumpaign to induce the State to return to a free school system, free to all, and adequately supported."
Not only in 1837 did the General Assembly of Georgia attempt to make effective by law the philosophy of education of Horace Mann, but also in 1784 did the General Assembly of Georgia have in mind the same philosophy as indicated by the quotation from the Act of 1785: "As 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 l?eople become the law of the land, their public property, and even existence, very much depends upon suitably forming the minds and morals of their citizens. It should therefore be among the first objects of those who wish well to the national prosperity to encourage and support the principles of religion and morality, and thus early to place youth under the forming hand of society that by instruction they may be molded to the love of virtue and good order."
It is thus seen that many eminent Georgians have also had a philosophy of education wise and broad in its conception, but a philosophy which has not been so widely heralded as perhaps it should have been: Abraham Baldwin, Father of The University of Georgia and Founder of American Universities, in 1785; Governor Gilmer and the General Assembly of 1837 who emphasized and stressed education by estab-

28
lishing by law "a general system of education by common schools;" and. the fouuding of Wesleyan College, the first college authorized to grant degrees to women.
Humanitarian Goals
In this new age emphasis is placed on the reorganization of human society based on the great humanitarian goals to which every government should aspire - security of home, of work, and of old age, for with these three great blessings much of the despair that laments the minds of men would no longer exist. Great and desirable as are these humanitarian blessings, another must be added- the assurance of education for every youth and citizen to the fullest extent of their capabilities. Education is the only sane guarantee of civil liberty, and the achievement of liberty is the supreme triumph of the human race.
It was said by Senator Hill more than sixty years ago that "Even under older civilizations, the State and people who provided the greatest educational dissemination and advantages were always the most wealthy, the most powerful, the most feared, and respected by others, and the most secure in every right of person and property among themselves. The very right arm of all future national power will rest in the education of the people."
Original Aim of Higher Education
The purpose of higher institutions of learning in America for a century or more has been

29
admirably expressed by a former President of the Carnegie Foundation in th'ese words: "The purpose of the college should be to teacH" and as a teaching agency to bring the college youth to an understanding and an appreciation of the intellectual life, in a word to teach the youth to think. The first American colleges originally aimed to offer youth a general cultural attitude towards education and to send him out into the world a cultivated man, knowing his mother tongue, with small Greek, and Latin, and mathematics, in touch with literature and science, and with a mind so trained as to enable him to take up a profession or business with intelligence and success." In large measure this is the definition or purpose of a college of liberal arts.
For more than a century the college was considered an intellectual agency for the classes. Dut since the dawn of the twentieth century, times have changed, changed from an agrarian to an industrial civilization - to a mechanized age. Colleges have likewise changed from purely intellectual agencies to great socializing agencies for the masses. ~hel"e will always be a demand for the two types of institutions - cultural education and technical and vocational education.
The great revolution in education, hie;her and secondary, came approximately forty years ago. Look at the situation today. InsteuJ of having only great colleges and universities of liberal arts, w< now have also great colleges of agriculture, of
engineering, of business administration, of education, of journalism, of home economics, of forestry, etc. These great vocational and technical educational institutions came as a result, in large measure. of the enactment of the l'Iorrj ll Act hv CongrAss

30
in 1862, based upon grants of l~n.' b: the 1'ederal :::overnment in each state, to tE'['.Ch the two most neglected subjects - ~gric'.:lt":'e ~n~l the mechanic arts. Supplementary I-iorrill funis incl;:,'.ing the IlorrillNelson funds an~l the :::,ankhenJ.-Jones funds are available for this same educational program.
Changing Ideals
A type of education that may be best adapted to meet the needs of England may not be the type needed for a vast empire like America, with its forests, its climate, its mines, its people who are awaiting development. \.Jith the realization of this fact came the necessity of establishing these new colleges of vocational and technical education with enlarged and enriched courses of study to meet the demands of this complex civilization. 11 8tate universities have arisen and acquired strength because of particular needs and opportunities which relate specifically to economics, science, and political conditions in the United ~tates, and they have never lost their sense of obligation to the states that founded them." Hence it was inevitable that state universities should become both intellectual and socializing agencies - institutions for the masses and the-classes.
These same changing ideals are reflected in our high schools. It is doubtful whether our people appreciate how widely has been extended the service of the public school system. Just as the Morrill-Nelson Act extended higher education, so the Smith-Hughes Act has extended secondary education. It is evident that as industry, commerce, and social life undergo marked changes, so the curriculum

31

of secondary schools must reflect life as it is being

lived. "This situation is inevitable so long as

society by legal enactments requ~es additional ser-

vice of the school in its process of preparing each

generation for life. This cannot be helped, for the



day of primitive civilization has passed and we must

prepare youth for life in this complex civilization

and our schools must keep pace with progress and re--

flect the changes and developments in the social

order."

Increasing Cost of Higher Education

New schools or departments cannot be established without permanent cost to the taxpayers, for these require large equipment, additional maintenance, and buildings. The enrichment of the course of study and the creation of vocational and technical schools have greatly increased the attendance, and an increase in attendance demands an increase in the teaching staff. These factors account to a large degree for the ever mounting cost of highsr education. What is true of our higher institutions of learning is also true of our high schools, for our high schools must now offer many courses, such as, the classical, ~he commercial, the scientific, the vocational, the home economics, the manual training, and others.

Restlessness in Education
We are living today in an economic age an age in which the margin between priv~te and public affairs has become exceedingly narrow and in which the line between the leaders and the led has broken down. In fact we are living in an age in

32
Nhich the world, so to speak, is passing through the throes of reorganization. }!any of the problems are so intricate thit we do~ot yet see the final solution. One thing is evident - the strugg le in every community a nd among all nations to make progress and to have a more abundant life. Everything has this urge; we may not understand just what it is, but we recognize that it is the u r ge that is causing conflicts the world over.
This same restlessness - this urge to make progress - exists among many thoughtful educators and citizens. All over the country we sense this spirit of turmoil, investigation, and experimentation in our higher institutions. An inventory is being taken in order to ascertain whether our institutions are on the right track, or if they are producing a sufficient number of citizens capable of rendering public service. The radicals in answering such questions will advocate changing everything; the ultra-conservative will advocate letting things stand as they are. Progress comes by evolution, not by revolution.
AUDI TORIUl'l , GYJ1NASIUI'l , SWIMMING POOL SOUTH GEORGIA STATE COLLEGE
Douglas, Ge orgia

33
To meet the needs of today arastic changes have been made in the approach ~o subject matter. All that is deemed best in the old will be preserved and honored. Our chief aim is 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 ou~ traditions and all that we deem to be best in the most modern thought.
Never have the purposes, methods, and objectives of American colleges been so conspicuously in the public eye as at present. Never were so many colleges endeavoring to inaugurate programs leading to the promotion of sound learning or more earnestly seeking critical guidance.
Appropriations
Let me give you a picture of the support given by the General Assembly for a period of seven years , the three years prior to the creation of the Regents and the four years following:
BOYS 1 DORMITORY THE UNIVERSITY OF GEORGIA Athens, Georgia

34

1930 1931 1932

2,001,304.00
1,891,264.97
~
1,624,927.50

1933

1,336,930.00

1934

1,170,000.00

1935

1,387,500.00

1936

1,275,000.00

It was our duty to play the part of good

citizens during the depression by accepting a mini-

mum 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 learn-

ing 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 facili-

ties. The work was done cheerfully and as effi-

ciently as possible under adverse circumstances.

Now with a large increase in attendance it is evi-

dent an increase in the maintenance fund is abso-

lutely imperative.

With the return of prosperity the State

should be in a position to provide more adequately

for its educational program - the public school sys-

tem and the University System. I refuse to consider

any reference to two systems of education. There is

only one system, from the first grade through the

University System. The money received from the

State has been wisely spent. The time has now come

when it is necessary to ask for an increase in the

maintenance fund, if the University System is to

make progress. During the past three years the Uni-

versity System has made such advancement as to at-

tract national attention. So the University System

35
must have an increase in maintenance not only to
keep the University Syste.m in its... present high posi-
tion but to advance it to a position of educational leadership.
Our University System is growing and developing, and the annual appropriation for its support should be increased to what it was in 1930. 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.
Indebtedness
The total indebtedness of the State supported institutions of higher learning prior to January 1, 1932, when the Regents assumed control of the University System, was ~1,074,415.45. This debt was reduced during 1932 and 1933 by ~~415,813.92, "leaving a balance of ;,658,601.53. Investigation made by the Central Office reduced the total indebtedness to $629,057.99, which was paid in full in 1935. Each account was carefully audited and before payment was made each creditor was required to sign a release wherein all claims were relinquished. All details, including releases and cancelled checks, are on file in the office of the Regents and may be examined at any time.
The iW629, 057.99 was paid as follovvs: $317,126.48 by Governor Talmadge; (~253,373.52 from the University System maintenance appropriation; and $58,557.99 from units of the "liniversity ....lystem as contributions from their reserve funds for re-

36
pairs and replacement equipment. It is thus seen that the State paid only 50 per cent of the indebtedness of the Board of Regents, but paid 100 per cent of the indebtedness of all other departments. The University System has therefore had to bear more than its proportionate part of the reductions in appropriations. l'Iore unfortunate still is the fact that the Faculty of the l.'niversity System has borne the brunt of this debt paying program - those who were least able to do so, but who had no alternative in the case. So long e3 the minimum State appropriation of ~1,500,000 is net paid, but only 80 per cent or 85 per cent, there is no possible way to restore Faculty salaries which have been for some years at a minimum. No department of State has so great cause for complaint as the ~niversity System.
The Regents have been honest in their requests for appropriations. They have repeatedly stated that the minimum of ~1,500,000 was the least possible maintenance fund needed. Never has that amount been paid. So long as that situation exists there is no way to restore Faculty salaries. Overhead costs have been reduced as far as possible heat, lights, water, janitors, supplies, etc. May this General Assembly make it possible to restore the salaries of the Faculty of the University System. We have been called on to do more than our part in paying the indebtedness of the State. This is a statement of fact and not a complaint. If the debts had not been paid, no matter how, then no re 1 el'ence would be made to res taring salaries.
The Faculty
An institution is measured by the character and scholarship of its Faculty. With the pres-

37
ent schedule of salaries we can hold the older
members of our Faculty, .but is th... at fair, just, or
honest? With our present schedule of salaries we cannot hold our bright young men and women in the Faculty, nor can we attract the type of men and women an institution must have - the fine type the taxpayers of the State demand as teachers of their boys and girls.
We cannot escape the fact that the University System must compete with other colleges and universities for Faculty personnel. It cannot compete successfully unless its salary scale is at least equal to the average scale of these competing institutions. The federal government is also an important competitor. unless a salary schedule equal to the average salary scale is possible, it will be only a matter of time until the System will have a second rate staff and sink into mediocrity.
Many members of the Faculty have been called into the service of the federal government. This is a recognition of their ability and v;orth. The experience of such service is of great value to the instructor, but it tends to demoralize the service of the University System. The federal government is also an important competitor.
Faculty Retirement Policy
The State should establish a definite retirement policy as soon as possible. Frogressive business or[anizations make it a matter of priie to look after the interests of their employees in their declining years after they have given the best years of their lives to their service. The Vnited States Government itself sets the exc.mple by doing this for

38
the officers and men of the Army, the l!avy, and the Civil Service emplo~ees.
This is also true of most u:1iversity systerns. They have thought it just and altogether in accordance with the best interests of public poli~y to give either retiring allowances or pensions to elderly professors. It seems somewhat harc1 hearted to turn them adrift entirely or to let them go to the poor house.
The policy should be substantially this: each Faculty member contributes 5 per cent of his annual salary and the 0tate contributes an equal amount to a retirement fund.
While the 0tate, if it should see fit to establish such a policy, is considering the details and machinery for such a plan, the Regents should be authorized to fix a retirement age, with a pension after that period, of half salary for the remainder of life where the teacher has spent years of service in the work of the State. The cost would be small in comparison to the increased efficiency that would result from replacing infirm Faculty members with vigorous young persons.
Enrollment
Subjoined is the net enrollment in the units of the University :~ystem. A stuc1y of the table reveals some very significant facts. The enrollment of resident students is the largest in the history of the University System. Only unit~ in the University System for Negroes have high school departments. The high school enrollment in these three units for Negroes is one hundred and fiftysix. These high school departments cannot be abolished until the public high schools for Negroes are

Location ot

....., ,.,

S rh=<re

Junior

THE UNIVERSITY OP GEORGIA El1ROLU1ENT CO!iPARISONS - OCTOBBR 16, 1936

Senio

s

"' ......

ota>

Institutloo

'34 '35 '36 '34 '35 '36 '34 '35 '36 '34 '35 '36 '34 '36 '38 '34 '36 '36

1933

193, 1936 1936

Americus

191 175 176 86 161 135

219

277

336

311 Americus

Dahlonega

175 186 227 91 116 117

2 1

210

268

303

344 Dahlonega

C&rl"ollton

124 180 180 138 87 123

4 3

232

266

270

303 Carrollton

Cochran

163 185 216 104 101 130

293

267

286

346 Cochran

Douglas

133 130 175 70 74 84

206

203

204

259 Douglas

Titton (ABAC) Athens (U. ot oa.)

109 113 i 160 56 98 90
782 839 ! 673 621 719 788 544 579 734 399 535 606

4 6 8 16

50 37 43

86 2101

169 2404

217 2724

250 T1tton ( ABAC) 2R43 Athens (U. ot Ga.)

Atlanta (Tech)

614 580 : 646 I 424 584 529 ~&1 396 525 331 292 293 16 3

19 18 21

1666

1784

Hl'll

2014 Atlanta (Tech~

tl1lledgevi11e Stateaboro

479 508 ' 511 334 347 395 183 200 199 158 176 174 6 4

! 223 206 251 14<3 139 14.3 62 60 84 39 34 44

4

2

1032 456

1160 476

1235 440

1~79 Milledgeville 522 Statesboro

Vc.ldoata

153 165 : 151 1 92 80 80 62 50 45 33 46 33

3

2

2

-

Augusta (Mod. Col.) 40 40 41 31 37 35 38 32 34 34 37 32 4 7 6

323

343

343

311 Valdosta

153

147

151

14B Augusta (Hed.Col.)

Atlanta Ext. Center Evening Division 165 1661188 128 188 155 89 86 110 55 52 97 382 3~0 555 16

638

835

842 1105 Ativ~!~O:x~ vJ:~!~r

Div. or Gen. Ext.

Enrolle{~ !'rom September 1935 to September 1936 - 201

2016 enrolled from September 1935 to September 1936

Div. ot Gen. Ext.

Savannah*

114 109 188 79 84 82 34 45 35 21 24 30 8 7

College 2381 ~
. Hi.Sch. 83 I')

2561 20

t~O

262901

~
N

3351... Savannah* 6;:!;

Albany

83 58 77 18 45 32

10~~~ g College
ll1.Sch.

901 132

~ ~

1011 L"} 104

1031 108

.~..

75 .... Albany*

Porsyth*

34 77 30 16 24 29

g College 431
H1.Sch. 14.7 ..t

115051

:g
rl

1103181

~
C\l

6754/..".. Forsyth-~<

TOTALS-~~*

8035

9006 9695 10,543 TOTALS*"""

*Negro Inat1 tut1ons. **The total 1'1gures do not include High School Students at the Negro Institutions.

cCoN

40
increased. This should be done as soon as possible, for the funds allocated to th.e units for r egro education are needed badly for college work.
There is a large increase of transfer students from the junior colleges to the senlor colleges. Hence there is a trend towards an increased percentage of upperclassmen in the undergraduate student body. This is particularly noticeable in the upper classes of The University of Georgia. It is gratifying to know t h at so many of the students who complete the junior college units enter the four-year colleges in the System. It must always be kept in mind that instruction at the junior college level is far less expensive than instruction at the senior college level. Increased enrollment means increased cost of instruction, both as to maintenance and as to physical plants and equipment.
Enrollment in the regular session was 10,543; in summer school 5,771; total enrollment for the year 16,314.
BOYS' DOR!'II TORY SOUTH GEORGIA TEACHERS COLLEGE Statesboro, Georgia

41 The Summer School
The summer school or summer quarter is a fUll academic quarter and is divided into two terms, each of which is a complete unit. About 70 per cent of the summer school students are teachers, principals, and superintendents in the public school system of the State. The summer school is practically the only way by which teachers may now secure their academic degrees and still continue their teaching. Many of the students were candidates for the master's degree.
The State is always putting more and more restrictions around those who teach, but provides inadequately the facilities by which these excellent teachers may qualify as teachers in the accredited schools. 1~e work done in the summer school is of very high order. Of course, the student body is mature and earnest in its devotion to college work.
During the summer school the curriculum is enriched and enlarged and a large number of
BOYS ' DORMITORY MIDDLE GEORGIA COLLEGE Cochran, Georgia

42
additional teachers a '-L1e(t to the Faculty. During the past two years emphasis has been put on revising the public school curriculum or what should be taught in the public schools. The teachers, principals, and superintendents have undertaken a most significant work in the program for the improvement of the teaching in the classrooms of the State. Nothing is so important as the standards of work done by the classroom teachers.

Summer School Enrollment

Institution

Place

Georgia Normal and Agricultural College
State Teachers and Agricultural College
Georgia State College

Albany
Forsyth Savannah

1935 1936

3CG

403

357

208

303

325

West Georgia College North Georgia College Georgia State College
for Women South Georgia Teachers
College Georgia School of
Technology The University of
Georgia

Carrollton Dahlonega !'11lledgeville Statesboro Atlanta Athens

179 162 798 587 328 1603

212 178 1177 845 362 1861

Atlan~a Extension Center
Totals

Atlanta

294 4947

206 57.77

43
...
Graduates
Tne general improvement in student rinances and the aid given by the Hational Youth Administration contributed largely towards making it possible for a higher percentage of students to continue their courses through graduation. Criticism is always in order, but I wish to go on record as expressing my appreciation or the aid rendered the youth or this State through the National Youth Administration, which is in no sense a charity but a rine contribution to ruture citizenship and a policy which has proved so helprul and benericial that it should be continued.
The rollowing is a summary or the graduates or the University System or Georgia ror the collegiate year 1935-36:

The r!aster's Degree

The University or Georgia

60

Georgia 0chool of Technology

7

Undergraduate Degrees

The University or Georgia

.597

Georgia School or Technology .261

Georgia State College for Women

.253

Georgia State Woman's College

66

South Georgia Teachers College.

95

University or Georgia 0chool or ::e,_licine. 37

Georgia State College 33

44

Certificates for Junior Colleges

.

c

Georgia Southwestern College

.136

North Georgia College

61

Middle Georgia College

63

West Georgia College

50

South Georgia College

51

Abraham Baldwin Agricultural College , 71

State Teachers and Agricultural College 16

Georgia Normal and Agricultural College 86

Atlanta Evening School.

102

. . . . . . . Total Graduates

.

. . .. 2045

45
Building Program
The 1935 General Assembly appropriated a million dollars for a building program for the University System, payable in three equal installments in 1935, 1936, and 1937. This is the largest sum ever appropriated for a building program by the General Assembly to the University and its branches, now the University System. To that body we express gratitude and appreciation.
Significant as was the million dollar appropriation, it was made more significant by the Act of Congress creating the Public Works Administration. The 1935 installment of the State appropriation was supplemented by funds from the Public Works Administration on the ratio of 45 per cent to 55 per cent. Hence, the State appropriation of $333,333.33 became $604,000.00. This amount has been paid.
The 1936 installment of the State appropriation has been paid to the Regents. A second application for $604,000.00 has been filed with the Public Works Administration. So far only a part of this application has been approved in Washington. It is confidently hoped this entire amount requested in the second application will be granted. I am informed that the Public Works Administration is waiting on the President for an additional allotment of funds.
The 1937 installment of the appropriation, I feel confident, can be matched on the same ratio, if that fund is made available without delay. On the assumption it will be, a third application for funds has been filed with the Public Works Adminis-

46
tration, All the details required to be rurnished by the Regents have been complied with. Of course, it is impossible to know wh~n the dead line for filing applications will come, and for that reason the application was filed. We could not afford to take a chance since funds are so urgently needed for a building program, particularly when it is realized that for every forty-five cents given by the State, fifty-five cents will be given by the Federal Government.
More Buildings Needed. To those who are not familiar with the physical plants of the units it might seem that the million dollar appropriation was ample to care for the needs for some years to come. Years have passed since the General Assembly made an appropriation for a single major building on the campus of any unit in the University System. In the meantime, the buildings have become inadequate. Classrooms are overcrowded and dormitory facilities have become increasingly inadequate with the rapid increase of student enrollment.
So urgent is the need for new buildings throughout the System that with the funds made available the Regents wisely placed a building on the campus of each unit. This policy will give some relief at the smaller institutions, but little relief at certain of the larger units. So long have the physical plants, particularly at The University of Georgia, the Georgia School of Technology, and the University of Georgia School of fledicine been neglected that conditions are serious. It would require the entire appropriation of a million dollars to meet the urgent and imperative needs at each of the first two named institutions.
Unless the people of the State, through their representatives in the legislature, provide

47
funds for a building program, commensurate with the one now in progress, the usefulness of the institutions will be greatly impaired. rhysical plants that could once care for student enrollment cannot do so today. Buildings are needed now for instruction, classrooms, laboratories, research, et cetera. Student enrollment is increasing each year for many reasons, particularly from changes in the conditions with which the people must contend.
"Education is and should be the common heritage of men and women. Its objective is to enable them to make more easily those life adjustments that are essential to well ordered and satisfactory living. These objectives can be achieved only through adequate physical facilities and competent and efficient members of the teaching staff." It seems to me that good business judgment demands that the State take advantage of all federal funds. So long as the Public Works Administration continues its policy of matching State funds on the ratio of 45 per cent to 55 per cent, the General Assembly should appropriate another million dollars for buildings. Eventuallythe state will have to provide these buildings and the entire cost will then be paid by taxpayers of Georgia. Conditions that now exist may not exist again.
The buildings now nearing completion must be equipped. The minimum amount required is ~100,000. The list of equipment required is on file in the office of the Regents and is open for inspection at any time. It is greatly desired that the money be made available at the earliest possible moment. Crowded conditions make it necessary to have the use of the buildings.
The following is a list of the buildings approved by the Regents, awarded to contractors, and now nearing completion:

48

Euil d.j.ng F rog~am

Location of Description of

Project

:Suilding

Contract Award

Cochran

Completion of 60-

$24,291.68

room Boys Dormitory

Statesboro SO-room Boys Dormi- 80,724.00

tory

Valdosta

60-room Girls

56,737.00

Dormitory

.Milledgeville 70- room Girls

76,195 . 00

Dormitory

Carrollton 25- room Girls

34,260 . 00

Dormitory

Dahlonega

50-room Girls

42,835.00

Dormit ory

Auditorium-Dining Contract not

Hall (400 capacity) let .

Forsyth

25-room Girls Dormi- 26 , 775.00

tory

GIRLS ' DORMITORY
THE UNIVERSITY OF GEORGIA Athens, Georgia

49

Americus
Tifton
Athens
Atlanta Douglas Augusta Carrollton Tifton

25-room Boys Dormitory
50-room Boys Dorm!'-
tory 50-room Boys Dormitory Science Building (Classroom) Auditorium-Gymnasium Auditorium-Gymnasium Classroom Building Library Building Dining Hall (300 capacity)

31,217.00
39,400.00
44,917.00
86,600.00
90,230.00 32,016.00 69,013.00 13,200.00 16,945.00

These two buildings were erected without

using any part of the million dollar ap-

propriation by the State. They were built

by Trust Funds of the University and fed-

eral fUnds:



Athens

50-room Dormitory Agricultural Extension Building (Office building)

95,410.00 74,822.00

AGRICULTURAL EXTENSION BUILDilll THB UNIVERSITY OF GEORGIA Athens, Georgia

50
We have made progress in increasing the physical plants of t~e vario~s units. Most of them are small buildings and scattered over a wide area. Important as are the dormitories, many of the members of the Faculty and students believe, and rightly so, that many other buildings are imperative from the point of view of better instruction and adequate classroom facilities. Classroom buildings, laboratories, library buildings, books, and dining halls are among those facilities for which funds should be provided at once
.Nay I take this opportunity to thank all those who have aided in the building program. For them I have only words of commendation. There is one whom I must mention by name, for without his aid I could not have been able to go forward. Therefore to Professor R. H. Driftmier, head of the department of agricultural engineering, The University of Georgia, I am greatly indebted for invaluable suggestions and help. What a saving he and his associates have been to the building program, I cannot go into detail in this report. Professor Driftmier has handled all the technical details relating to engineering, plans and specifications; Hr. ::iiebert all the technical details incident to the applications, and f'lr. Noyes all the technical details relating to grants. Without the loyal support of these three men, skilled as they are in their specific fields, the office of the Chancellor would have been far less efficient than it has been.
Insurance
The legal title to all of the lands, buildings, equipment, and other personal property of

51
the institutions in the University System is vested in the Regents of the Uni~ersity Slstem of Georgia. The State law (Code 91-403) directs the Governor to insure all public buildings of the State at one-half of their value.
An estimate of the present valuation of all the buildings and contents is :~10, 519,179.08; the buildings amount to ~8,146,250.00 and the contents to ~2,372,929.08. On the estimated value of our buildings, the insurance is #42,696.61. Reduced to a percentage basis there is coverage of 90 per cent on the present estimated value of the buildings. These buildings with their contents should be adequately insured.
No doubt the plan for the State to carry its own insurance is excellent, provided the State has an adequate insurance fund to carry its own insurance. Such is not the case at present. As an illustration, a fire occurred on November 6 at the University, destroying the dairy barn and its contents. The building with its contents was estimated at ~~35,000. It could not be insured under the plan for more than ~15,000, though its replacement value was ~35,000. The contents were valued at :W20,000. The building was insured for approximately 50 per cent of its value, not of its replacement value. The actual insurance collected was ~6,750 on the building and nothing on the contents.
?he buildings of the University System can be replaced in two ways: by 0tate appropriation or by adequate insurance protection. Hence, buildings must be insu,ed on the basis of replacement value. The dairy barn must be replaced. The budget does not contain unallocated funds necessary to replace any building destroyed by fire. To replace it from

52
~ds in the budget means the curtailment of other necessary ~ctions.of the institution. Of course, no funds were available to replace the contents. It is evident that some plan must be worked out at once to protect the buildings and contents on replacement values.
At times the State has insured all the buildings at one-half their value and the Regents have provided ~ds to care for the other part and also for contents; at other times the State has paid no part of the insurance which placed a heavy burden on the small maintenance funds allocated to the Regents; and at other times the Regents have had to pay the premium to the State to insure the buildings at one-half their value as required by law. A definite policy is essential.
After the experience of the fire at the University, the Regents felt justified in insuring adequately all building~ which represent the investment of trust ~ds. The Regents have also felt justified in insuring the contents of the buildings.
Only recently the Auditorium-Gymnasium at the Abraham Baldwin Agricultural College was destroyed by fire. The Regents need every dollar allocated to them for maintenance. It is, therefore, necessary for the State to bear its part or to increase the appropriation to the Regents for the use of the institutions in the University System.

Summary

1. Present estimated valuation of

all buildings and contents is

approximately $10,519,1'79.08

2. The buildings amount to ,

8,146,250.00

3. The contents amount to

2,3'72,929.08

53

4. On the estimated value of our
. . . . . . . . . .. . . . . buildings and contents the insur-
ance is
5. Reduced to a percentage basis
this is coverage of approximately 6. Average cost per year over the
three year period ,

9,193,000.00 90 per cent

Repairs and Replacements

It is imperative for the University System to have an appropriation for repairs. Nothing proceeds as rapialy as disintegration of buildings unless halted by intelligent repairs and replacements. The physical properties of many of the institutions in the System have been allowed to deteriorate. Many buildings are in bad state of repair. Some should be abandoned, Many need new roofs, new floors, and paint. Unkept buildings disintegrate very rapidly. Many have stoves in the rooms which make the buildings firetraps. This is one of our chief difficulties. Appropriations made by the General Assembly are needed to pay for fuel, power, light, administration, and teaching. This fact must be noted: appropriations made by the General Assembly are not paid in full but in part. This should not be the_case, for it presents not only a serious but embarrassing situation. Public buildings go to pieces more rapidly than private buildings. It is the wish of the Regents and the Cha~cellor that a committee from the General Assembly be appointed to inspect all the units in the University.
Money badly needed for repairs, for equipment essential for good teaching, for adding teachers to the Faculty to aid in carrying the teaching

54
. load incident to a heavy increase in student enroll-
ment has had to be. used to pay old debts.
Hand in hand with repairs goes the problem of replacement of furniture and equipment. The teaching equipment wears out by constant use and it also gets out of date. Electrical and textile machinery becomes obsolete in the scientific age. In fact, all equipment for laboratories and experiments is old, worn-out, and out of date. The University of Georgia, the Georgia School of Technology, and the University of Georgia School of Nedicine are suffering for modern equipment. The State has allowed the physical plants and the equipment essential for teaching to get in bad condition. Heating systems must be installed for safety and for economy. I cannot stress too strongly the need for funds to save the buildings and to replace antiquated machinery and equipment.
The General Assembly should give the same thoughtful care to the public buildings of the State as do corporations and individuals to their plants and homes. If the buildings are worth insuring, certainly they are worth keeping in repair. An annual appropriation should therefore be made by the General Assembly for repairs and the amount allocated to each department should be based on the insurance schedule sponsored by the State. The appropriation for repairs and replacements for the University System should not be less than $50,000 annually. This amount is 5 per cent of the estimated value of the buildings and contents of the University System of Georgia.

55 State 1'1aintenance or Increased Fees

.

...

~he University System cannot limit its

attendance by selecting students by examination or

by some other testing plan. Privately endowed

colleges and universities can limit attendance, if

they so desire; state colleges and universities

cannot. No matter what privately endowed colleges

and universities may do as to limitation of stu-

dents, state universities will always follow the

open-door policy.

Note carefully the growing increase in

attendance during the past five years: in 1933 -

8,035; in 1934 - 9,006; in 1935 - 9,695; in 1936 -

10,519. In addition to this enrollment the summer

session had in 1936 nearly 4,500 or a total enroll-

ment in excess of 15,000 college stuuents. Now it

is evident additional equipment, additional build-

ings, additional members of the teaching staff are

mandatory, and these can only be had from two

sources: appropriations by the General Assembly or

by an increase in student fees.

The trend in the past few years has been

to shift more and more of the expense of instruction

to the students. There was need for readjustment of

the fees in all the units. These adjustments have

been carefully made. The total fees required of a student in the six junior colleges are ~36.00 and the total expense for the year is ~183.00. This

sum includes fees, board, room, water, heat, and

light. The total fees required of a student in the

three senior colleges, !iilledgeville, Valdes ta, and Statesboro, are ~p60.00 and the total expense for the year is from ~~240 to ~~270. Certainly these

expenses have been reduced to a minimum. However,

56
they will have to be increased unless the appropriation is increased. f ees at Ihe University of Georgia, at the Georgia School qf Technology, and at the Medical College are, of course, higher. This is as it should be. The expense of attending these institutions is not so great as it is in corresponding institutions in North Carolina, Virginia, Maryland, Louisiana, etc. I t is important that fees should not be further increased; the alternative is an increase in state appropriation.
Speaking at the commencement luncheon at Brown University Mr. John D. Rockefeller threw out the suggestion to the colleges and the universities of the country that in looking for future financial support they should give serious consideration to what is the most direct means of improving the finances of any institution - raising the price to the customers. He suggested without going into detail that colleges and universities must increase their fees, if added income must be secured.
HORGAN HALL (Industrial Arts Building) GEORGIA STATE INDUSTRIAL COLLEGE Savannah, Georgia

5'7

tt has been well said that it should be

kept

in

mind

that

educati.on

is

a philanthrophy.
~

"The costs of education do not, therefore, represent

the value of education, but merely the expenses

involved in maintaining t he philanthropy. Educa-

tion itself is without price . Students probably

understood this fact better in the early days when

they p~id no fees and education was .given them at

a cost met wholly by others. The principle is that

education should be supported by society because it benefits society. But the members of society receiving the most direct benefits are the students, and they, or the homes they represent, should help meet the costs. Never should they think that in the payment of fees they are paying for their education. They are really making a fixed contribution towards the cost of providing it. It is now definitely accepted that, as far as possible, students should contribute in the form of fees towards the maintenance of the institution."

WILCOX HALL (Physical Education Building) GEORGIA STATE COLLEGE Savannah, Georgia

58
. Rarely does one appreciate something for
nothing. One should. pay a part of the cost of one's
education. This is the accepted theory or the richer states would have made higher education as free as it is in the secondary schools. This cost should be as small as possible, for it is recognized that to the extent fees are increased from year to year, to that e~tent will higher education slip from the masses. There is only one correction to the tendency, and that is for the state to assume its responsibility for preserving to our youth the hope, on fair terms, to secure the advantages of the State's institutions. In other words, the larger the State appropriation, the smaller the fees of the students.
When one contrasts the appropriation made by the General Assembly of Georgia with the appropriations made by other legislatures i~ the South, and in other sections, one is compelled to admit that much is being accomplished with little and to marvel that the cost is not greater. One of the major objectives of the Regents was to make the cost of attending the units in the University System as low as possible. The appropriation made by the General Assembly for the University System was $1,500,000. The State paid only 85 per cent, or $1,275,000. Here was a reduction of $225,000. How is the deficiency to be made good? The appropriation made was the minimum sum for operation and support. The deficiency could not be cared for unless repairs were omitted or unless students' fees were increased or unless Faculty salaries were cut, or unless a combination of these was used. Students' fees were not increased. In large measure these deficiencies have been borne by having a reduced personnel or by reducing the salaries of the Faculty.

59
To emphasize what the University System is doing, I am giving facts taken from "The Cost of Going to College" issued bythe Uni~d States Department of Education. You will note these items: state appropriations; students' fees; and typical expenses of a freshman for nine months. I am also quoting from the same source an extract entitled "Minimum Costs." Space forbids that I should give additional facts about each of the units. I have given a few cases of privately endowed or denominational colleges. The wohder is that the cost is as low as it is in the University System and that the University System is able to maintain its standing with other institutions of higher learning. Today we are at the crossroads.
Minimum Costs. In this study of college costs no estimate is made for travel expenses to and from college, for clothing, or for fraternities, club dues, amusements, dances, or other activities which are not a necessary part of college life.
Some money, however, is needed to cover the bare essentials outside of the costs enumerated above. Such items as books, supplies, laundry, and other necessary personal expenditures have been estimated by the colleges.
The lowest amount of money which will cover the bare essentials (fees all students must pay: room, board, books, laundry, supplies) of a freshman for nine months in college has been estimated for the different types of institutions. Costs vary upward from this figure, as this is supposed to be the least amount that a student can get along with during freshman year. In 468 institutions offering liberal arts curricula the average minimum expense is ~540 per year.

60
In the state-supported institutions the average is $376, an~ with t~is amount the student may choose among some fifty-five state colleges, but in thirty-nine other state institutions he must provide from $500 to $800.
In the privately controlled institutions the minimum expense average is $901 (womeL 1 s colleges), $818 (men's colleges), and $600 (coeducational). By following through the institutions detailed, however, wide variations will be found.
Among the denominationally controlled institutions minimum expenses average as follows:
Protestant denominational - men's $570, women's $548, and coeducational $431; Roman Catholic men's $605, women's $651, and coeducational $590.
In the teacher's colleges a student is able to get along with $290 in the public institutions and on $569 in the privately controlled colleges. Likewise in the normal schools a student needs $277 in the public institutions and $593 in the privately controlled institutions.
There are 130 denominationally controlled junior colleges in which minimum costs vary from $324 (coeducational), $393 (men's), to ~501 (women's). Extremes show, however, that it is possible for a man or a woman to attend some institutions on as little as $200, while in one junior college for women, $1,025 is required.
In the forty-seven privately controlled J'': ~ 0: colleges, averages of minimum expenses are men's $900, women's $993, and coeducational $676; minimum expenses are below $500 in four of these privately controlled institutions, but are above $1,000 in twelve, running as high as $1,840 in one.

61

Typical Expenses

The estimate of college officials as to the amount of money that the average economical freshman spends is neither low nor liberal, but represents a fair estimate of the amount that the average freshman student spends. For 359 liberal arts institutions this typical cost averages $630 per year. Here are a few examples:

Publicly Controlled Universities and Colleges

Universities

State

Student Fees

Cost for 9 Months

Florida Georgia Louisiana Maryland Oklahoma Tennessee Texas Virginia California Illinois Michigan

958,968 280,000 1,530,000 584,795 840,000 540,447 713,143 376,114 6,582,389 3,915,000 3,210,914

141,742 254,900 207,000 801,770 124,000 365,800 358,000 546,000 1,318,700 845,000 834,800

$425 400 435 600
452 400 700 800 600 600

Privately Controlled or Denominational Colleges and Universities

Agnes Scott Goucher College Sweet Briar Wesleyan College Randolph-Macon

700. 1000. 1000.
500. 750.

Emory University Vanderbilt Sewanee Columbia Duke

$750. 600. 800.
1000. 725.

62
Geortia's Abtlity to Pay
The tax-paying ability per capita or the United States is ~50.80, and the average tax-paying ability per capita of the thirteen Southern states is $29.68. Georgia's is $24.80. Mississippi with ~18.39 and Alabama with ~19.81 rank lowest among the Southern states, and Virginia with ~38.27 and Maryland with ~49.9p rank highest. North Carolina with ~25.75, slightly below the average, appropriated last year for the support of higher education $5,826,533.11; and Virginia, above the average, appropriat.ed for higher education $5,961,656.00. For public schools North Carolina, below the average, appropriated ~20,854,779.72 and Virginia, far above the average, appropriated ~7,480,136.05. Florida, above the average, appropriated ~2,782,493.61 for higher education and ~10,500,000 for public schools. Ir Florida, above the tax-paying ability per capita or the average of the thirteen Southern states and much below that of the United States, can provide for higher and secondary education, and if North Carolina, below the average of the thirteen Southern states and only one-half that of the United States, can appropriate nearly $21,000,000 for public schools and more than ~5,000,000 for higher education, why cannot Georgia do likewise? Remember the tax-paying ability per capita for Georgia is ~~24.80 and for North Carolina ~?25.75. These facts speak for themselves.
The Four-Year Institutions
It is my opinion that. we have done excel-

63
lent work in reorganizing the junior colleges and the senior colleges at the junior level. Our task now is to strengthen our"four-yea~ colleges in the senior division. To do this requires additional funds. Every dollar allotted to the Regents has been wisely spent and every dollar appropriated by the 1937 General Assembly will be used wisely.
The trend of education for the past decade and a half is eminently clear. Facts are these: Enrollments at the secondary school level show an increase of about 165 per cent; at the college level about 97 per cent; increase in teachers only 29 per cent. Here students, fewer teachers, less money - that is the trend. Colleges and universities that permit this tidal wave to engulf them without giving it intelligent direction are sure to suffer. It requires courage and vision to adjust ourselves to new or changed conditions; those who can, succeed; those who cannot, fail.
In the reorganization of the University System it has been necessary to increase the teaching force proportionately with the increase in enrollment and with apparently too little consideration of the differing needs of the junior and senior college level. The problems were complex. If Georgia were to have a University System, the first step was to have each unit meet at least the minimum requirements of the Southern Association of Colleges. This has been accomplished. The assumption of long standing is that educational dividends are directly related to the ratio of teachers to students. Such is not the case. However, this assumption still prevails in the regulations of the Southern Association of Colleges. If it did not, the physical plants of the junior colleges compel

64
us for the present to adhere to the old theory of a
. definite ratio of te.achers to students.
Under direction of Mr. Beers, certain experiments have been and are being conducted in an effort to determine the comparative advantage and disadvantage of large and small classes. As attendance increases we are compelled to adopt one of two policies: employ more instructors at low salaries to care for the increasingly large number of small classes or employ a smaller and better paid teaching . staff by increasing the size of our classes rather than the number of sections. We should profit from the experiments being made. The teaching load of instructors is entirely too high. It means under the present plan there is little time for research, for student personnel work, and for direct public service. Anything that will lighten the teacher load and still retain efficiency will be a distinct gain for us. The welfare of the student comes first.
The findings of skilled and scientific educators in evecy section of the United States must be given more serious consideration today than in
AUDITORI UI1-GYI1NASIUI'l BUILDING NORTH GEORGIA COLLEGE Dahlonega, Georgia

_____ . ...................

, ..

.. r

. r, ~

.li

~I tI i!I

~

-.,

65
the past. "More students, few teachers, less money" is not confined to the educational problemB of Georgia any more than it is to many other states. These facts must be c~nfronted with an open mind, no matter how at variance they may be with our previous thinking or our pet educational philosophy. These facts demand concerted action on the part of all of us charged with educational leadership and responsibilities. There is something far more important and vital to the success of a college or university than merely expanding this or that department. It has bean often said by distinguished educators that the curse of modern universities is overemphasis on departments or departmentalization. It is at least comforting to know that one of the units in the System has abandoned departments and has organized the institution into a few divisions.
Our immediate problem is to decide definitely upon an internal Policy - utilizing the funds available to accomplish the highest possible efficiency. rhis means that additional members of the Faculty must be selected from the viewpoint of increasing the efficiency and scholarship of the senior college. If such a policy, commend it or
GIRLS 1 DORJ'IITORY GEORGIA NORJ1AL AND AGRIC ULTURAL COLLEGE Albany , Ge orgia

66
not, is not adopted, then additional funds may only mean a little more of what we already have. This was admirable for the older ~1v111zation which served its generation well, but a civilization that has passed. The University System must meet the problems having to do with the reorganization of human society based upon a curriculum whose essential philosophy is meeting human needs or the obligation of universities to the social order.
It is comforting to realize that several of the administrative officers and many of the Faculty members concur in these views. The Regents likewise are in accord with progressive movements in education. In the future, therefore, recommendations from heads of units in the four-year colleges will be scrutinized from the viewpoint of advancement of the senior division - the division now most sorely in need of expansion and development. If it be asked why isthis phase of the work being dwelt on at such length, the answer is that a University System is rated by the work done in the senior division. Any policy of internal economy that will yield the best possible returns in educational values for every dollar spent should be welcomed, provided these gains made from such a move are used to build up the senior college level which, any way you look at it, is more expensive than junior college operation.
After an administrative policy has been determined on that will lay a sound economic basis for the improvement of the senior college level, there are other problems that call for attention. The same careful study and planning must be done for the senior college curriculum, as has been done for the junior college curriculum. Today it is not co-

67
ordinated with the curriculum on the lower level; in fact, it may be characterized as disjointed, individualistic, and wasteful. ~
At a recent meeting of the heads of the institutions I emphasized the fact that more degrees are given than seems advisable and that this problem would be given first place on the program at the next meeting of the University Council. At the same time will be discussed Faculty personnel. In the future we must prevent overlapping functions in other colleges and select men that will be for the interest of the State as a whole. In large measure the heads of units are charged with this responsibility. Perhaps if uniform criteria were adopted by the Regents the problem could be more easily solved,
criteria involving amount of training, length of service, research productivity, teaching ability, student counselling, public service activities, etc.
While great progress has been made in library facilities, these facilities mark the weakest link in the University System. There is scarcely a department at any of the four-year schools that is adequately represented in the library for the demands of high-grade senior college or graduate work. The same situation also exists so far as laboratory equipment is concerned.
The Brilliant Student. To whom should aid be given? This is indeed a serious question. A careful analysis made of the students indicates that from 30 per cent to 50 per cent of students showing greatest promise of profiting by their college work never reach the college level; but very nearly the same percentage of the less able ones do reach ther~. Certainly a situation as serious as this calls for remedy.

68
He must salvage for our senior colleges more of the bright s~udents,~if our standards are to improve and we are to serve our State in the best possible way. This policy does not deny our obligation to the others: they need our best efforts, and our survey courses are helping them. But we have a special duty to those who are most likely to become outstanding leaders. It is our duty not only to train them in the knowledge that they will need but also to instill in them a public spirited attitude and a sense of social responsibility.
As a matter of educational policy we owe to ourselves and to t~e State to encourage our most promising students to complete their education. Scholarships, assistantships, the employment service, and similar aids and devices should be administered with regard for the kind of dividends they will buy. Our universities should say to every boy and girl, poor in purse but rich in brain, the college offers its greatest opportunities, and to the parents the institution should say, send us your best boys and girls and we will return to you the finest characters into which manhood and womanhood can flower.
Guidance and Counselling
It is evident that more attention should be given to guidance and counselling.
During the past year a study has been made looking towards the development of an organization wh.llL" t;he University System capable of rendering efficient guidance and counselling to our students. All over the country students enter high institu~ tiona of learning with little conception of the lines along which their abilities and special tal-

69

ents may be. Because of this fact~ many students

have

difficulty

in

adjus.ting

themselves
~

to

the

con-

ditions of college life and many of them drop out

who might have been saved through proper guidance

and counselling.

Many scientific studies have been made by

educators as to proper methods of guidance. These

methods have been tested and those found good have

been retained and others rejected. The institu-

tions today as never before are doing all in their

power to direct the work of students so that larger

numbers will complete their college careers and

study those subjects for which they have aptitude.

Personal direction will~_ therefore, be given the

individual so that he may get the best possible

results from his Qollege course.

Guidance work will require a great deal

of extra work from many members of the Faculty.

To accomplish the best results, it will be neces-

sary to relieve those members of the Faculty who

act as counsellors of a part of their teaching

load. Whatever is for the best interest of the stu-

dent must be done.

Survey Commission

It would be of great value to each unit and to the System as a whole, if administrative officers would read that report from time to time. I regard that report as scholarly and far-reaching. Able men made an aole report. The suggestions and recommendations made are unbiased and free from prejudice. All other things being equal, that report shall govern my decisions. According to the plans suggested by the original Survey Commission these

70
and similar problems should be faced squarely and their solution shar~d in by~the University Council.
University System Council
The building program, the dedicatory exercises, selling higher education to the people all these have increased the morale of students and Faculty and have created a finer attitude among the citizens towards higher education. Necessary as have been these things, they must now in large measure be discarded and our best thought and talent given to developing an economic internal policy and strengthening our four-year institutions.
The salvation of the University System has been the University System Council. Without this able and wise group, I am confident that no such progress as has been made in these years could have been made. Only the heads and members of the University System Council can really appreciate the difficulties that have been met and the great progress that has been made.
Graduate School
Let me quote from the Charter of The University of Georgia: "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, unculture~ state of nature; it can only be happy when 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

'71
religion and education. Sending them abroad to other communities for their education will not answer those purposes; it is toohumiliating an acknowledgment of the ignorance and inferiority of our own. 11
Senator Hill said: 11 No system of education for the people, and for the multiplication and elevation of the industries, can be complete, or efficient, or available, which does not begin with an ample, well-endowed, and independent university. 11
The University System must develop a graduate school of high standing. This is distinctly University service whichwill yield in large measure a rich harvest to manhood and to the State. It has been said frequently that a college may retain its self-respect in the use of its name, if it restricts its teaching to undergraduates, but a
University with such a restricted curriculum should
lose either its own respect or its name. The public does not always differentiate between a college and a university.
The first essential characteristic of a university is to furnish instruction - teaching that
will make the youth of the State competent and use-
ful citizens and training that will fit youth for productive life work. The second purpose of a University is the training of youth for public service and the application of public supported science and scholarship to the welfare of the people. Important as these two factors may be, a university cannot be so circumscribed in its work.
The third field of work is a graduate school. In the graduate school research and demonstrations are concluc:ted upon a scholarly basis and youth is trained and inspired to discuss things not

72
known and to find new uses for things already known. Beyond the primary ~urpose ~f teaching , therefore, is the obligation to discover truth and to disseminate knowled.ge that will add to the wealth of Georgia. "If 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."
How inadequate this work has been done and is being done from the material side can be ascertained by asking and answering this question, 11 How backward or fop;;ard is Georgia in those things that add to her wealth or that increase the per capita wealth of her people?" Is it not true that we sell the raw material of this State for a mere trifle and pay for its return in the finished product with rubies and emeralds? It has been said that "research consists of two things: first, the cost of doing it, and second, the cost of not doing it, and too often the cost of the second ex ceed s the cost of the first." Who knows how much farther a d vance d or how much more wealthy Georg ia would be today if the University System had had the funds with which to conduct research and graduate work. It requires
BOYS 1 DORMITORY GEORGIA SOUTHWESTERN COLLEGE Amer icus , Geor gia

73
money to conduct such work - money for equipment and for scho larly teachers.
Here in Georgia we sho~ld have an outstanding graduate school charged with investigating and solving problems pertaining directly to this State and this section. We should not try to secure funds to build up a graduate school competing with those universities already equipped to give the doctor of philosophy in so many well established fields of learning. There are fields still open to the University System, fields that demand immediate development. Of course there are certain well established fields that must not be omitted - one in particular is that of education.
There is a strong demand for graduate work on the part of the teachers of the State. The Georgia Association of Superintendents, at its annual meeting in Atlanta November 21, 1936, formally asked the University to do more in this field. The same action was taken by the Georgia Education Association, Macon, April 18, 1936; and also by the Georgia Chapter of Kappa Delta Phi, a national professional education society, stressing leadership, research, and service.
GIRLS' DORMITORY STATE TEACHERS AND AGRICULTURAL COLLEGE Forsyth, Georgia

74

The University System should have the best

library country.

ofGGeoeorgrgiaiahhisi.stotoryry

isan.ds..

literatur till in it

e s

in the infancy.

We have a literature in Georgia and this section as

distinctive as Irish literature is to Ireland. To

illustrate my point, I refer you to "Gone With The

Wind," a book that has now reached a million copies.

I could mention any number of works, but I feel

there is no necessity in a report of this kind. So

far we have had no adequate history of education in

Georgia nor of the influence of academies like

Richmond, Chatham, Glynn, etc., nor the influence of

educators from Vermont and Connecticut on our early

history of education.

There is also the field of social service

which must be developed immediately. Such institu-

tions as the University of Chicago, the University

of Minnesota, New York University, and others that

could be named, are training men and women for this

special service. The demand for the type of trained

men and women is great. Excellent as is the train-

ing in these institutions for service, it is not

the training needed for social welfare workers in

Georgia and in the South. In large measure these

trained workers deal with slum problems such as are

found in Chicago, New York, Boston, Minneapolis, and

all other large cities. Slum problems of these

kinds are not those that pertain to Georgia and to

the South, except in a limited degree.

The problems in Georgia and in the South

are the problems of rural sociology, problems in

large measure arising from illiteracy and from

tenancy and lack of schools, churches, proper medi-

cal care. People trained to cope with problems of

the slums in large cities would not be able to han-

-75
dle the problems in our rural sections. There the social service leader is dealing with the native born citizen of good chargcter, but whose oppor-
tunities for advancement have been so extremely limited that he is today with little education, with the bare necessities of life, and with no ambition for himself or his children. Such people need only the personal touch of a leader who knows and appreciates the problems of rural life and can awaken within them their latent talents. Here in the South with its blighting problems of long years of the system of tenant farmers and croppers must be established a graduate school in which will be trained men and women of Georgia and the South well grounded in the problems of rural sociology. This is not only a humanitarian problem but a problem looking to the welfare of a large number of people with an extremely low income with the knowledge that many can be lifted to a higher plane of society and thereby increase the per capita wealth of Georgia. According to the latest United States census there are in Georgia 100,000 tenant farmers. Surely the University System owes a duty to these citizens. Universal education is in large measure the solution - not merely the ability to read and write but an education dlrected by men and women who understand their problems and highly trained in the problems of rural sociology in this section altogether agrarian.
There are other problems that affect our progress in industry and in agriculture and these can be solved, if ever solved, through research. Who can estimate the wealth that has already come and will continue to come to Georgia through the research of Dr. Charles H. Herty.

76

Dr. Charles H. Herty, a native Georgian,

a

graduate

of

the

U.n

i

v

e

r

s

i

t

y
~

and

a

professor

in

The University of Georgia, should have given to the

world this contribution from the laboratories of The

University of Georgia, Lack of funds to pay him

adequate salary and to furnish him with modern labo-

ratory facilities forced him to resign, As a result

his contribution to the world comes from a private

laboratory financed by private funds, Georgia is

able to rely on its own resources, but of course

welcomes funds from any source,

Through the medium of research our scien-

tists are constantly studying laws and. forms of

nature, and devoting the knowledge to the develop-

ment of a higher economic standard of living in

Georgia. In many cases this work leads to an actual

improvement over the mechanics of nature, Rayon

garments and cellophane wrappers consist essentially

of the same material - cellulose - as cotton fibre

and lumber.

The University System has three experiment

stations: the Georgia Experiment Station at Griffin,

the Coastal Plain Experiment Station at Tifton, and

the State Engineering Experiment Station at the

Georgia School of Technology, All three are doing

excellent work. The function of these stations, in

large measure, is to develop the resources of Geor-

gia through the medium of applied science research.

Professors Brannock, Bunger, and Jones, through the

State Engineering Experiment Station, considered the

possibility of utilizing Georgia pine as a source

for the cellulose from which rayon and cellophane

are made. When it appeared feasible to make white

pulp out of Georgia pine, they began experiments

connecteu with the production of rayon from white

pulp. They have now produced a commercial quality

77
. rayon by the viscose process and have proved the
quality of this rayon by. fabricating it into socks
and into the Seal of the Georgia School of Technology, samples of which can be seen in the Regents' Office.
Faculties of the University System. Since Georgia now has a University System we should organize a graduate school using such members of the Faculties of The University of Georgia, the Georgia School of Technology, the Medical College, the Georgia Experiment Station, the Coastal Plain Experiment Station, the Engineering Experiment Station, and of such other units as deemed wise. Certain members of these Faculties should be released from all undergraduate work, certain others partially released, and additional men of high scholarship added, There are now many members of the Faculties of The University of Georgia and the Georgia School of Technology who are growing restless in having to devote all their time to undergraduate work, and it will be impossible to hold these men or to employ additional men of their type unless opportunity be given them to do advanced work. Salaries though of vital importance are not nearly so vital to these men as the opportunity to do original investigation. By this statement, I do not wish to minimize salaries, for these must be commensurate with salaries paid to professors in other universities in our section, whether the institutions be privately endowed or State supported. Shall the University ~ystem stand still and stagnate or shall it go forward and serve the State is the problem for
the General Assembly to solve, and this can be solved only by adequate maintenance.
The purpose of the graduate school is to train teachers for higher institutions of learning

78
and to do research work. The prosecution of re-
search work has a. profoun.d.. influence upon lower
grades of instruction, 11 We could well put such an appeal wholly on moral and spiritual grounds: the unfolding of beauty, the aspiration of knowledge, the very widening penetration into the unknown, the discovery of truth, and the inculcation of veracity of thought."
I have stated the situation as clearly as I am able. Whether the University System is to have an outstanding graduate school as it should have and as the State is able to provide is now a matter for the General Assembly to decide. If the State is able to provide millions for highways, certainly it can provide funds for an outstanding University System if Georgia is to advance in all lines of activity. Experience teaches us that 11 a State which deprives its best brain of the highest training is just as unfair as one which denies its best elementary training to some of its children. This does not merely deprive some of their chance, but the State robs itself of the trained services which it most needs."
Agricultural Extension
It is difficult to write anything about the work of the Agricultural Extension Service of the University System without seeming to appear extravagant in my remarks. It is never my intention to single out any unit or division for praise. At times this unit or that division will be conspicuous for services rendered. Particular attention is therefore called to the Agricultural Extension Service because it has had to perform a special ser-

79
vice in addition to its old line work during the past three years. It was new to the county agents ~d new to the farmers.
The Agricultural Extension Service became the active service arm of the Agricultural Adjustment Act in Washington in carrying out all adjustment programs in Georgia. The details of this
extensive program were enormous, complex, and difficult. So well have the county agents handled this adjustment program that they have won the confidence and admiration of the farmers and of the people of Georgia. They faced a difficult task but never shirked a duty to aid in every way possible in making the program function with satisfaction and with as little friction as possible.
No factor in making the program a success played so important a part as the assistance rendered by the State committee of farmers and the county committee of farmers in each county who carried on the local supervision in a most satisfactory manner. The program was adopted by Congress, and it was the duty of the University System to aid in every way possible and so was it the duty of the people. Our agricultural conditions had reached a crisis. An experiment of some kind had to be tried. Just as we found that war demands the energies of an entire nation in all its departments, so does the administration of a great country in time of peace now cover every field of human activity. The modern state is so complex that no member of it can regard himself as quite detached from an active concern in its affairs.
Georgia is a large state with 159 counties. It requires a large force of county agents and a large sum of money to carry forward the pur-

80
poses and obj e ctive s of the Agricul tural Extension Service as provide d .in the S~ith- Le ver Act. The State now has 155 county agents, eighty-two county h ome demonstrators, s ix special agents, and a large number of county conservation agents paid in full from fede r al funds. The Sta te also has twenty-one Negro county agents and twenty-one Negro home demonstration agents. Georgia has the second largest Agricultural Extens ion Servic.e; Texas only exceeds
Georgia~
The Agricultural Extension Service is not only carrying out the details of the Agricultural Adjustment Act but also all the provisions of the Conservation and Domestic Allotment Act. These agents, therefore, have had manifold duties to per~ form and many of them under trying circumstances. They would have been justified in abandoning entirely their regular educational program. They did not; in fact, the activities under the regular program increased. For example , 57,000 boys and girls were enrolled in 4-H Club work . Georgia last year exceeded the enrollment of Ohio in 4-H Club work and now leads the nation.
GIRLS' DORMITORY NORTH GEORGIA COLLEGE Dahlonega, Georgia

81
The Agricultural Extension Service of the
University System, prior .to Octob..er 15, 1935, paid
to Georgia farmers on rentals and other benefits approximately $32,000,000 and since that date, for 1936, approximately $10,000,000. These checks have been given the 112,000 Georgia farmers by the county agents. Delays in the payment of these funds to farmers seldom, if ever, can be charged to this Service. It is always ahead of the agency that makes and pays the grants . If the county agent were ever regarded as a luxury or semi-necessity, that attitude no longer prevails. He is now considered as vital to the progress and welfare of the county. The same is also true of the county demonstration agent.
Today many counties have set aside funds to employ home demonstration agents and request that these funds be matched. Funds, however, are not available. Urgent requests are made for additional funds to promote animal industry or livestock. Every dollar possible has been allotted and no additional funds are available. .~o group of people is rendering a finer or more needed service
GIRLS 1 DO!U!ITORY WEST GEORGIA COLLEGE Carrollton, Georgia

82
than the county home demonstration agents. These must work in the clo~est co-~peration with the Public Health Department. Health is directly related to all problems of nutrition or diet. The urgent demands are great, but the funds are limited. Our people are awakening to the blessings that came as a result of education. The world asks for leaders in all its varied fields.
If the State could appropriate sufficient funds to match every dollar of federal funds to pay the salaries of county agents and home demonstration agents, it would be a wise policy and result in greater efficiency along all lines. It would reduce the cost to the county and remove the agents from local pressure. The amount now contributed by the counties is $246,000. This amount is matched by federal funds and a small fund from the State. Either the State or the counties must contribute that sum, or the State could not receive federal funds for county agents and home demonstration agents. This is an important question that must be eventually given serious consideration by the Regents and the General Assembly. Our agricultural policy is broadening each year.
The spirit and genius of research are essential to constructive advancement. Adequate encouragement and support must be given to general and agricultural extension. We owe a debt to those who could not for many reasons attend college or continue as resident students in the units of the University System. We believe the field of agricultural extension should be broadened so as to include the following objectives as determined by a research committee of Iowa State College:
To foster the cultural, social, recrea-

83
tional, and community lire or a rural people; to
- cultivate a desire for a more satisfying home life;
to encourage more comforta.ble, convenient, health-
rul, and beautirul homes and surroundings; to implant an appreciation and love for rural life in farm boys and girls; to advance the educational and spiritual needs or rural people; to acquaint the general public with the needs and ideals or agriculture and its place in the national structure; to increase the net income of the individual farmer through more efficient and economical production; to improve the quality of agricultural products for the purpose of increasing income; to encourage the general participation of farm people in agricultural organizations for the purpose of becoming an effective influence in local, state, national affairs, and to develop rural leadership.
Acceptance of Bankhead-Jones Act. The Bankhead-Jones Act of June 29, 1935, authorizes the annual appropriation of certain sums for "research into basic laws and principles relating to agriculture, and to provide for the further development of co-operative agricultural extension work and the more complete endowment and support of land-grant colleges." The part of the funds allocated to colleges must be used for the support of extension work, research work, and resident instruction. The extension fund is allotted on the basis of farm population, the research fund on the basis of rural population, and resident instruction on the basis of total population. Each of these funds can be used only for the purpose specified.
The continuance of this annual allotment to Georgia requires the acceptance of the provisions of the Act by the General Assembly at the

84
regular session in 1937. It will be necessary to have two copies of ~he reso~tion certified to the Secretary of the Treasury by the Secretary of State. One copy is for the file of the United States Treasury and the other for the United States Depart-
ment of Agriculture. Assistant Secretary of United States De-
partment of Agriculture. Mr. Harry L. Brown, Director of the Agricultural Extension Service of the University System, is in large measure responsible for the excellent program now in operation in Georgia. This man with pleasing personality, with great ability as an organizer, and with power of leadership, and with so many other strong qualities necessary for success as an administrator, attracted national attention along many lines, and has now been made Assistant Secretary of the United States
Department of Agriculture, Washington, D. c. This
is not only a compliment to Director Harry L. Brown, but to the University System and to Georgia. We rejoice in his promotion but regret to give up his services so badly needed at this time. It is my recommendation that he be given an indefinite leave of absence.
The Department of Adult Education
The Department of Adult Education of the University System of Georgia is a separate unit of the University System and consists of two divisions, namely: the Atlanta Extension Center and the Division of General Extension. Prior to the reorganization of the University System in 1933 the Atlanta Extension Center was the Evening School of Commerce of the Georgia School of Technology, and the Divi-

85
- sion of General Extension was an integral part of
the University at Athens.
Following recom. mendations of the Commis-
sion that made a survey of state higher education in Georgia in 1932, the Evening School was separated from the School of Technology and the Division of General Extension was moved from the University and combined with the Evening School to form the Department of Adult Education. Some months later authorization was given for members of the Evening School Faculty to conduct Junior College courses from two to five o'clock in the afternoon five days in the week. The Evening School is therefore composed of tne Evening School proper, holding classes from three to five evenings per week after five o'clock, and the Junior College, holding classes from two to five o'clock in the afternoon.
For the session 1932-1933, the last ses-
sion before the Evening School was made a division of the Department of Adult Education, the registration of separate individuals was 524. For the year ending August 31, 1936, that is to say, for 19351936, the registration of separate individuals was 1278. For the fall term of the current session the registration of separate individuals is 1105, or 228 more than were registered for the fall term last session. The increase is made up of an increase of 67 in the Junior College and 161 in the Evening School. If registrations for the winter, spring, and summer terms show a proportionate increase, the total enrollment for the session will exceed 1600.
No division in the University System has experienced a more substantial growth in enrollment, physical equipment, scholarship of the Faculty, and academic standards than the Atlanta Extension Cen-

86
ter. A larger proportion of the Faculty are holders
- of graduate degrees, especially the doctorate of
philosophy, than i.s the case in any other division
of the University System. Full credit for work done in the Center is accorded by leading colleges and universities outside of Georgia as well as by institutions in the University System.
Especially worthy of mention is the personnel and placement service conducted by the Extension Center. It is estimated that from 20 to 25 per cent of students in the Evening School are former students of other colleges in the state who, because of limited resources, were compelled to discontinue their college work. Coming to Atlanta they have secured employment through the placement service of the Center and are carrying on their regular college work in the Evening School. nany of them will return to and ultimately graduate from the college of their original choice.
The Division of General Extension was created by the Regents as the extension service agency of all units of the University System. The Division has functioned since its inauguration without appropriation or allocation of funds from any source for carrying on its varied program of extension teaching and community services.
During the year September 1, 1935, to August 31, 1936, 2695 individual students were enrolled for 3626 courses in extension classes in many towns and cities or for correspondence instruction at their homes in almost every county of the state.
One hundred and thirty members of the Faculties of the several institutions of the University System co-operated in the extension teaching program of the Division, giving in extension classes

87
and by correspondence more than 300 of the same
. courses which they gave .in residence at their re-
spective institutions, with the same credit toward degrees. Hundreds who for various reasons are unable to attend college, thus are enabled to continue their studies at home, earning while learning and improving themselves professionally and otherwise in their several fields of employment.
Five new types of community service have recently been inaugurated by the Division, bringing within the reach of every citizen of the state several helpful activities of the Division's varied program:
1. Reading courses for local groups - Women's Clubs, Parent-Teacher organizations, Civic Clubs, etc.
2. Supervised study in home communities for high school boys and girls who cannot go to college.
3. Instruction for enlisted men in Civilian Conservation Corps Camps.
4. Community forums for the non-partisan discussion of public affairs.
5. Audio-visual aids extension service, whereby motion picture films for use in classroom instruction in various subjects may be obtained at reasonable cost by all schools and colleges in the state. With the co-operation of officials and
Faculty members of the University System and reasonable financial support the Division could multiply its service to the State many times. All over Georfia our schools are being taught by teachers who realize their need for further education and professional training, but .-,hose meager salaries warrant

88
little or no expenditure beyond the bare necessities of life. They cannot possiQly pay the fees that the Division of General Extension is forced to charge. Nothing the State could do would mean more for the future of its people than to make provision for raising the level of education and training, especially of teachers in our rural schools.
The commanding position of the Evening School, the Junior College, and General Extension was made possible and has been due in very great measure to the foresight and munificence of Mr . R. R. Johnson, President of the Campbell Coal Company of Atlanta, Through Hr . J ohnson's efforts around $85,000 .00 was raised to provide the present building at 223 Walton Street , N. W. Of this amount Mr. Johnson contributed around $40 ,000. At the time the present building was constructed, provision was made for 800 students. Since then three classrooms have been turned over to the Division of General Extension for offices and work rooms, and now more than 1100 students are being crowded into the remaining space.
The need for more room and increased fa-
GIRLS' DORHITORY GEORGIA STATE WONANS COLlEGE Valdosta, Georgia

89

cilities was so urgent that the Regents authorized

the

purchase

of

the

build.ing

at

Luckie
~

and

Nassau

Streets in Atlanta. This building, originally the

Georgia Baptist Hospital, will be remodeled so as

measurably to provide for future growth in General

Extension activities as well as in the Junior Col-

lege and Evening School.

The Medical School

From every quarter jOmes the cry that the cost of medical care i s too high or too expensive. Perhaps that statement is true, but it cannot be remedied unless larger funds are made available by counties . and cities and by both the state and the federal government. Three of the major functions of government, state and federal, are highways, education, and public health. It is not education that is such a burden. on the taxpayers, but the failures in our civilization. In the United States we are spending one cent for education, five cents for crime, and nine cents for ill health. Last year the per capita cost of crime was $22.50 . We cannot re-

BOYS' DORMITORY ABRAHAM BALDWIN AGRICULTURAL COLLEGE Tifton, Georgia

90
cover fro~ this situation by employing more police-
men, but by investin.g lar~er... sums in character
building institutions - schools, colleges, universities, and medical colle3es.
What is more precious than human life? What demands more serious consideration than the
safety and health of the people? As a people, have
we not been more interested in developing great industries and excellent highways than we have been in building and supporting medical colleges, hospitals, and health agencies? .rime and disease go hand in hand. Poor health or sickness is an economic waste. If a state provides adequate medical care it will reduce the cost of maintaining jails, almshouses, eleemosynary institutions, courts, police, penitentiaries more than the cost necessary to provide for medical colleges, nursing, and public health. In dollars and cents we cannot estimate the happiness and contentment that will follow.
Medical attention is so essential to the economic welfare of Georgia that it is necessary to support adequately both the Medical ~chool and a comprehensive program of public health. In a sense the two go hand in hand. Whatever has been r.lone in the past and whatever is being done today along these two major objectives is far from adequate for a state of the magnitude and of the wealth of Georgia.
If our educational program in the past has been at fault, it should be corrected. I am inclined to believe that our courses in biology stressed the earthworm and the tadpole too much. The courses today are stressing human biology anrJ in stressing this phase of biology there has been aroused among students and citizens greater interest in the !'iedical School ani in public health. What-

91
ever may have been the objective of universities in the past, these are now being enlarged to include the obligation of universities to 'he social order. Herein lies the challenge of the nev1 rlay for the Unive.rsity 3ystem: society is undergoing a constructive revolution. The fundamental interests are centered in the group.
The state must support an outstanding Eedical :.Ochool. We cannot afford to neglect this important unit in the University System. It must be the type of institution that will attract the best brain and the best talent in the country to enter the medical profession. The J:edical School is excellent in a limited field, but it must render a greater service. If it does, it will attract men who are eager to learn lessons that are not merely of a utilitarian nature.
A great mass of medical knowledge is available. The physicians have the scientific skill but too many of our unfortunate or underprivileged citizens lack much needed medical care. As with other economic maladjustments, the problem is one of ui~tribution. Those most in need cannot pay. The burden should not fall entirely on the medical profession, for the physicians have enough charity at best.
The progress in the field of medical science with the accompanying rise in costs and a retrogression in the economic status of our people constitutes the least of our problems. We drain a swamp at public expense but we permit human reservoirs of disease to circulate among us at will. The solution to our malacljustments between medicine and our social order is not a simple one. \.-Je now recognize a chanred attituc:.e towar:'s medical education and public health.

92
The 1'1edical School should widen its scope through a co-ordinat.ed progr~ of education, research, and care of the sick. The Medical School should provide the leadership expected of it in the major fields of medicine. The new generation of physicians requires hospitals and laboratory facilities. This means the establishment of municipal and county hospitals. In some way these should be regarded as units of the Medical School; that is, have a working plan with the Medical School. Such a plan would result in greater efficiency and economy.
The Medical School should be able to fur~ish adequate laboratory facilities in which physicians and residents in allied hospitals could receive the training and conduct investigations in their chosen field. Such a plan of co-operation would surely result in elevating the standards of medicine and surgical care of the sick and in providing the Medical School with a greater opportunity for public service. With the passage of the Social Securities Act no phase of medicine will be more important than that of adequate study of the disabling elements of middle and old age.
Urgent Needs. Augusta in Richmond County has a magnificent hospital adequately maintained. The hospital is the important cry of the Medical School. Without it there could not be a University of Georgia Medical School, unless the state made a million dollar appropriation for similar facilities. Such funds have in the past not been available.
The Medical School must have additional funds. Salaries must be increased. Salaries in professional schools are higher than in other schools. The Regents have allocated every dollar possible to the Medical School. They cannot do more

93
unless the appropriation is increased. The needs
are many- (a) money for s. alaries.,.. (b) money for
modern equipment, (c) money for additional instructors, (d) money for new departments, and (e) money to provide for caring for patients in nee~ over the state - or a state hospital in Augusta.
The new departments needed:- (1) Eeuro-
Surgery, (2) Psychiatry, (3) Tuberculosis, (4) Anesthesia, (5) Dentistry. These require additional funds: these are needed, if the state is to have a real ~1edical School. Additional members of the teaching staff require additional funds.
Only forty-two students may be admitted each year. Funds should be made available so that this number may be increased to sixty. It would then be possible to graduate fifty each year. It is impossible to admit more than one-third of the Georgia boys who apply.
The state should build a hospital in Augusta as part of the Eedical School. Today no patient however needy and unable to pay the necessary cost can be admitted, since the hospital is not supported by the state. It is unreasonable to ask Augusta and Richmond county to care for the needy of the state. To do this will cost money. This is another arg~~ent favoring another million dollar appropriation for buildings for the University System.
To save the state expense and to widen the scope of the Medical School, the State Hospital at Alto should be under the control and supervision of the Medical School. The medical and surgical care of these patients should be a responsibility of the Medical School.
The State Board of Health and the i:edical School should work in the closest harmony. 3oth

94
should have the same objective and should work to promote efficiency.and economy. Every dollar of the taxpayer's money should be made to accomplish the most possible. The e~ecutive office of the State Board of Health should be in the State Capitol Building, but the laboratories should be at the Medical School.
Educational Council
The time is opportune for the formation of an Educational Council to include representatives from the following public service agencies: the University System of Georgia, the State Department of Education, the Georgia Education Association, the Association of Superintendents, Parent Teachers Association, Georgia Federation of Women's Clubs, Association of Georgia Colleges, Georgia Bar Association, Georgia Press Association, State Forestry Association, and the State Federation of Labor. This Educational Council should determine a long range educational policy for the state; should integrate and supplement the work of various agencies for social welfare; should clearly se~ forth to the people of the state these things needing correction.
Campus Roads and Driveways
It is gratifying to report that during the year the campus roads and driveways in part or in whole have been or are being paved at the South Georgia College, Douglas; at Georgia Southwestern College, Americus; at Abraham Baldwin Agricultural College, Tifton; at West Georgia College, Carrollton; at the Georgia State Woman's College, Valdosta; University of Georgia School of l'ledicine, Augusta; and

95
The University of Georgia, Athens. Some applica-
tions are on file and oth. ers are ...being filed for
paving at all the units of the University System. These roads are not only needed for traffic but to protect the health of the students and to prevent damage to buildings and to their contents. To the Governor and the State Highway Board we express deep appreciation.
Speakers Bureau
A Speakers Bureau consisting of members of the Faculties of the University System has been organized by Mr. L. R. Siebert, Secretary of the Board of Regents. The purpose is to furnish civic organizations, Chambers of Commerce, etc., with speakers. The members of the Faculties cheerfully responded to the suggestion of making their services available. Many have been the requests from organizations in every section of the State for speakers. This is another way for the University System to render a worthwhile service to the people. A list of the speakers and subjects is on file in the Regents' office.
The Higher Life
The president of a great 0tate University once said: "The State may live up to the highest obligation of a sound and educational policy, the Faculty and President may approach the problems of education in the finest spirit of scholarly openmindedness, and yet the University System will not be really great. If there be not within its body a spiritual force, a quality of the soul, the one

96
thing needful will be lacking. No University can be great that does not .feel it~lf animated and lifted up by influences stronfer than the sum of the individual forces of its students and professors. Without a sense of dedication to a task of larger scope than even teaching, research, extension, the University will :1ot achieve its largest usefulness."
A '-."r.i vers i ty Sys tern must meet the needs of the age and the society it serves. To do this it must meet physical, spiritual, intellectual needs.
We are not trying to supply religious education of any particular creed or'sect. I am convinced that conditions emphasizing the higher life are better today than in years gone by. Boys and girls are vitally interested in things eternal, as evidenced by interest in the college Y.M.C.A. and Y.W.C.A. and the Student's Voluntary Religious Association. The student pastors are likewise rendering a fine service. It is an undeniable fact that the life of the youth today is more natural, more wholesome, more pure than any previous period in the history of education.
The greatest duty of a University to the nation lies in the realm we may broadly term the spiritual. Year after year, decade after decade, the University stands an abiding witness to the truth that, while economic and social achievement may be basic, the test of any nation and of any civilization is not merely its material prosperity but its wealth in the things of the human spirit literature, art, science, and religion.
1932 versus 1936
Four years ago the State of Georgia was

97
supporting twenty-six autonomous, competing institutions of higher learning~ The v~ious colleges had rto consistent program or common objective. They spent a considerable part of their re~ources and their energies vieing with each other to the neglect
of their real functions. Beginning with the legislative act of consolidation and the report of the Survey Commission order and unity began to appear. Today after four years, Georgia has a system of higher learning with units co-ordinated and with all ~xecutives working towards a common end. The change has not come easily or painlessly. Some units have been abolished, some have been consolidated, and some have been redirected in aim and purpose to the disappointment and regret of many individuals.
It has been the practice in the past in this State, for the University to take over private educational institutions which were, for financial or other reasons, unsuccessful. There is no need for any increase in the units of the University System. We should preserve the institutions we now have. It would be a fatal mistake to add another, no matter how flattering the promises of any group or community and it would be just as fatal to admit into the System any institution already abolished by the Regents. We have made great progress. Under no circumstances should we return to pre-reorganization days.
Donations and Gifts
It is a pleasure to report the following donations and gift~ and to express appreciation:
1. From the Georgia Rural Rehabilitation Corporation to The University of Georgia, 2000 acres

98
of land ln close proximity to the southern boundary of property owned by ~e University of Georgia. Value of pro~erty ~47,100. This property has been assigned as follows: 250 acres to Poultry Department; 800 acres to Department of Animal Husbandry, and remainder to School of Forestry.
2. From Mrs. Wayne Patterson, Columbus, to University of Georgia, valuable collection of Indian Relics.
3. From the Carnegie Foundation for the Institute of Public Affairs at The University of Georgia, the annual allotment $5,000.
4. From the General Education Board to the State Teachers and Agricultural College, Forsyth, $3,300 for equipment for new Vocational Agricultural and Home Economics Building.
5. From Julius Rosenwald Fund to State Teachers and Agricultural College, Forsyth, $1,000 for books for library.
6. From Miss Stella Center, New York, to State Teachers and Agricultural College, Forsyth, books for library valued at $1,000.
7. From Mrs. J. William Clarke, New York, to Medical School and Hospital, Augusta, $1,500 for X-ray equipment and $18,000 for equipping Out-Patient Department.
B. From Alumni of Medical School to Medical School, $25,000 for equipment and renovations.
9. From Mrs. Sara Hodge, Savannah, to Georgia State College, Savannah, $1,000 towards building Community Center House for spiritual and social betterment of the Negro race.
10. From Mrs. B. F. Bullard, Savannah, to Georgia State College, Savannah, $200 for new equipment for teaching agriculture.
11. From Mrs. William G. Willcox and friends, New York, to Georgia State College, Savannah, $12,000 for aiding in building Health and Physical Education Building. With additional tunds plus aid from the Works Progress Administration this building has been completed.

99
12. From Mr. and Mrs. Eugene o. Batson, Missis-
sippi, to the Georgia School of Technology, Atlanta, ~5,000 in L?uisiana.Gold Bonds, in memory of their son - the income to aid worthy students in securing college education.
13. From Julius Rosenwald Fund to South Georgia Teachers College, Statesboro, ~10,000 to promote enlarged program for rural teacher training.
14. From different manufacturing companies to the Georgia School of Technology, Atlanta, textile machinery valued at ~6,500.
15. From Miss Emma M. Long's estate to The University of Georgia, ~500 for memorial to her
father, Dr. Crawford w. Long.
16. From the Tuttle-Newton Home through the City Council of Augusta to the Nedical School, Tract A on which present medical buildings are located so long as devoted to Nedical education, and Tract C, consisting of thirtysix acres in fee simple, the site of the new building and of future buildings. Valued at $100,000.
17. From Mr. R. R. Johnson, Atlanta, to the Atlanta Extension Center of the University System, approximately 040,000.
18. From Dr. L. G. Hardman, Commerce, to The University of Georgia, 600 acres of land ten miles from Athens, to promote forestry.
19. From !'Irs. Louisa Porter f'Iinis, as provided in her will, to the Georgia State College for Women, Milledgeville, two items: (1) $10,000 without any stipulations, and (2) ~40,000 for a building. The Executors at this date are uncertain whether these two items can be paid in full.
20. From :tUss Caroline Hazard, Rhode Island, to the Georgia Normal and Agricultural College, Albany, the sum of ,;11, 565 for library building. This building has been finished and dedicated. This is only one of the many gifts made to this college by that generous friend of education.

100
21. From the United States \-Jorks Progress Administration, l''liss Gay. Shepper~on, Administrator, to the Vniversity System of Georgia, approximately ~600,000 for repairs and new buildings.
22. From Sears Roebuck and Company, Atlanta, to the College of Agriculture of The University of Georgia, twenty-five scholarships of $100 each to boys of high scholastic standing and leadership, pursuing the degree of Bachelor of Science in Agriculture.
23. From Oze E. Horton and l'lillard c. Horton,
Executors of the Estate of Frances Clementine Tucker, to The University of Georgia, the sum of approximately ~60,000, the income from which to be lent to girls to continue their college education.
Reconnnendations

It is recommended that the Regents request the General Assembly to make the following appropriations for each of the new fiscal years 193738 and 1938-39 - these are the minimum amounts needed for the University System - these appropriations to be paid in full:

1. Maintenance

$1,750,000

This represents an increase of only
$2bO,OOO over the previous appropriation of
$1,500,000. This sum is needed to employ additional members of the Faculty to teach properly the increased enrollment . There is no sound reason to assume that the enrollment will not continue to increase. This sum is also needed to restore the
drastic cuts made in salaries, if the University
System is to hold the young men in the Faculty and to attract the type of men which give a college or university its standing. This is the most serious
problem that cvnfronts the Board of Regents.

2. Building Program $500,000

Every unit in the University System needs buildings to relieve crowded conditions in dormitories, dining halls, and classrooms. For years no

101
provision has been made for increasing the physical plants. It is good business judgment and the part of wisdom to take advantage of t~e provisions of the Public Works Administration. Approximately every dollar appropriated by the State will be matched by the Federal Government. The buildings will be eventually built. The plan now will save the taxpayers money, and the opportunities presented now may never come again.
3. A Graduate School $75,000
Each year the demand for graduate work increases. Our teachers and students resent having to leave the State to do advanced work - work for the degree of the doctor of philosophy - the highest university degree. It is humiliating to admit that Georgia has a University System with no adequate facilities for giving graduate and research work leading to the highest degree. I have outlined a plan for doing this work, if funds are provided for a graduate Faculty, equipment, and library facilities. The modest sum asked for will enable the University System to make a beginning in limited fields. Without graduate and research schools we only have a college and not a university system.
4. New Equipment, Apparatus, Machinery $75,000
It is impossible to instruct students in textile and electrical engineering; in modern chemical engineering and radio - physics; in dairying and cheese making; in farm machinery and meat products; in medicine in all its allied topics, and in so many other fields, without adequate modern equipment, apparatus, and machinery. No funds have been available for years to replace the worn out and out of date equipment. We cannot do even first class undergraduate work with antiquated equipment, apparatus, machinery at any unit. The demand today is more urgent at The University of Georgia, the Georgia School of Technology, the University of Georgia School of Medicine than at other units.
5. The Medical School ~5o,ooo
We cannot afford to jeopardize the rating of the Medical College. An institution that loses its rating with the standardizing agencies is in a critical situation. 1ne Medical School is today in

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good standing, but it will not be unless it is more adequately financeq and un~ss its facilities and equipment are jncreased. Tf funds are appropriated for a building fund as requested, then a small State hospital can be built for the benefit of some of the desperately needy and indigent cases over the State, and this special fund can be used for the care of these State patients. The rIedical School must have some funds to care for State patients. Hospitals to make possible a J:Iedical College are now built and financed by Richmond County and the City of Augusta. The State is fortunate in having these facilities.
6. Repairs ~50,000
The units of the University System are located in Atlanta, Athens, Augusta, Milledgeville, Valdosta, Statesboro, Savannah, Dahlonega, Carrollton, Cochran, Americus, Tifton, Douglas, Griffin, Albany, and Forsyth. The University System is composed of eighteen units. Repairs are urgent. The money asked is insignificant for a System so vast. It is economy to keep the plants in repair. This has not been done.
It is recommended that an Enabling Act to be known as the Georgia Agricultural and Domestic Allotment Act as sponsored by the State Advisory Board of Farmers be approved. This Act is for the purpose of co-operating with the Federal Government in bringing to the farm people of Georgia the full benefits as specified in the Act passed by the Congress of the United States and approved, February 29, 1936.
It is recommended that necessary action by the General Assembly be taken by which the State may receive funds from the Federal Government as specified in the Jones-Bankhead Act.
Suggestions
1. Co-ordinating the work of the State De-
partment of Health and the Medical College so that
the laboratories may be at the Medical School.
2. Co-ordinating the work of the State
Tuberculosis Sanitarium at Alto with the Medical

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College so that the medical and surgical care of these patients may be d~ties of.the Medical School.
3. It is suggested that the Regents and the General Assembly consider the advisability of making appropriations for salaries of county agricultural agents and home demonstration agents so that counties may be relieved of these contributions. The sum contributed by the counties for 1936 was approximately $250,000.
In presenting this report to the Regents I am profoundly impressed with the magnitude and importance of the work of the University System. It has become an institution of vast proportions. To the Regents, the Heads, the Faculty, the Central Office, and friends who have been helpful, I desire to express deep appreciation and gratitude.
Respectfully submitted,
G&d~
Chancellor